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Ruby Melody Agbola is a lecturer at Department of Management Studies, Central Business School, Ghana.

The chapter examines and challenges the assumed necessity of a linkage between remembered series of exchanges, amicable social relations, and prestige found in the work of Marcel Mauss and many subsequent theorists of reciprocity and gift exchange.

The chapter uses the nearly 500 year history of the giving and taking of the Koh-i-noor Diamond by rulers of South and Central Asia, commencing with Babur, the first Mughal emperor, and ending with Queen Victoria, which includes some gift giving and much taking by force, to explore what happens when only two of the three elements Mauss assumed central to understanding gift exchange are present.

Based on a review of the historical material, the chapter demonstrates that though historical narratives or memories of exchanges were central to enhancing the prestige of the parties to the exchange and the diamond itself, that process could and did occur in the absence of any on-going amicable social relations, including in situations in which exchange or transfer of the diamond were coerced and nothing was given in return to the dispossessed former owner of the gem.

By suggesting an alternative configuration of the factors necessary for the association of exchange and prestige, the chapter provides the opportunity to reconsider assumptions common in the literature on gift exchange and further enhance our understanding of this central element of social theory.

Adult learning has been significantly impacted by the massive open online courses (MOOCs). All the preceding literature have mentioned about MOOCs. The current study, however, aims to look into how the MOOC has affected higher education. This study looks into how MOOCs have affected higher education in Gwalior and the nearby areas. Its primary goal is to investigate the crucial elements of creating the teaching and learning processes employed in Gwalior and the surrounding areas by utilizing open-source courses (MOOCs) in higher education. An analytical and descriptive technique was used in this study. The required information was gathered using a quantitative survey. All academics and students in Gwalior and the surrounding areas made up the study population. The findings of the analyses show that MOOCs have a significant direct impact on higher education by enhancing educational achievements (p = 0.001), which is consistent with H1. Additionally, a 65% boost in educational results was attributed to MOOCs. The results demonstrate that MOOCs have a beneficial impact on higher education.

Issues concerning society are everybody's business. Therefore, individuals, larger or smaller groups, formal or informal entities, public or private firms, governmental or non-governmental organisations who are key stakeholders of society must always aspire to champion societal concerns. Society's welfare should be everybody's business. Corporate social responsibility (CSR) in a broad sense can be viewed as the relationship of organisations with society as a whole, and the need for organisations to align their values with societal expectations (Atuguba & Dowuona-Hammond, 2006). In reality, it is a set of standards by which organisations can impact their environment with the potential of creating sustainable development (Helg, 2007). It is critical that society educates everyone to be responsible. From all societal actors, universities are the ones educating the future elites of a country. What they teach and do not teach may make or break a nation's future and well-being. As noted by Dashwood and Puplampu (2010), there is a greater need for crafting a sustainable, strategic and mutually beneficial set of responsible actions in embracing the right approaches to CSR. According to them, such actions should emanate from a genuine recognition of, and attention to, economic, traditional, historical, as well as business arguments from the perspectives of the stakeholders and interest groups.

It is commonly claimed that the entrapment defense has never succeeded in a terrorism case. Yet that is not precisely true. In several post-9/11 cases, entrapment claims have contributed to full or partial acquittals, hung juries, and unexpectedly lenient sentences. Prosecutors have also dropped charges, setting convicted defendants free, to prevent successful entrapment defenses upon retrial. This chapter concludes that, despite the fragility and ambiguity of the right not to be entrapped, entrapment claims can achieve partial victories even in terrorism cases, due to the multiple discretion points at which entrapment can inform strategic or normative judgments.

The identities of Muslim women tend to be essentialized into binaries of what she is and what she ought to be (Golnaraghi & Dye, 2016). For far too long Muslim women’s voices in North America have been marginalized by hegemonic Orientalist (Said, 1978) and traditionalist (Clarke, 2003) Islamic discourses. When it comes to issues of agency, empowerment, and self-expression, it is either imposed by Western ideals or regulated by traditionalist politics of Islam (Zine, 2006). As such, Muslim women activists must engage and negotiate within the dual and narrow oppressions of Orientalist and traditionalist Islamic representations of her (Khan, 1998; Zine, 2006). Given the scarcity of space provided in print media (Golnaraghi & Dye, 2016; Golnaraghi & Mills, 2013) for Muslim women to construct, appropriate, and remake their own identities, some have turned to social media to challenge these dichotomies through activism and resistance. Such a space is necessary in order to recover, resurface, and reauthorize the hybrid voices, experiences, and identities of the Muslim woman on their own terms in order to challenge hegemonic discourse. Highlighting the nuances of feminist activism, particularly that of Muslim postcolonial feminists that can make a difference to Critical Management Studies (CMS) as a community concerned with social justice and challenging marginalization and oppression. The “Somewhere in America #Mipsterz” (Muslim hipsters) video launched in 2013, the site for our critical discourse analysis, is one case where this resistance can be seen, showcasing fashionable veiled Muslim women artistically expressing themselves to the beats of Jay Z.

As demand for access to colleges and universities prompts higher education systems for creative and efficient solutions, we examine technology-centric approaches to education delivery and their implications for policy, student outcomes, and resource allocation. Our work is framed by Kingdon’s adapted multiple streams theory of national policymaking. However, the real elephant in the room may be the skyrocketing costs of administration that may need wrangling before resources can be directed to the future potential savings obtained through developing infrastructure for, and delivery of, tech-centric teaching approaches. We provide examples and strategies, policy implications, and recommendations for research and practice.