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The Egyptian Revolution gave birth to an intriguing community of graffiti artists that have been going through successful social learning processes. The naturally formed learning groups provided a fertile substance for social learning research and called for a comparison between the nature and elements of social learning and those of the learning taking place in the more traditional settings in an attempt to magnify factors of success. The purpose of this paper is to draw upon Wenger’s (1998) theory of Communities of Practice (CoP) and examines three major elements of learning in relation to it; namely, motivation, social practice, and the role of experts.

The paper offers an in-depth analysis of perceptions of six Egyptian graffiti artists of their learning experiences.

The paper argues that the motivational factor is underdeveloped in Wenger’s theory and that a concept that encompasses a combination of intrinsic motivation (IM) and identified regulation would provide a more accurate description of the driving force of a successful social learning process.

Although a snowballing approach was adopted, reaching the interviewees was not an easy task for security reasons; therefore, limiting the number to six was forced upon the researcher. Yet, a sense of saturation was reached. The paper underlines the vital role of social practice, which places meaning at the centre of learning, calls for revisiting the role of experts in Wenger’s theory and claims its marginality.

Conclusions of this study suggest that the idea of a combination of passion and goal as core components of a CoP is an underdeveloped concept in Wenger’s (1998) theory and that outward motivational factors need to be discarded from the equation. This research proposes that a combination of IM and identified regulation provide a more accurate description of the driving force of a successful social learning process.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The United Nations recognizes “civil society” as the “third sector” of society, along with public (governmental) and private sector organizations. The term global “third sector” comprises the worldwide reach of civil society organizations (CSOs). In this chapter, we discuss how technological advancements could influence global civil society. Humans and machines will increasingly interact and collaborate closely in the future. The Industry Revolution (IR) 5.0 brings new challenges, such as artificial intelligence (AI) and machine learning, which pose significant opportunities but also important risks to the role of CSOs. Regarding opportunities, it can be highlighted the potential of the IR 5.0 to better work with big data and to increase knowledge in support of the participation of CSOs in global governance and debates, more precisely by increasing their capabilities in knowledge production and practical implementation. One example is the role of AI in making sense of the large volume of data recorded by satellites, drones, and sensors throughout the planet to better inform environmental policies and debates. Risks are also significant, particularly for an incipient and pioneering technology that takes time for the governance systems to understand and regulate. Another example is the misuse of technology and algorithms to generate targeted misinformation and propaganda to influence public opinion and elections. Governments around the world and leading high-tech companies should define a framework that regulates IR 5.0. Global civil society could play an important role in demanding and lobbying the creation of this framework. For this goal, CSOs need to understand how stakeholders see and adapt to technological challenges.

This chapter is organized as follows. The introduction will discuss the key characteristics of the so-called “global civil society,” as well as identify the major challenges emerging from the transition from IR 4.0 to IR 5.0. Then the authors will discuss the impact of these technological advancements on global civil society from the specific perspectives of: (1) how international organizations and governments refer to them; (2) how bilateral and multilateral development partners (BMDP) are challenged by them; and (3) how higher education institutions adapt to them.

In the first section – “IR 5.0 and Human Social Capital: Diverse discourses for the same phenomena?” – we will study how the different discourses penetrated the international public sphere. International organizations, such as the European Union and the Organization for Economic Cooperation and Development, mentioned it officially and entered the discussion, while others, such as the International Labour Organization, seem to skip it and maintain their focus in the IR 4.0. However, the discourse on AI is not restricted to international organizations. Some states, like Japan and China, have already positioned themselves, producing their discourses. More specifically, the authors examine the official discourses in the national and international public arena, and identify the different topics, perspectives, and absences in each of them, understanding the existence of gaps or complementarity between them. In the second section – “How do bilateral and multilateral development partners look into the role of AI and CSO?” – we will examine, likewise, the concept of AI, then address how international organizations and national governments are incorporating or ignoring its consequences, to discuss the main benefits and risks that AI represents for the global civil society. In the third section – “The academic new syllabi of the future: The tandem solutions” – we will study the impact on the way the students’ syllabi in the institutions associated with higher education are designed to accommodate the forthcoming challenges in terms of the construction of human social skills. The last section concludes. Methodologically, this research is supported by inductive comparative qualitative analysis, non-participated observations, and empirical international experience, combined with discourse analysis and interviews.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG.

Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding.

Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general.

The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning.

As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines.

The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.