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Strategic analysis in a global setting involves competition in industries that extend across national boundaries and among firms with different national home bases that may tap into strategic resources in more than one location. Such analysis involves multiple levels: the global order, the global industry, individual countries, the firm (and its ecosystems), and specific activities within the firm. The international business (IB) field, during these three decades, has developed useful analytical frameworks for each of these levels, but integrating them across these levels has often been a challenge. The key integrating concept is value: how is value created, captured, and delivered. As the IB environment becomes more volatile and unpredictable, the importance of identifying and integrating useful frameworks for conducting global strategic analysis is even greater.

Purpose: The COVID-19 pandemic has resulted in vital implications for tourism education and curricula, and the education effectiveness in times of crisis ought to be resilient in the light of its preparedness, response and recovery policies and research. Purpose of the study is to analyse the academic practices in tourism education with a specific focus for incorporating the resilient adaptation strategies.

Design/Methodology/Approach: The study is conducted using content analysis of published data along with interviews with heads of the tourism educational institutions.

Findings: Very few universities are offering courses on resilience and disaster management as part of the curriculum in the tourism study programmes.

Originality/Value: The chapter provides strategies on the effective integration of resilient tourism policy and practices as mitigation measures into the tourism education system with a special emphasis on disaster prevention, mitigation and vulnerability reduction at the destinations in the post-COVID-19 scenario.

This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.

With the decentralization and deregulation of the labor market over the past decade or so, there has been considerable debate about the future of industrial relations as a discipline or field of enquiry in Australia. Much of this literature assumes a discipline in decline, or at least at a crossroads, in terms of its purpose and continued relevance. In order to both evaluate these general claims and provide a more nuanced understanding of the future of the field in Australia, this chapter examines industrial relations in terms of three major dimensions: as a field of teaching, research, and practice. This exercise reveals important differences about the situation facing the discipline. Despite advances by human resource management (HRM) in universities, the teaching of industrial relations remains important even if its separate identity is contracting slightly at the present time. In terms of research, the multi-disciplinary and policy-oriented approach has much to contribute to understanding the changing world of industrial relations in Australia and remains a strong dimension of the field. However, in the area of industrial relations practice we observe a major decline as industrial relations and human resource professionals in Australia have become less important both in the wider regulation of work and within business organizations. We conclude that the field needs to broaden its focus to ‘work and employment relations’, seek more theoretically informed ways to explain contemporary developments in labor markets and societies, while at the same time remain committed to its traditional goals of equity and efficiency.

Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).

The landscape of learning and teaching is changing through the recognition of a diversity of learning types, new student generations as well as advances in technology and theory in education. While claims for interdisciplinary research and inquiry-based approaches, as well as integration of new media and technologies are at the heart of current discourses on teaching and learning, most educational activities still take place in a conservative format of the hierarchical teacher–student relationship in rather traditional educational facilities. As an architect and anthropologist, but most of all, as an academic who is devoted to teaching and research, I believe in teaching and learning experiences that are based on theoretical and methodological explorations in different disciplines in order to develop practical, research and critical thinking skills among the students. Students are motivated and engaged when they understand why information is important for them. Through an inquiry-based approach, abstract information becomes tangible and contextualized. In this chapter, I will first discuss common characteristics of our learners, today’s generation of students (the Millennials). Second, I will conceptually locate my approach to teaching among inquiry-based approaches such as Situated Learning, Learner-centered Teaching and Universal Design for Learning, which I see as complementary to each other. Third, I will explain my course design and give an account of two courses as examples for Inquiry-based Learning in action. Although these courses address architecture students, the Inquiry-based Learning and teaching experiences from these courses will inform a larger, more general audience interested in the subject matter.

We examine the challenges of commercialization of university-developed technology and the synergistic relationship of the university's technology transfer office with business-school-based entrepreneurship education programs. We postulate that business schools can effectively augment the university technology transfer office in developing and growing successful startups, through catalyzing the process of startup creation and by actively assisting in the formation of multi-disciplinary leadership teams for spinout companies. The assistance of the business school's alumni and entrepreneur networks can also be leveraged for both mentoring and investment. The challenges of an effective program include securing early marketing input, building effective leadership teams, negotiating the terms of technology licenses, and developing the enthusiasm and cooperation of faculty researchers. At Carnegie Mellon, we have developed an integrated entrepreneurship education program focused on opportunity recognition and strategy development, team building and leadership development, and resource acquisition and allocation. Our program actively assists in launching and supporting the resulting spinout companies by connecting entrepreneurs with value-added investors, support networks, and partners. In addition, we monitor and mentor the spinout companies through their startup and growth stages. Our program includes an aggressive cross-campus initiative in which we teach entrepreneurship courses in the science, engineering, and computer science schools (in addition to the business school) and conduct seminar series to reach faculty and graduate students within those areas of the university. We are aided in the program by the enlightened technology transfer policies that Carnegie Mellon adopted in 2001. The rationale and objectives of those policies are explained in a lengthy appendix. We illustrate the effectiveness of the model through discussion of three recent spinout companies. We conclude that university entrepreneurship education programs can significantly enhance the effectiveness of university technology transfer programs. To optimize that result, the entrepreneurship education program should extend beyond the walls of the business school and should actively assist in the creation of well thought-out business plans and the formation of well-balanced leadership teams actively monitored and mentored by the business school and its alumni and entrepreneur networks. Additionally, it is necessary to tailor the program to the specific character and needs of the region.

The last few decades have seen the rise of a new field of inquiry – human–animal studies (HAS). As a rich, theoretically and disciplinarily diverse field, HAS shines a light on the various relations that humans have with other animals across time, space and culture. While still a small, but rapidly growing field, HAS has supported the development of multiple theoretical and conceptual initiatives which have aimed to capture the rich diversity of human–animal interactions. Yet the methodologies for doing this have not kept pace with the ambitions of such projects. In this chapter, we seek to shed light on this particular issue.

We consider the difficulties of researching other-than-human beings by asking what might happen if methods incorporated true inter-disciplinarity, for instance if social scientists were able to work with natural scientists on multi-species ethnographies. The lack of established methodology (and the lack of cross disciplinary research between the natural and social sciences) is one of the main problems that we consider here. It is an issue complicated immensely by the ‘otherness’ of animals – the vast differences in the ways that we (humans) and they (animals) see the world, communicate and behave. This chapter provides the opportunity for us to consider how we can take account of (if not resolve) these differences to arrive at meaningful research data, to better understand the contemporary world by embarking upon more precise investigations of our relationships with animals.

Drawing upon a selection of examples from contemporary research of human–animal interactions, both ethnographic and scientific, we shed light on some new possibilities for multi-species research. We suggest that this can be done best by considering and applying a diversity of theoretical frameworks which deal explicitly with the constitution of the social environment.

Our methodological exploration offers the reader insight into new ways of working within the template of human animal studies by drawing upon a range of useful theories such as post-structuralism and actor network theory (ANT) (for example, Callon, 1986; Hamilton & Taylor, 2013; Latour, 2005; Law, Ruppert, & Savage, 2011) and post-humanist perspectives (for example, Anderson, 2014; Haraway, 2003; Wolfe, 2010). Our contribution to this literature is distinctive because rather than remaining at the philosophical level, we suggest how the human politics of method might be navigated practically to the benefit of multiple species.

Comparative studies have confirmed that the current types of cohabitation (defined as living together as a couple without being married) and the meanings attached to them differ across Europe. This variation could reflect differences in the levels of progress or the stages countries have reached in a common developmental process, as suggested by the theory of the Second Demographic Transition and Kiernan’s stage model of cohabitation. However, it may also indicate that countries are on different developmental paths, as suggested by path dependency theories. To examine whether changes in the prevalence of cohabitation follow a common script, this study analyses types of cohabitation within emerging family formation patterns over cohorts and across countries.

For this purpose, sequence methodology is applied to analyze cohort-specific family trajectories in France, western Germany, Norway, and Italy. In particular, using data from the German National Educational Panel Study (NEPS) and the Generation and Gender Survey (GGS), patterns of union status and co-residence with (own) children between ages 15 and 35 among the 1935–1969 birth cohorts (for Germany, among the 1940–1974 birth cohorts) are compared.

Our findings provide some support for the claim that there were common patterns of change. However, also country-specific variations in family trajectory patterns were detected, which suggests that general processes of change were mediated through country-specific institutions (path dependencies). The empirical evidence for convergence as well as for divergence indicates that both theoretical strands add to our understanding of the spread of cohabitation in European countries.