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We investigate how communities in China use schools to create and reproduce the values, knowledge, and social expectations that engender social capital. We focus on private and girls’ education, and report on the experiences of four schools between 1995 and 2005. We argue that, beyond schools’ contribution to the skills acquired by individual students, whether they promote the formation of social capital within communities should be a part of our assessment of their effectiveness. Schools as centers of activism can provide communities a forum for formulating their social demands and identities. In this context, social capital formation provides a useful heuristic for reclaiming the language of social justice and considering the human ends of education.

Since the beginning of the 21st century, China’s outward foreign direct investment (OFDI) is growing steadily and Chinese multinationals (MNCs) are playing an increasingly important role in the global economy. Thus, the number of papers focusing on China’s OFDI and Chinese MNCs has been increasing during the last years. The aim of this chapter is to carry out a review of the empirical papers dealing with Chinese MNCs published between 2002 and 2012 in high-impact international business and management journals.

This chapter reviews 43 empirical papers focusing on Chinese MNCs that were published in nine major scholarly journals between 2002 and 2012.

We report individual and institutional contributions, the theories and methods used, the research topics, and the main findings. We also discuss implications for future research.

Some previous literature reviews have dealt with research on China’s OFDI and Chinese MNCs. Nevertheless, none of the earlier reviews dealt specifically with empirical papers; neither did they provide an analysis of both individual and institutional contributions.

No carbon gas is released into the atmosphere in electricity production with wind energy. Therefore, this type of energy is significantly environmentally friendly. On the other hand, thanks to wind energy investments, a country can produce its own energy. This reduces the country’s foreign dependency on energy. Due to these positive aspects, increasing wind energy investments is very important for both the social and economic development of the country. The aim of this study is to define the most appropriate government support to improve wind energy investments. In this context, four different criteria are defined in this regard by making a detailed literature review. In the analysis process, fuzzy AHP methodology is considered. Within this framework, the comparative evaluations of three different experts are obtained. The findings indicate that providing loans with low-interest rate is the most appropriate government support for the wind energy investors. Additionally, it is also defined that tax deduction is another important issue for this purpose. However, it is also identified that appropriate location supply and purchase guarantee of the product produced have lower importance in comparison with the others. It is strongly recommended that governments should provide loans to the wind energy investors. This strategy can minimize the problem of high initial cost so that it can be much easier to attract the attention of the investors.

Along with the “reform and open door” policy launched in the late 1970s, China has experienced an annual average GDP growth rate of 9.8% between 1978 and 2002 (Hu, 2003, October 19). China's economy system has also gone through a fundamental transition from a central planning system to a socialist free market economy. To cope with the booming economy and radical social changes, the higher education system of China has been undergoing a process of expansion with marketization (World Bank, 1997).

Educators are increasingly required to develop creativity and entrepreneurial capabilities amongst students, yet within the fields of entrepreneurship and innovation these are presented as separate processes. We explore the theoretical and conceptual similarities and differences between these processes, and relate this to a range of experiential and digitally enhanced learning activities in formal education settings.

We present a conceptual model of the iterative nature of creativity and entrepreneurship as separate cognitive and social processes leading to aesthetic or sense-making outcomes. This leads to a discussion of how these processes may be experienced by students within an educational setting.

We propose a framework of learning activities which support the development of creativity through teaching entrepreneurially, at primary, secondary, and tertiary education levels. A range of different approaches is critically evaluated according to their relevance, including business planning, simulations, roleplay, co-creation, and flashmobs. Flashmobs are proposed to be most suitable and an outline learning activity design is mapped in detail against creative and entrepreneurial processes.

This chapter supports educational practice and research on learning through entrepreneurship in allowing educators and researchers to evaluate how learning activities may directly contribute to students’ learning through experience and the development of their creative and entrepreneurial mind-set.

This chapter is of value to educators as it explains how creative and entrepreneurial processes may be experienced by students through different forms of learning activity. It is of further value to research on entrepreneurial learning in considering how the creative process may inform entrepreneurial action.

As Jennifer Adams notes in her paper, a number of studies within the U.S., as well as some studies in China and other low- and middle-income countries, have begun to address the ways that communities impact schooling outcomes. The potential role played by communities in local education has strengthened with the shift toward administrative and fiscal decentralization in many developed and developing countries. Often, fiscal decentralization results in a greater reliance on community financing of schooling, which, in turn, strengthens the association between where students live and the quality of educational services they receive (Bray, 1996a, 1996b).

A key tenet of the modern nation-state – embedded in the notion of progress – is the belief that our children can lead better lives than our own. Trust in the possibility of upward mobility for future generations drives movements of families around the world, and, indeed, drives the spirit of capitalism. In today's world, the notion of mass access to educational opportunity is a key element of the dream of upward mobility. This ideal is manifest in the huge public investment in schools that all nations must make, no matter how rich or poor, to signify membership in modern society.