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This chapter aims to provide a descriptive analysis and a theoretical interpretation of the challenges for international expansion of four large multinationals of each of the BRIC countries (JBS from Brazil, VimpelCom from Russia, Tata Motors from India, and Lenovo from China).

This study employs a qualitative approach, following a multiple-case study methodology, by analyzing four prominent cases of the internationalization of BRIC multinationals.

The internationalization process of the studied BRIC multinationals was influenced by the type of inputs and resources that each company had in their home country and the search for needed resources in other firms abroad that may have helped them to complement their business assets. The international expansion of these firms have been characterized by overcoming of several obstacles through the possession of firm-specific advantages, mainly composed of managerial capabilities, expertise, and knowledge about the markets and their companies.

This chapter conceptually addresses outward internationalisation of small and medium sized enterprises (SMEs) from the emerging markets (EMs) by focussing on the role of prior contract manufacturing relationships with a developed market multinational enterprise (DMNE). The internationalisation of SMEs originating from EMs is a rather under-researched area and the role of prior contract manufacturing experience specifically has not been addressed in prior studies. Based on a literature review, the authors identified four capabilities developed by EM SMEs during their contract manufacturing relationships with DMNE(s) that potentially help in later outward internationalisation. The authors incorporate some insights from dynamic capabilities theory, and develop propositions addressing the role of relational capital, human capital, manufacturing productivity capabilities and product innovation capabilities in this specific context. Despite being conceptual in nature, this chapter is one of the first to explicitly highlight the role of these specific capabilities developed during contract manufacturing relationship for outward internationalisation, setting bases for future studies to further empirically investigate them in different contexts.

The research question is how home country corruption and nationalism may affect operations of BRIC multinational enterprises. BRIC composition permits a comparison of two authoritarian regimes and two constitutional democracies. Each BRIC features a different combination of corruption and nationalism. The chapter adds South Africa information for two limited reasons. First, from 2010 South Africa is a member of the BRIC summit process. South Africa is an important entry point to Africa, for BRIC multinationals and particularly for China. Second, concerning corruption and nationalism South Africa is analytically useful as a control context that helps illustrate but does not appear to change highly exploratory BRIC findings.

The chapter draws on limited literature and information concerning corruption and nationalism in BRICs to suggest tentative possibilities. Transparency International provides bribe payers index estimates for 28 large economies, with important multinational enterprises, and corruption perceptions index estimates including those 28 countries. These estimates include the four BRICs and South Africa. The available sources suggest some suggested findings about varying impacts of home country corruption and nationalism on operations of BRIC multinationals.

China and Russia are authoritarian regimes in transition from central planning-oriented communist regimes. They are global military powers, expanding influence in their respective regions. Brazil, India, and South Africa are constitutional democracies. India, a nuclear-armed military power, seeks a regional leadership role in South Asia. Brazil and South Africa are key countries economically in their regions. BRIC multinationals are positioned between home country and host country conditions. Chinese and Russian multinationals may reflect a stronger nationalistic tendency due to home country regimes and ownership structure.

The chapter is an original but highly exploratory inquiry into impacts of corruption and nationalism on BRIC multinationals. Extant BRIC literature tends to understudy effects of home country corruption and nationalism on managerial mindset and incentives in either commercial or state-owned enterprises.

This chapter provides a qualitative discussion on the role of social justice mechanisms as a response to alleviate stressors within neoliberal frameworks. Lifelong learning (LLL) has various models and goals, inclusive of social justice. It establishes flexible learning modes and environments to expand educational opportunities to include disadvantaged or marginalised individuals (Armstrong, 2014; Yang, Schneller, & Roche, 2015). Further, LLL has the capability to assess new events and use methods to effectively implement strategies that manage negative educational and economic impacts (Sharma, 2004). Within the Bologna Process (BP), LLL continues to be evaluated, and interestingly, LLL operates within this system that aims to create universalised and standardised practices across participating countries. As a result, there is a dynamic relationship of flexible learning within a structured framework.

This chapter addresses the issue of whether and how LLL has been responsive to major social and economic crises that have impacted the BP and inevitably learning processes. To determine LLL responses and possible contributions, a case study examination of policy and implementation in Scotland is presented through the lens of two major global crises. The two crises are the 2008–2009 Global Recession and the 2019–present day COVID-19 pandemic, which have impacted the planning and provision of education across the European Higher Education Area (EHEA). Analysis is drawn from national government documents, academic and international organisation research papers, an interview and articles from relevant years. Challenges in LLL provision are also presented in the analysis. And although we cannot forecast with certainty the next global crisis to impact our educational system, this chapter concludes with points on how future impacts may be mitigated through LLL.

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.

In this chapter, we propose an educational framework to position Information Literacy (IL) and Higher Education (HE) in relation to Lifelong Learning (LLL): comprehensive enough to make sense of, and give educational direction to, future development of people in information literate populations. We identify crucial changes in the HE environment, particularly in the United Kingdom; analyse the concept of IL as a discipline, and situate the IL person in the changing information culture and society. In doing this we draw on our own work and that of Schuller and Watson (2009). We propose a curriculum for an information literate lifecourse, sensitive to the context of the individual within a changing information culture. The curriculum is framed, on the one hand, by the nature of the information economy, technology, organisational culture, local/national culture and society, and personal goals. It is also framed by the life stage of the individual, using the four key stages and transitional points proposed by Schuller and Watson (2009). Academics and librarians have a key role in designing and facilitating these IL capabilities for the 21st century citizen.

Public participation in policy-making can play a fundamental role in improving effectiveness via two mechanisms: strengthening the alignment between public needs and proposed measures, and increasing public consensus (and compliance) about them. It is, therefore, particularly relevant to foster public participation in sustainable mobility planning at the urban scale, as strongly recommended by the European Union, not only to avoid protests and resolve conflicts but also to find the best solutions for the city. Among many different tools and methodologies for implementing public participation, Living Labs have also shown great potential in enhancing the co-creation of strategies and measures for achieving sustainable mobility for both passengers and freight.

Through the analysis of the participatory process carried out by the municipality of Rome to support the definition of the Sustainable Urban Mobility and Logistics Plans, this chapter explores different involvement levels, tools and strategies in this field, with a particular focus on the innovative Logistics Living Lab developed in this city. This also contributes to filling a gap in the literature on how and to what extent citizens could or should participate in city logistics planning. The results of the analysis highlight that, despite these efforts, citizen participation in planning urban logistics is still a challenge that deserves additional effort and resources to be properly enhanced and improved and that a Living Lab offers great potential to meet this challenge. In turn, this case study could help policy-makers to identify solutions for more effective and acceptable measures to addressing city logistics and the externalities it generates.

This article put forward two claims. First, it argues that, historically, the rationale for education has shifted from religious and national indoctrination to, in the more recent neoliberal period, human capital and the related notion of individual empowerment. Second, the article argues that the recent shift toward individual empowerment is reflected in international organizations’ (IOs) changing emphases in education. IOs’ educational agenda has undergone various changes since their early work in the 1960s: From the structural expansion of national education systems to the measurement of individual educational achievement through a focus on competencies and, most recently, individual psychosocial development.

Based on a content analysis of 60 documents from 38 IOs involved in international education networks between 1990 and 2015, this work identified an expanding field of IOs directing attention to the mental capabilities of a learner. The proliferated model of an individual actorhood reflected in these novel assessment designs will be presented and embedded in wider discussions about the cultural construction of the individual in contemporary world polity.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.