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This chapter provides a review of the language, key examples, and an analysis of social justice practices in higher education philanthropy. By describing how American higher education is supported by philanthropy, the authors articulate the need to have collective approaches that create an equitable distribution of resources. The authors utilize research centered on equity, inclusion, and diversity to encourage leaders to consider applying additional perspectives when analyzing philanthropy in higher education. This combination of multidisciplinary scholarship offers a synthesis of research to show readers how social justice advances and improves philanthropy within higher education. Social justice in the age of philanthropy concludes with key recommendations for advancement offices across campuses and organizations.

The purpose of this paper is to highlight opportunities for the banking sector arising from the population’s aging and the expected reduction in pension incomes. Home equity conversion (HEC) instruments are a potentially useful way of restoring households’ finances and satisfying their needs, with implications for the demand for financial services.

By using an ordered probit regression model, the paper analyzes data obtained from a survey of 2,000 Italian households.

The main finding of this paper is that individuals with greater familiarity with consumer credit, a cognitive and decision-making approach favorable to use of credit, and an internal locus of control show greater interest in various forms of equity conversion.

This paper extends the analysis of the determinants of individuals’ interest in HEC products. It focuses more closely than the existing literature on households’ credit behaviors, attitudes toward credit and locus of control. The paper helps identify the potential targets of marketing campaigns and commercial proposals, and highlights the levers that the banks can focus on in communicating with customers and future prospects. Moreover, this paper suggests that there is a need to develop greater awareness on the part of people who could be interested in these products. Therefore, appropriate financial education projects should be implemented to develop a better “credit” culture, with due appreciation of the usefulness of credit as a means of supporting household budgets.

In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on the community where the university works as a change agent to promote society’s fundamental values of democratic participation and social justice. Sustainability education and awareness about social responsibility (SR) are becoming crucial mainly for students, so that they are aware of concepts such as economic prosperity, resource equity, energy sustainability and environmental health concerns (Sengupta, Blessinger, & Yamin, 2019). The SR of a university is to strengthen its ties with the community through promotion of active citizenship, volunteerism and developing a sense of civic and ethical responsibility among students and staff. Universities can have a great influence on achieving social and economic progress of a country as well as protecting the environment and addressing complex issues that plague society. The role of universities is not only restricted to exchange of knowledge but also in playing a leading role as an active member of society. Universities have come out of their isolation to accommodate and be a part of social change by actively engaging in community life and not being confined to only classroom and laboratory activities (Sengupta et al., 2019). This book provides empirical evidence on how universities have considered SRs as their prime focus and have engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through their experience, interventions and narrations, which can be replicated in other parts of the world to create a better society and a more sustainable planet.

The purpose of this paper is to determine if the star power of an athletic endorser influenced consumers’ consumption of the advertised product. Specifically, does the amount of star power an athlete is thought to have impact consumers’ direct consumption of the advertised product and media consumption of the athlete? Moreover, the components of star power, along with congruency measures, were examined to determine which components of star power influenced both direct and media consumption.

Four advertisements were created that used an athlete with high star power and an athlete with low star power. Respondents viewed two of the advertisements, but did not know which athlete had high star power or low star power. They were asked to answer a questionnaire that contained questions pertaining to the components of star power (source attractiveness, source credibility, professional trustworthiness, likeable personality and character style), congruency of the athlete and product, direct consumption of the advertised product and media consumption of the athlete.

Results indicated that overall star power increased the direct consumption of the advertised product and the media consumption of the athlete, however not each component was found to be significant. Character style was the only component that was consistently significant across all four advertisements. The congruency between the athlete and product was also found to be significant across all four advertisements.

First, this study only looked at two athletes; others may generate different results. Second, the products used in the study were fashion related; other categories of products may also generate different relationships. Third, only two brands were used. It was also assumed that the respondents knew the athlete in the advertisement. Finally, the questions used to measure direct consumption did not distinguish between buying the brand in the store or online.

This study has the potential to contribute theoretically by analyzing how and which components of star power affect consumption of endorsed products, as well as which components influence consumers. Moreover, adding a congruency measure will aide in strengthening the measurement of endorser effectiveness. The justification of the present study lies in the need to determine how the dimensions of star power an athlete possesses contribute to the consumption behaviors of consumers.

This study aims to present the result of an assessment of the risk of construction digitalisation with a view to sensitising and preparing construction organisations for unforeseen issues that might arise in the course of their digital transformation.

The study took a post-positivist stance through a quantitative research approach. A survey of construction professionals actively involved in construction projects in South Africa was conducted using a structured questionnaire. The analysis of the data gathered was done using mean item scores, Kruskal–Wallis H test, exploratory factor analysis (EFA) and structural equation modelling (SEM).

EFA revealed five principal risk factors (human and financial, technological, legal and security, operations and socioeconomic risk factors) associated with the digitalisation of construction organisations. However, SEM revealed that four out of these risk components have significant direct relationships with some selected digitalisation outcomes. These significant risk factors are technology, legal and security issues, operations and socioeconomic issues.

This study provides practical insight into the risk inherent in construction digitalisation, and its result can help organisations seeking to be digitally transformed make informed decisions. Theoretically, the study reveals the risks associated with construction digitalisation – an aspect that has not gained significant attention in the current fourth industrial revolution discourse. Therefore, its findings can form a basis for future studies on the risk of digitalising construction organisations.

This paper aims to investigate whether empirical evidence for scale economies can be found across countries and if so, whether this evidence varies across the stage of development.

The paper uses statistical methods to make comparisons between countries.

The empirical results suggest overall evidence towards aggregate increasing returns across all samples. Within the Cobb‐Douglas framework, stronger evidence for aggregate increasing returns is found among samples depicting economies in the early stages of development. The CES framework in turn supports aggregate scale economies for advanced economies, while unitary elasticity of substitution cannot be rejected for less developed economies, giving further support for the Cobb‐Douglas estimates.

Given that evidence for scale economies is found within different estimation frameworks for different groups of economies, comparative judgment is prevented. The results nevertheless provide evidence on the overall relevance of scale economies within and across groups of economies, while also giving a clear indication of the relevance of stage of development in economic growth and development analysis.

The most fundamental insight of the empirical results presented in this paper is that there is no reason to assume that the determinants of growth or the parameters guiding economies' adjustments towards their steady states or growth paths will be similar for economies at different stages of development, given their significant structural differences, whether in terms of production structures and characteristics or consumption patterns.

This chapter provides a survey of the dialectal interplay between global forces and local responses within Oceania. Through an examination of four key global trends, we demonstrate how globalization has introduced a new wave of educational policies, pedagogies and initiatives into Oceania’s shores. We consider four global trends that have profoundly shaped local educational responses within the region: the global ecological crisis and its effects within Oceania; the influence of historic and continuing aid relationships; the digital revolution and its mandate to connect the remote and isolated region; and the impact of accelerated mobility away from the region. Through this exploration, we then examine the dialectical interplay between these global and local policies, curriculum, teaching and learning responses through the introduction of curricular initiatives such as outcomes-based education and new platforms for curricular delivery such as Open Distance Learning. In doing so, we demonstrate how Oceania’s deep and interwoven relationality between land, ocean, geography and people powerfully shapes local educational responses to these global forces.