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Government spending plays a crucial role in fiscal policy in any country, both as a tool for implementing individual government policies and as a possible instrument for mitigating uneven economic developments and economic shocks. This chapter provides direct empirical evidence on the development and structure of general government expenditure and its relationship with real economic growth in Czechia and the European Union countries. Compared to theoretical recommendations, general government expenditure has not been used as a stabiliser in Czechia and EU countries and has been observed to be pro-cyclical in the period under review. Granger causality analysis identified the direction of causality between the macroeconomic variables analysed and found that in most cases economic growth came first, followed by government spending.

This study aims at investigating the effect of corporate social responsibility (CSR) and corporate social irresponsibility (CSI) on corporate financial performance (CFP) in firms headquartered in developed versus emerging countries. Drawing upon stakeholder and legitimacy perspectives, the authors argue that the CSR/CSI–CFP relationship differs depending on the home-countries’ level of economic development as this reflects their different sensitivity to sustainability. Indeed, as emerging economies are normally characterized by weaker regulations, they are likely to place lower pressures on companies for superior CSR practices. Therefore, the authors expect the effect of CSR on CFP to be more positive for firms headquartered in advanced than in emerging countries. At the same time, the authors propose a more negative relationship between CSI and CFP for firms headquartered in developed countries due to the higher overall sustainability expectations required to gain legitimacy. The empirical analyses, run on a sample of 1,971 publicly listed firms between 2010 and 2020 from developed and emerging economies, support the expectations, thus confirming that country-specific contextual factors do play a role in shaping both the positive and the negative impact of CSR and CSI on CFP, and that the reactions of stakeholders to responsible and irresponsible behavior are stronger when their sensitivity to sustainability is higher.

The incorporation of Corporate Social Responsibility (CSR) and sustainability is essential for higher education institutions' (HEIs') future development as they deal with more societal and environmental concerns. The current status of research on CSR and sustainability in HEIs is examined in this systematic review, which also identifies major themes and trends for future development. This review emphasizes the complex characteristics of CSR and sustainability in the higher education environment, spanning aspects like university's social responsibility (education, community engagement, research, and internal management and organization), Sustainable Development Goal (environment, social, and economic), student's perceived self-efficacy, students' intention to implement sustainability, students' engagement for sustainability. It does this by assessing a wide range of scientific works. Additionally, it reveals the advantages and disadvantages of applying CSR and sustainability strategies in HEIs. The results highlight the significance of all-encompassing initiatives that cover governance, accountability, and openness in order to promote a sustainability culture inside HEIs. The paper ends with suggestions for further study, highlighting the necessity of interdisciplinary methods and successful collaborations to promote CSR and sustainability initiatives in HEIs and consequently contribute to sustainable development generally.

The immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on internationalisation that are explicitly aimed at shaping cooperative, sustainable and alternative/decolonial futures. The authors of this chapter recognise the relevance of research perspectives that – epistemologically aligned with critical internationalisation studies – emphasise the dilemmas and contradictions of internationalisation of higher education (IHE). In this chapter, the authors therefore present reflections that confront the hegemonic discourse that portrays the phenomenon of IHE as an unconditional good. The authors dialogue with the idea of promoting a perspective of IHE from and for the Global South – that is, one that instead of suppressing, recognises the epistemic plurality of the world. To do so, the authors assume that any critical efforts to address internationalisation in the context of the Global South can be enriched when explicitly situated within colonial history. The authors argue that looking towards the future of IHE requires a look towards its past. Specifically, the authors bring together four interrelated lines of argument: (i) recognising the university as a historical producer and reproducer of colonial hierarchies; (ii) conceiving the Global South as a field of epistemic challenges; (iii) having a non-myopic view of South–South cooperation; and (iv) spreading the epistemological horizon of internationalisation. Such reflections might contribute to envisioning new horizons for IHE in the Global South and its relation with those who have been relegated to a status of invisibility.

Sustainable development goals (SDGs) designed by the United Nations include ‘universal and equitable access to affordable, reliable and clean energy’ as one of the pathways to achieve a better and more sustainable future by 2030. Universal access to electricity, clean cooking fuel, increasing share of renewable resources and improving energy efficiency are the key components of SDG7. In India, the government has undertaken targeted programmes to ensure full electrification of households and greater use of liquid petroleum gas (LPG) for clean cooking replacing traditional solid biomass fuels in poor households. Installed capacity targets are set to raise the share of renewable resources in total energy mix along with the policies undertaken to make it cost-competitive (SDG India, 2019–2020). However, the economic crisis experienced by India during COVID-19 pandemic is likely to affect this ongoing drive towards clean energy use. Sudden fall in income and loss of employment particularly in the unorganised sector might have made the poor rural households vulnerable to reversion to their traditional cooking fuels. The renewable sector has also faced uncertainties due to halted construction works and disrupted global supply chains during lockdown. The present chapter discusses these pertinent issues crucial for achieving SDGs. It investigates how far the COVID-19-driven economic crisis has delayed India's clean cooking fuel programme for different states. It further examines the impact of COVID-19 lockdown on renewable energy sector, particularly on the solar energy sector. The study suggests some policy measures for a robust recovery, ensuring transition towards clean energy use and sustainable growth to protect the environment.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

This chapter focuses on the intricacies of marginalized communities in Bangladesh. It provides an in-depth understanding of these communities, considering their sociocultural backgrounds and the challenges they face. This chapter introduces the empowerment paradigm, highlighting the importance of empowering marginalized groups as a catalyst for positive change. It further explores various strategies and initiatives designed to uplift these communities, emphasizing the pivotal role of family planning in this process. By examining the transformative impact of family planning on marginalized communities, this chapter underscores how it can lead to improved health, education, economic opportunities, gender equality, and overall community development in the Bangladeshi context.