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Given that international research is now consistently showing higher rates of entrepreneurial activity from immigrants above native people, research regarding our understanding of how immigrant entrepreneurs view business opportunity formation remains underdeveloped. Based upon a review of the literature, this chapter examines how ethnicity relates to business opportunity formation through constant interactions. It also introduces the Visual Mixed Embeddedness Framework as an empirical lens for understanding the differences in the business opportunity formation process models between immigrant and native entrepreneurs. By explaining how factors and traits from both home and host countries impact upon the immigrant entrepreneurial business activity process, the framework clearly identifies how the concept of ethnicity influences immigrant entrepreneurial opportunity formation activities in different ways. The framework contributes to existing knowledge by offering a novel method for examining the influence on business opportunity formation of ethnicity, the role of home and host countries and variations between immigrant and native entrepreneurs.

In the past couple of decades, higher education systems have been in transition in sub-Saharan Africa. The phenomenal growth of private, for-profit higher education institutions is almost universal. The global trends in higher education have affected the universities in sub-Saharan Africa as well. This chapter critically examines the rapid growth of private universities as a result of globalization and its impact on society. Although the research covers only Anglophone sub-Saharan Africa, the findings have broad implications for the whole of sub-Saharan Africa (Jokivirta, 2006). The chapter is divided into four major parts, namely globalization and the knowledge economy; the evolution of private higher education in the region, using two of the oldest universities as examples; the growth of private universities and the challenges facing them; and the linkages between foreign institutions and local ones. The empirical research on which this chapter is based is part of a longitudinal study, 2001–2006, of higher education in sub-Saharan Africa.

The purpose of this study is to investigate what resources recent refugees to the USA tap into and how collaborative expressive movements were experienced with regard to coping and resourcing, and to derive a theoretical model that would inform the use of dance/movement therapy and other holistic treatment modalities with refugees.

A total of 13 refugees overall participated in parts of this study. Ten of these refugees completed movement sessions and semi-structured in-person interviews. Constructivist grounded theory methods and descriptive statistics were used to analyze the data.

The findings suggest that refugees draw on a number of resources. The collaborative movement experiences seemed to have both a settling and mobilizing effect with the most important phenomenon of connection to the self or to another person. A grounded theory model, developed based on the findings, shows a dynamic interaction between the encountered categories.

The findings are preliminary and not transferrable because of limited size and potential researcher bias.

The findings contribute to an understanding of the resettlement and acculturation phase of refugees with potential implications and suggestions for current clinical practices and health services.

This study was original in its focus on understanding the role and the potential of body and expressive movement among refugees who have experienced trauma. Adherence to transformative paradigm principles invited participants to become co-researchers.