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Indigenous peoples are often alienated from their lands and culture. This has arguably resulted in Indigenous peoples figuring disproportionately in the social and economic statistics. The right of self-determination is often touted as a panacea to these statistics. The focus of this paper is to rethink the notion of self-determination and examine whether the process afforded by the United Nations Decolonization Committee can assist or whether the sway of State politics and State power impedes this right for Indigenous peoples.

Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of ‘regionalism’ for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies.

Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let alone appreciate, the equivalent patterns of women’s leadership and the future contributions that women could potentially make as leaders. What could and are women bringing to society as global leaders? Why at this moment in history is there such a marked increase in the number of women leaders? Are we entering an era in which both male and female leaders will shape history, both symbolically and in reality? And if so, will we discover that women, on average, lead in different ways than men, or will we learn that role (global leader) explains more than gender? This chapter reveals the accelerating trends of women joining men in senior leadership positions, establishes the relationship of women leaders to our overall understanding of global leadership, and sets forth an agenda to accomplish much needed research and understanding.

The aim of this chapter is to discuss and highlight the importance of entrepreneurship and entrepreneurs in tourism in order to engage the reader in the central topic of the handbook.

A literature review was conducted on conceptual issues and practical aspects of entrepreneurs and entrepreneurship. Case studies are included to illustrate the role and contribution of entrepreneurs in the tourism field.

This chapter highlights (1) practical definitions of the terms entrepreneurs and entrepreneurship; (2) main features of tourism entrepreneurs; and (3) the role of entrepreneurs in tourism activities and their contribution to the development of a tourism destination.

This chapter is explorative in nature, because the discussion is mostly based on a literature review. Thus, more research-based knowledge and more empirical studies are needed in this field.

The chapter presents the main features and characteristics of individuals involved in entrepreneurship, as well as the need for developing the appropriate skills for successful business ventures.

This chapter deals with the question of why tourism entrepreneurship is so important in the contemporary context and in the business environment of tourism. The practical and entrepreneurial approach of the book is also discussed.

This chapter examines the complex issues surrounding international education of foreign student study in the United States and the role such issues play in global societies. Analysis centers on the rationale surrounding international education, its development, its protagonists, and antagonists. In effect, who gains and what are the externalities of international education. The chapter further discusses international education as far more than a study abroad program for it encompasses a host of complex social, political, and economic variables that have impact, not only for schools, but for global societies, in a climate of global tension and uncertainty. While data on foreign student study in the United States complements the study's analysis, larger focus will be upon the international dimensions of foreign student study. Summary discussion concludes the chapter as well as projections with respect to international student enrollment across the globe.

We present a comparison of coverage and values for five inequality data sets that have worldwide or major international coverage and independent measurements that are intended to present consistent coefficients that can be compared directly across countries and time. The comparison data sets are those published by the Luxembourg Income Studies (LIS), the OECD, the European Union’s Statistics on Incomes and Living Conditions (EU-SILC), and the World Bank’s World Development Indicators (WDI). The baseline comparison is with our own Estimated Household Income Inequality (EHII) data set of the University of Texas Inequality Project. The comparison shows the historical depth and range of EHII and its broad compatibility with LIS, OECD, and EU-SILC, as well as problems with using the WDI for any cross-country comparative purpose. The comparison excludes the large World Incomes Inequality Database (WIID) of UNU-WIDER and the Standardized World Income Inequality Database (SWIID) of Frederick Solt; the former is a bibliographic collection and the latter is based on imputations drawn, in part, from EHII and the other sources used here.