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Purpose – Using sexual harassment in Japan as a case, this research illustrates how local gender culture, particularly sexual harassment consciousness, has changed since initial local legal reform.

Design/methodology/approach – The historical analysis draws on national newspaper reporting of a fairly new concept of sexual harassment into a local society.

Findings – My findings suggest that Japanese actively engaged in, rather than rejected, the new social issue; their active response gave rise to social consciousness toward sekuhara especially and sex discrimination more generally. Broader and more inclusive definitions of sexual harassment appeared in Japan than the original international legal definitions. Local–international interactions effectively shaped such outcomes.

Originality/value – This is the first qualitative and quantitative analysis of the media's portrayals of sexual harassment in Japan.

Contemporary globalized societies face important environmental and social problems that require urgent action and citizen engagement. Active learning in contemporary societies is being reemphasized in order to prepare active learners, capable of critical thinking and innovative problem solving and able to become responsible citizens. Environmental Education (EE) and its descendant Education for Sustainability (EFS), or Education for Sustainable Development (ESD), have been a very important first effort for introducing active learning in contemporary education at all educational levels. They constitute an important variant of active learning. EE and EFS by definition propose and adopt active learning and experiential methods, as they seek to prepare people that will work for a healthy environment and better societies. And this is where the difference lies between EE/EFS and the generic active-learning approaches. EE or EFS are committed active-learning approaches; they have an explicit goal to work for social and environmental change.

The transition from learners to active learners is addressed by active learning, which however assumes that active learners will also become responsible and active citizens. EE and EFS have however demonstrated that this is not an obvious development. Education should be clear about its purpose – individual change, empowerment, integration, or social transformation – and pedagogical methods and tools should be selected appropriately.

This chapter first discusses the main characteristics of EE/EFS. Then, it explores what facilitates the transition from active learners to active citizens, based on lessons from EE and EFS. Finally, it reflects on the implications of these lessons for Higher Education and, as a result, a new vision for Higher Education and a brief guide for educators and Higher Educational managers are proposed.

The latter half of the 20th century has seen the rise of local actors in the international milieu. Among these so-called local “internationals” (Alger, 1999) were local governments who have come to assert their role in various aspects of international development. Since the end of World War II, municipalities have actively forged partnerships with other localities in other countries,¹ even to the point of challenging the foreign policies of their own countries in such thorny issues as the apartheid in South Africa, nuclear disarmament, human rights, and the Sandinista war in Nicaragua (Hobbs, 1994; Shuman, 1994; Fry, Radebaugh, & Soldatos, 1989). The importance of municipalities as global players has grown substantially over the years. At the Earth Summit in Rio de Janeiro in 1992, among the major issues highlighted in the Agenda 21 was the need to devote “greater attention to issues of local government and municipal management” (UNEP, n.d., 5.3). It further pointed out that in order for cities, especially those plagued by severe sustainable development problems, to develop along a sustainable path, they should, among others, “participate in international ‘sustainable city networks’ to exchange experiences and mobilize national and international technical and financial support” (UNEP, n.d., 7.20.d) and “reinforce cooperation among themselves” (UNEP, n.d., 7.21). Four years later, at the UN-HABITAT II City Summit in Istanbul, cities were officially recognized by the United Nations as the “closest partners” of national governments for the implementation of the Habitat Agenda (UN-HABITAT, 2003). In 2005, as a demonstration of their commitment to work for the achievement of the Millennium Development Goals (MDGs) on the ground, over one thousand cities and local government associations issued and adopted the Local Government Millennium Declaration at the Millennium+5 Summit in Beijing (UCLG, 2010).

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

Organizational studies fail to examine organizations in terms of the several environments in which they operate, both internally and externally. That is, studies tend to focus on climate, or time, or trust, or leadership. This chapter builds on academic research that discusses organizational environments in ways that show all of these environments are important for organizational understanding, especially for organizational leadership. In particular, this chapter offers a paradigm of understanding organizational leadership realities through multi-level understanding of the organizational environments of climate, knowledge, ethnos, and time.

The chapter first discusses five enviroscapes – climate, knowledge, ethos, time, and leadership. Each of these enviroscapes has two phenotypes – business and commerce. Each of these enviroscapes, with its concomitant phenotypes, is used differently at multiple levels of management and leadership by senior managers, middle managers, and entry-level managers. The scope of organizational reach, in terms of global, regional, and local levels of analysis, provides additional context for the use of enviroscapes. After a review of the theoretical bases for each enviroscape, the chapter applies appropriate theory and models to an extended time case study of land purchase in Indonesia.

Nowadays, sustainable, clean, inclusive, innovative, and smart mobility in addition to urban transformation is required to achieve sustainable development as a path to preserve the world for future concerns and improve quality of life at the present, even to be kept up with growing citizens' needs. Mobility as an infrastructure component plays fundamental roles in urban transformation, and economic development. In this chapter, and based on the 5^th wave theory, related theories, models, and concepts, modern, clean, and inclusive mobility founded on high future of 4th technologies (which is called 5th technologies), digitalization, smartness, sustainability, and CSR 2.0 strategies is declared as proper clean mobility technologies to create sustainable and smart cities. Such smart cities are able to deal with challenges made by rapid, unplanned urbanization and globalization to achieve sustainable development. In this research, roles of inclusive and smart mobility systems as path to create modern and sustainable urban areas to make the world more sustainable and livable for living are declared. Literature reviews, case studies, interviews, and questionaries are applied as main methods to recognize inclusive and modern mobility and its roles in urban transformation to achieve sustainable development. This chapter is based on know-how and do-how of the author Prof. Hamid Doost on sustainability such as cooperating with Danish Sustainable Platforms Company, working with Erasmus Plus as an academic leader in Germany since 2017, cooperating with Copenhagen's former mayor and researching on sustainability. In this chapter, impact of sustainable mobility, sustainable buildings, and smart cities on CSR 2.0 and social responsibility, how these parameters improve sustainable development and sustainability in social responsibility, corporate social responsibility (CSR), and how social responsibility could influence humanities are explored.

The aim of this chapter is to contribute toward the phenomena of women entrepreneurship from an emerging economy perspective through a dynamic capability's perspective. The challenges faced by women entrepreneurs in a nonsupportive entrepreneurial ecosystem reshaped by digitization will contribute to the burgeoning women entrepreneurship literature. In order to survive in a challenging entrepreneurial ecosystem, women entrepreneurs need dynamic capabilities to face the challenges of a modern digital world. This chapter problematizes the challenges of the digital world and its role in modern day businesses.

This chapter argues that sustainable development must be anchored on a human rights regime and that an integrated framing of human rights and sustainability in development policy and practice is crucial in the achievement of the 2030 UN Sustainable Development Goals. Using data gathered from the author's field research during her US Fulbright Fellowship in the Philippines in 2017, the chapter examines the impacts of corporate mining on the Philippine Indigenous people using the United Nations Declaration on the Human Rights of Indigenous People as a framework for analysis. The experience of the indigenous people shows that large scale corporate mining – largely dominated by transnational corporations – threatens their right to life, right to ancestral land, right to a healthy environment, right to education and cultural rights, right to self-determination, and the right to sustainable development. The violation of these rights threatens the Indigenous people's survival and makes their situation even more precarious during COVID-19 pandemic. State and corporate recognition of these rights is crucial to building resiliency to the impacts of COVID-19 pandemic and the survival of the indigenous people.

Evidence abounds on surging disasters, mainly as consequences of poor risk identification and management, which have historically accompanied disaster management in many African countries. Effective management of disaster risks, whether natural or man-made, is necessary for building resilience, enhancing mitigation, preparedness, response, recovery and adaptation. As part of a broad-based risk management approach, Nigeria made frantic efforts to mitigate the effects of various disasters, by establishing relevant institutions and formulating policies. In spite of these efforts, implementation outcomes have not been adequately quantified and managed. This study reviews and assesses the policies and practices of disaster risk management (DRM) vis-á-vis institutional framework in Nigeria. It utilises available data and policy documents to review and analyse Nigeria’s institutional framework. Furthermore, the study carries out implicative scenario analysis based on the current institutional framework, to match the DRM trends. It also proffers recommendations on how best institutions could drive proper DRM in Nigeria. The strengths, opportunities, gaps and constraints associated with disaster and risk reduction in Nigeria are then highlighted.

The chapter discusses the preliminary evidence for the state of Vocational Education and Training (hereafter VET) for social entrepreneurship and organizations and especially for European Social and Solidarity Economy (SSE). Drawing upon a European project, and gathering information from five countries; Croatia, Czech Republic, France, Greece and Italy, this study aims to demonstrate that educational programmes are encompassed among the necessary SSE support mechanisms in the EU's socio-economic framework. Moreover, this chapter shows that this connection between SSE and adult education is not coincidental, but is founded on the converging principles of these fields, as well as in their common belief in society's transformational potential. This evidence tends to fill a gap in the literature of European SSE given that it is a recent, under-researched subject in general and especially in linking it to VET. This is all the more important in view of ongoing crises (e.g. financial, COVID-19, environmental), which highlight that social economy perspectives can no longer abstain from the political agendas across the world.