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The purpose of this study is to apply reciprocity theory to understand how hypothetical work location decision outcomes and individual differences affect employees’ trust in their employer and willingness to engage in organizational citizenship behaviors (OCBs).

Three vignettes were used to manipulate work location decision outcomes and hypotheses were tested using Hayes’ (2008) PROCESS in a sample of 378 adults who worked in the USA during the first six months of the COVID-19 pandemic.

Participants reported greater OCB intentions through higher trust in the employer when given their hypothetical choice of work location compared to being assigned one, and when assigned to their preferred compared to nonpreferred location. External work locus of control (EWLC) moderated the effects of work location on trust in the employer. The relationship between trust and OCB intentions was weakened when employees perceived greater difficulty in leaving their jobs.

This study examined the roles of felt reciprocity, individual differences, choice and hypothetically receiving one’s preferred work location, on trust in the employer and willingness to engage in OCBs during the COVID-19 pandemic.

This opening chapter sets a frame for the chapters of this volume, dealing with how the dynamic dialectic interplay between forceful global societal forces and context shape humanity’s education response in various parts of the world. “Context” as a perennial threshold concept in Comparative and International Education is explicated. It will then be explained how, during its long historical evolution, scholars in the field each time had to contend new contexts, or reconceived the notion of “context” in a new way. Subsequently the problems of an overly fixation on the historical and the present, to the detriment of the future, and inertia are extant in the field, will be explained. The unprecedented, seismic changes currently impacting on the societal context worldwide, will then be enumerated. These changes can be subsumed under the collective name of globalization. The concept globalization is then clarified, and the take of the scholarly community on the impact of globalization on education is then mapped and interrogated. The authors’ stance on this is stated, namely that a dynamic interplay between global focus and contextual realities shape education in various parts of the world. It is in this theoretical frame that the remainder of the chapters of the volume is presented, combing out the main features of education development in each part of the world, as a dialectic between global forces and contextual imperatives.