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Comparative education and international education are central themes in the field of information and communication technology for development (ICT4D). Policies, projects, and practices around technology are often created and enacted based on best practices compared across multiple contexts and disciplines. As such, ICT4D research is at the nexus of understanding how youth can be empowered through technology, teacher pedagogy can be enhanced through technology, and how marginalized communities can leverage technology to leapfrog into the 21st century. In this essay, the authors explore these themes as a way to enforce the synergies among scholars in the fields of ICT4D and comparative and international education.

In this article the authors explore how institutionalized social ties may buffer organizations against threats to survival and then even at the brink of extinction enable them to merge instead of close. Drawing on social capital theory, we propose that legitimating and mutualistic ties both buffer and enable organizations. We examine this proposition by first testing how both types of social ties affect the likelihood of either merging into other organizations or closing entirely. We then test how the same ties affect the likelihood of merging relative to closing for organizations that undergo one of these two events. Results from the U.S. hospital industry provide little support for the hypothesized buffering roles of social ties but greater support for the enabling roles of such ties. It appears that certain social ties yield corporate social capital that reduces endangered organizations' losses but yield little or no social capital that protects against the threat to their survival in the first place.

This chapter examines the influence of the Federalist Society for Law and Public Policy on some of the most important Supreme Court decisions of the past three decades. Mobilizing the epistemic community framework, it demonstrates how network members, acting as amici curiae, litigators, academics, and judges worked to transmit intellectual capital to Supreme Court decision makers in 12 federalism and separation of powers cases decided between 1983 and 2001. It finds that Federalist Society members were most successful in diffusing ideas into Supreme Court opinions in cases where doctrinal distance was greatest; that is, cases where the Supreme Court moved the farthest from its established constitutional framework.

In the face of the erosion of democracy and the reemergence of authoritarian styles of rule and leadership in the contemporary world scene, the author reintroduces the anthropological and pedagogical insights of Dorothy Lee and Paulo Freire in the ongoing debate on active learning and higher education. In the case of Dorothy Lee, these insights refer to “valuing the self” of the student, and to the value of learning (values) from “remote cultures” and, last but not least, on the meaning of freedom and autonomy bounded by culture and structure in the teaching–learning process. In the case of Freire, the author selectively points to: (1) the value of community as a sociocultural anchor of identity, freedom, and autonomy, (2) the view of education as a tool for raising awareness, critical thinking, inspiration, hope, empowerment, cultural action, and social transformation, and (3) the view on citizenship education. The author discusses, in this regard, the significant role assigned by Dorothy Lee and Paulo Freire to the neglected notions of dialogue, freedom, culture, self, autonomy, and structure. Lastly, the author argues in favor of reincorporating the pedagogical insights of Dorothy Lee and Paulo Freire in the curricula and structure of higher education and also reminds those concerned with upholding democracy that these formative values and concepts were acknowledged in the early conception and development of active learning.

My aims in this chapter are to discuss alternative ways of doing education and research, and thereby highlight key contributions from Paulo Freire, Orlando Fals-Borda and Dorothy Lee, to active learning, participatory action-research and intercultural dialogue. These scholars were heirs of the university reform movements of the twentieth century, and their vital legacy is alive as shown in this book. The enclosed ideas and illustrations of transformative research and education draw from my academic experience in various corners of the world and points in time.

Advances in Econometrics is a series of research volumes first published in 1982 by JAI Press. The authors present an update to the history of the Advances in Econometrics series. The initial history, published in 2012 for the 30th Anniversary Volume, describes key events in the history of the series and provides information about key authors and contributors to Advances in Econometrics. The authors update the original history and discuss significant changes that have occurred since 2012. These changes include the addition of five new Senior Co-Editors, seven new AIE Fellows, an expansion of the AIE conferences throughout the United States and abroad, and the increase in the number of citations for the series from 7,473 in 2012 to over 25,000 by 2022.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.