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Higher education (HE) systems in Europe have been identified as an essential element for promoting economic competitiveness since the Bologna Declaration in 1999. The aim of the Bologna Process was to expand access to educational opportunities, fostering participation in post-compulsory education by creating the European Higher Education Area (EHEA). Inequalities in training because of geographic, ethnic or social origin, and inequalities in job opportunities, salaries, and incomes are critical dimensions of social development in HE. The development of policies, including those concerning education, that extend access to opportunities is essential to prevent such exclusion becoming permanent. The Access4All project aims to promote the educational and social inclusion of underrepresented groups as well as of non-traditional learners.

In this chapter, the project’s main results are reviewed, with: (1) a brief overview of inclusion policies and practices in European HE; (2) an operational definition of “good practice” and criteria for selecting examples of good practice for inclusion in HE; (3) a self-assessment tool enabling the characterization of institutional capacity for innovation and of inclusion policies and practices; and (4) a model for promoting strategic planning, focusing on inclusion in HE.

The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy, which is being gradually replaced by natural resources. The chapter authors in this volumes stress on the value of mentorship program with a focus toward mentoring those who are neglected and underprivileged. Programs that help students with visual or audio impairment has been discussed along with bridge programs, which might help in imparting an inclusive and equitable HE with accessibility to all. Case studies from Ghana to South Africa, Glasgow, and Australia are discussed to increase motivation and willingness among educators and students to apply new skills and foster new teaching experiences that can help shape effective learning outcomes for students.

Taking as reference a sample of around a hundred biographical materials on entrepreneurs in Mexico and Colombia, the purpose of this chapter is dual. Both to show the relevance and varied modalities that the biographical approach has enjoyed in business history research since the 1990s, and to display the intrinsic potential this modality of scholarship entails for entrepreneurship endeavors. In particular, it discusses the prospects to incorporate this body of empirical works into the large Latin American audience attending undergraduate, graduate and executive education programs in business, economic history and related fields. The chapter is organized into three sections. The first two are devoted to illustrate relevant patterns in the entrepreneurial trajectory of individuals and entrepreneurial families studied in each of the two countries under consideration. The last section identifies some conceptual issues that may impact current debates on Latin American business development as exemplified in recent business and economic history journal venues and scholarly conferences.

This essay explores the critical vision of Francisco Barrera Lavalle about the Mexico’s Monetary Reform of 1905. In his critique, Barrera inserts an argument about the nature of the balance of payments in the Mexican economy: the disequilibria in Mexico’s trade balance were structurally recurrent given the characteristics of what the country exports: commodities and raw materials. Barrera believed that the authorities made the mistake of overvaluing the peso, assigning it a value higher than what silver currency was worth at the time on international markets. Barrera also dismissed the idea that monetary stability could be achieved by suspending the free coinage of silver currency. Finally, Barrera held that banks should be obligated to pay their banknotes in gold, as they were in Great Britain and in the United States, not in silver coins.

This chapter aims to rethink how gender inequality is related to interpersonal and structural asymmetries of power displayed in our relationships with ecosystems, questioning the classical concept of ‘nature’ as something ‘out there’, as pointed out by dark ecology. First, with the aim of offering a joint North–South critical perspective on equality and sustainability, critical ecofeminism, through the work of A. Puleo, will be explained as a Spanish feminist line of thought and movement. This author, rejecting some essentialist visions of deep ecology, sets her ideas in relation to general critical social theory. Second, contrasting perspectives (critical feminism and ecology) will be combined to offer a rich cross-fertilisation between different perspectives and traditional themes in criminology. A common denominator can be found in the exercise of criticism through questioning binary categories, underlying assumptions and social injustice in relation to the visibility of harms. Third, the relevance of ecofeminism for current criminological debates will be highlighted beyond the obvious connections with green victimology. Finally, ecofeminism will be interpreted as a new critical standpoint and as a more inclusive language for fostering the criminological and victimological imagination in order to help to rethink the rules of the criminal justice system.