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Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

Kevin Au graduated from the Chinese University of Hong Kong with a BBA and earned his Ph.D. in management/international business at the University of British Columbia. He co-founded the CUHK Center for Entrepreneurship and has been an associate director. He also serves as associate director of the MBA programme. His research interests are international management, entrepreneurship, family business, social network and cross-cultural research methodology. He has published dozens of academic articles, cases and book chapters, and served on the editorial boards of several academic journals. He has provided consulting and training for the government and business corporations. His clients include the Central Policy Unit, Hong Kong Cyberport, Ove Arup and a number of business startups and family businesses in Hong Kong.

Responding to local, regional and international demands and initiatives, the government of Ecuador has rolled out an innovative program Sistema Integral de Tecnologías para la Escuela y la Comunidad (SíTEC) to place information, and communication technologies (ICTs) into the hands of students, teachers, and other educational institutions. SíTEC draws upon several elements of social entrepreneurship and has successfully reached some of the most regionally remote and culturally diverse communities in the country. The SíTEC program is emblematic of many of the criteria set forth regarding social entrepreneurship including the vision of leadership, the focus on a social mission and the importance of innovation in partnership and resource allocation. This study looks at survey and interview data from the Shiña community teachers and school leaders to determine the effects of the SíTEC program and the availability and use of ICTs in schools, SíTEC has equipped public schools with computers, projectors, digital boards, and Internet. Additionally, SíTEC organizes training courses on ICTs for public school teachers and provides schools with educational software available in Spanish, Kichwa, Shuar, and English. While there is still much work to be done, SíTEC and the associated partnerships and programs are beginning to have impact in their specified outcomes. Creative partnerships developed within the Ministry of Education, Office of Bilingual Education, Shiña community have allowed for communication and exchange of knowledge and resources across multiple partners. This chapter explores SíTEC as an innovative government-based program that meets targeted social outcomes in ICTs and education.

The objective of this chapter is to identify the key characteristics of Global Services businesses that will thrive and achieve success in the future. These factors are integrated into three main pillars, which we refer to as the Triple-Win. The first and most obvious pillar is technology as a tool. The second pillar is the design and sustainability of the business model, without which the previous factor would be merely a cost and not an investment. And last but not the least, there is the purpose which gives meaning to the proposal, focusing on the human being and their environment. The DIDPAGA business model sits at the intersection of these three elements.

Across the Americas, public discussions of crime and penal practices have become increasingly punitive even as political struggles have resulted in a broad shift toward Constitutional democracy. In this chapter, we suggest that the spread of tough anti-crime talk and practice is, paradoxically, a response to efforts to expand and deepen democracy. Punitive crime talk is useful to political actors seeking to limit formal and social citizenship rights for several reasons. First, it ostensibly targets problematic behavior rather than particular social groups, and thus appears to be consistent with democratic norms. At the same time, crime talk often acquires coded meanings that enable those who mobilize it to tap into inter-group hostility, anxieties, and fear. In addition, the emphasis on the threat of crime and disorder offers those seeking to limit democratic expansion a way to legitimate truncated visions of the rights and entitlements of citizenship. Tough anti-crime rhetoric often resonates with those who have experienced or fear the loss of symbolic and/or material benefits as a result of democratic reform. In short, the broad shift toward hyper-penality is, at least in part, a consequence of struggles over political democracy, citizenship and governance across the Americas.

In the opening chapter of this volume, Dave Ulrich and Norm Smallwood enlighten us with a unique perspective toward the understanding of leadership. They point out that in the past, most leadership research used an inside/out approach that studies leadership attributes (i.e., what is inside oneself that makes an effective leader). However, what matters more are the results that effective leadership produces. Therefore, an outside/in, business-values-driven approach should be adopted to match leadership to the expectations of various stakeholders, including customers, investors, organizations, and employees. The authors stress the importance of building leadership brand to better capture what stakeholders want and propose seven principles that can produce sustainable, long-lasting results from leadership development.