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Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

The purpose of this chapter was to explore how the values of higher education institutions, and ultimately society, are conveyed through the curriculum of an institution. The arguments for focusing on a liberal education grounded in critical thinking are highlighted and then compared to the growing trend of occupational education being the central focus of a college education. The need to understand populist thinking in particular is aligned with the social responsibility that educational institutions carry in their charters. This means that the students and parents who pay tuition for their education want something to show for their investment, namely a level of compensation and employment that is perceived to be correlated with the expense of the degree. The competing views of education and training are then considered in a global context, noting the interconnectedness of the intellectual and business community around the globe. This chapter concludes by highlighting the importance of education and its impact on cultural understanding and engagement as a value, especially calling upon public policymakers to keep higher education leaders in check as they develop plans and expectations for their institutions.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

This whistleblowing case study engages students in discussions about when and how to disclose differences of opinion on a revenue recognition matter with higher-ups in an organization. Factors to consider include the morality of whistleblowing, confidentiality obligations, the rules of conduct in the American Institute of Certified Public Accountants (AICPA) Code, Sarbanes–Oxley Act (SOX), Dodd–Frank, and the US Supreme Court ruling in Digital Realty, Inc. v. Somers that addresses when to report matters to the Securities and Exchange Commission (SEC). Case questions are designed to promote students’ critical thinking skills, ethical reasoning skills, and decision-making. A flowchart of AICPA ethics rule 2.130.020 (Subordination of Judgment) provides the framework for making decisions when differences exist in financial reporting. The case provides learning objectives, implementation guidance, and teaching notes. The case was used in an accounting ethics course taught at the undergraduate senior level but can also be used in auditing, fraud examination, and advanced financial reporting courses.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.

The thin feminine body ideal in Western society has persisted, despite becoming less representative of the female population, with obesity rates consistently rising since the 1980s. Recently, the COVID-19 pandemic has exacerbated obesity rates, due to curtailed interventions, restricted mobility/enforced physical inactivity and increased reliance on processed food with a longer shelf life due to social isolation (World Obesity Foundation, n.d.). Individuals with obesity report weight discrimination in a broad range of settings, including employment, where researchers have documented weight discrimination in relation to hiring, job assignment, promotion, remuneration and work stability. Weight discrimination may be worse for jobs involving public interaction, particularly for women, because heavier women do not conform to societal body ideals, leading to weight stigmatisation such as anti-fat attitudes and beliefs (e.g. negative stereotypes) and prejudice. This chapter presents a systematic literature review of studies that have examined weight discrimination against women with obesity in jobs involving public interaction, i.e. ‘customer-facing roles’.

Introduction: When people need to take decisions, being economic decisions or otherwise, their decisions tend to rely on information the brain has already processed, and this includes the resources that the person has already invested. This is called sunk cost bias in the behavioural economics literature. On the other hand, mental practices could lead to the mental accounting bias, where people allocate a different value to a fixed amount of money, depending on circumstances.

Purpose: In this chapter, both biases mental accounting and sunk cost are investigated for the tourism industry in Turkey.

Methodology: The topic is researched through scenario-based questions and the Chi-square Automatic Interaction Detector (CHAID) method is applied.

Findings: As a result, it could be reported that people, regardless of gender, fall into sunk cost and mental accounting biases in decisions relating to their vacations. Mental accounting biases can be primarily explained using the scenario questions posed rather than gender, education, and income while sunk cost bias is explained by status, ‘being s university student’ and ‘income level’.

Practical implications: Rapid price changes in the tourism industry can disturb consumers who are mental accounting and sunk cost biased. So, they can change their holiday preferences or be dissatisfied with it and give negative feedback.

Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.

The extra-low minimum wage for US restaurant workers has remained unchanged for over 30 years. Periodic campaigns have brought this wage, and its connection to the perpetuation of inequality and exploitative work, to public attention, but these campaigns have met resistance from both employers and restaurant workers. This article draws on a workplace ethnography in a restaurant front-of-house, and in-depth interviews with tipped food service workers, to examine the tipped labour process and begin to answer a central question: why would any workers oppose a wage increase? It argues that the constituting of tips as a formal wage created for workers a two-employer problem, wherein customers assume the role of secondary, unregulated, employers in the workplace. Ultimately, the tipped wage poses a longer-term strategic obstacle for workers in their position relative to management and ability to organize to shape the terms and conditions of their work.