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The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia.

Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents.

The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia.

This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.

This chapter will examine ideological debates currently taking place in academics. Anthropologists – and all academic workers – are at a crossroads. They must determine what it means to “green the academy” in an era of permanent war, “green capitalism,” and the neoliberal university (Sullivan, 2010). As Victor Wallis makes clear, “no serious observer now denies the severity of the environmental crisis, but it is still not widely recognized as a capitalist crisis, that is, as a crisis arising from and perpetuated by the rule of capital, and hence incapable of resolution within the capitalist framework.”

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in quality frameworks and in the literature, it considers how teaching quality has traditionally been interpreted, suggesting (as in Chapter 2) that there is a need for more nuanced and comprehensive understandings of teaching excellence to be developed, demonstrated, recognised and rewarded, to reflect the complex nature of teaching excellence across the academic career profile. It considers how institutions might build and communicate shared understandings of excellence in teaching and promote a culture in which excellence at all levels of teaching is valued in the same way as research. It discusses the ways in which the professional learning and support needs of academics can be met at various stages of the academic career, to develop in teaching faculty and education leaders a sense of being appreciated, connected and competent in their contribution and commitment to teaching excellence.

Next after butter and milk—as regards the total number of samples examined—come spirits, of which 6,938 samples were dealt with. Of the articles of which sufficiently numerous analyses were made to furnish reliable data, spirits as a class are the most extensively adulterated, and the 12 per cent. of adulteration recorded for the year under review does not, in all probability, nearly represent the real extent of the evil. Many samples are returned as genuine which have been watered beyond the legal limit because the vendors have exhibited dilution notices, a method of legalising what are essentially fraudulent practices which is, unfortunately, being extended to other foods and drinks, and bids fair to bring the whole execution of the “Acts” to a standstill. In addition to this there are the widest differences of opinion and practice amongst both Public Analysts and Local Authorities as regards those spirits which have been the subjects of prosecution, on account of their origin or mode of manufacture, i.e., for being partially or entirely the product of the “patent still.” Prosecutions of brandy for containing spirit not derived from the grape have been fairly common, and similar offences connected with whisky and rum have also been brought before the courts, and yet the proportion of “spirits” now found to be adulterated is 30 per cent. lower than it was ten years ago, when watering was practically the only offence recorded. In view of the interest aroused and the intrinsic importance of the whole question some details and some guidance also might be looked for in such a report as this. Unfortunately the spirits are all lumped together under one heading, and although the presence in brandy of alcohol not derived from the grape is referred to, no further details are given. It is, no doubt, the case that the Local Government Board is not in a position to express an authoritative opinion on any of the difficult problems to which we have referred, and has no legal power to fix standards or enforce their use; nevertheless the mere statement of the number of prosecutions, of brandy, for instance (for containing other than grape‐derived spirit) together with the maximum and minimum proportions of the foreign spirit or the figures for esters in the corresponding cases would have at least shown to what extent the recently promulgated standards for this liquor had gained acceptance throughout the country.

This paper aims to examine the influence of academic repatriates’ perceived organizational support, adjustment and external employment opportunity on their intention to leave.

The data were collected from Sri Lankan academics who returned to their home university after completing their work (teaching/research) abroad. The repatriates who involved in teaching and research for one or more years abroad were included in this survey.

Results indicated that repatriates’ both the perceived organizational support had an important role to play in the prediction of repatriation adjustment and intention to leave. In turn, academics who adjusted to their repatriation better were highly likely to stay at their home university. In addition, repatriates’ perceived organizational support decreased their intention to leave through adjustment. In addition, when repatriates had trouble in adjustment and perceived high external employment opportunities, they reported higher intentions to leave the university than those who perceived fewer external employment opportunities.

This study relied on cross-sectional and self-reported data and was conducted with small number of sample (112).

For the academic institutions, this study will help to clarify their role in managing repatriation adjustment and develop appropriate organizational systems that can facilitate repatriates to better adjust to their repatriation which, in turn, reduces their intention to leave. This study signifies the role of management in retaining repatriates.

This study further contributes to the current discussion on repatriation and moves this discussion to academic repatriates. This study, particularly, discusses the issues of retaining repatriates in a Sri Lankan context as a developing country where attracting and retaining academic repatriates are more challenging tasks for universities.