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This chapter examines the infusion of liberal arts studies into traditional business education.

The object of study will be the collaboration between representatives of the University of Dance and Circus and the Master-level students of the Stockholm School of Economics. Evidence of the effect of this collaboration will be drawn from interviews, observations, and reflections gathered from the business students.

This study and its related counterparts show that liberal arts studies incorporated into business programs enhance creativity, professional judgment, social contribution, and personal fulfillment in students. The addition of multiple framing was found to be particularly healthy to the students’ educational development.

The involvement of creative processes in business education leads to a more fulfilling and beneficial program for students.

This chapter investigated how pre-existing ideas (i.e., prototypes and antiprototypes) and what the eyes fixate on (i.e., eye fixations) influence followers' identification with leaders from another race. A sample of 55 Southeast Asian female participants assessed their ideal leader in terms of prototypes and antiprototype and then viewed a 27-second video of an engaging Caucasian female leader as their eye fixations were tracked. Participants evaluated the videoed leader using the Identity Leadership Inventory, in terms of four leader identities (i.e., prototypicality, advancement, entrepreneurship, and impresarioship). A series of multiregression models identified participants' age as a negative predictor for all the leader identities. At the same time, the antiprototype of masculinity, the prototypes of sensitivity and dynamism, and the duration of fixations on the right eye predicted at least one leader identity. Such findings build on aspects of intercultural communication relating to the evaluation of global leaders.

In a world where the continual combining of computer applications and the expansion of artificial intelligence is already necessarily changing the world of work for people, an education system that does not adequately respond to these trends and changes will render itself irrelevant. Education policy and regulation may suffer at the hand of such accelerations due to unexpected consequences and developments. However, the rapid, exponential improvements in computer hardware and software that have enhanced the rate and our ability to gather, transform, manipulate, and interpret these data in an ongoing fashion also present myriad educational opportunities. The so-called Fourth Industrial Revolution offers societies data and information capabilities previously unimagined, making it possible to learn how to combine, innovate, and imagine entirely new avenues for building responsive and intelligent education policies and systems that promote the education and wellbeing of citizens as well as improving their economic participation. These advances necessitate a growing number of educators and education systems who can intelligently respond to Industry 4.0 trends. In this chapter, some considerations regarding the use of large-scale, international datasets and emerging data analytics for analyzing policy for the governance of education are offered, and a discussion of the need for the more systematic use of data analytics as a mechanism for developing socially responsive adult learning and workforce education policy and programing.

To summarize and evaluate John Levi Marin’s recent book, The Explanation of Social Action (2011), the central thesis of which is that the actions of other people cannot be explained without first understanding those actions from the point of view of the actors themselves. Martin thus endeavors to reorient social science toward concrete experience and away from purportedly useless abstractions.

This review chapter employs close scrutiny of and applies immanent critique to Martin’s argumentative claims, warrants, and the polemical style in which these arguments are presented.

This chapter arrives at the following conclusions: (1) Martin unnecessarily truncates the scope of sociological investigation; (2) he fails to define the key concepts within his argument, including “explanation,” “social action,” and “understanding,” among others; (3) he overemphasizes the external or “environmental” causes of action; (4) rather than inducing actions, the so-called “action-fields” induce experiences, and are therefore incapable of explaining actions; (5) Martin rejects counterfactual definitions of causality while defining his own notion of causality in terms of counterfactuals; (6) most of his critiques of other philosophical accounts of causality are really critiques of their potential misapplication; (7) the separation of experience and language (i.e., propositions about experience) in order to secure the validity of the former does not secure the validity of sociological inquiry, since experiences are invariably reported in language; and, finally, (8) Martin’s argument that people are neurologically incapable of providing accurate, retrospective accounts of the motivations behind their own actions is based on the kind of third-person social science he elsewhere repudiates; that he acknowledges the veracity of these studies demonstrates the potential utility of the “third-person” perspectives and the implausibility of any social science that abandons them.

To date Martin’s book has received much praise but little critical attention. This review chapter seeks to fill this lacuna in the literature in order to better elucidate Martin’s central arguments and the conclusions that can be reasonably inferred from the logical and empirical evidence presented.

In this paper, we conduct a conceptual and bibliographic analysis of the literature that deals with the international strategy of state-owned enterprises (SOEs), with particular attention to SOEs from emerging economies (EEs). We first review the state of the art in defining the concepts of EEs and SOEs. We then conduct a detailed bibliographic analysis of the literature pertaining to SOEs’ involvement in international activities, whether as outward foreign investors or as potential local partners of inward-investing multinational enterprises. The analysis covers general trends in the literature, prominent research questions and outcome variables, use of theories, and choices pertaining to methodology (type of research and effects, empirical contexts). We document a literature that is fast-growing and well balanced in some respects. In other respects, we advance recommendations pertaining to (a) consistency and precision in the use of the concepts of “state-owned enterprise” and “emerging economy”; (b) search for specific evidence on the outward activities of EE SOEs in less-developed economies and even in other EEs, and on their performance; (c) understanding of relative propensities of local SOEs and inward investors to collaborate, and what happens when SOEs encounter each other across borders; (d) opportunities to strengthen the theoretical foundations and contributions of this research; and (e) minding the mix of home and host countries in studies and avoiding undue generalization from what has become a predominantly China-centric literature.

Purpose – Although not extensively documented, academic libraries in the United States of America have been involved in fund-raising for centuries. In more recent years, decreases in university budgets forced academic libraries to rely more heavily on philanthropy in order to operate or expand collections. However, much remains unknown about many aspects of academic library fund-raising. This study expands knowledge regarding library development efforts so that scholars and library administrators can better understand library fund-raising and become more successful in raising money.

Findings – Development work for academic libraries has shown to differ from other forms of development activities on a campus due to the fact that donors to academic libraries tend to differ from other kinds of donors on a campus. This research highlights strategies academic library development officers believe work in cultivating donors from a limited target population and how they believe this differs from or is similar to the work of other development officers in higher education.

Practical and social implications – This research sought to understand how organizational placement of the library development officer in the university has an impact on successful fund-raising.

Originality/value – This is the first research to directly study academic library development officers. This will help library administrators and those involved with academic library development efforts learn what library development officers believe works and doesn’t work in fund-raising.

“It should also be noted that the objective of convergence and equal distribution, including across under-performing areas, can hinder efforts to generate growth. Contrariwise, the objective of competitiveness can exacerbate regional and social inequalities, by targeting efforts on zones of excellence where projects achieve greater returns (dynamic major cities, higher levels of general education, the most advanced projects, infrastructures with the heaviest traffic, and so on). If cohesion policy and the Lisbon Strategy come into conflict, it must be borne in mind that the former, for the moment, is founded on a rather more solid legal foundation than the latter” European Commission (2005, p. 9)Adaptation of Cohesion Policy to the Enlarged Europe and the Lisbon and Gothenburg Objectives.