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This chapter argues that modern societies are changing in ways that disrupt the complementarity between social structure and character structure. One source of this divergence occurs because, on the one hand, there exists a “neoliberal” character structure that is oriented toward the accumulation of human capital and holds that such accumulation and hard work will allow one to achieve the “American Dream.” On the other hand, the deep embeddedness of this character structure may in fact deepen the possibility of structural crisis, as developments in automation and ongoing transformations of labor continuously shift the economic structure and many feel they are employed in meaningless “soul crushing” jobs. This diagnosis prompts the question: is the accumulation of human capital futile? In other words, can there exist an abundance of jobs that simultaneously pay enough to provide a middle-class lifestyle and be both socially respected by most members of society while also providing subjective meaning for the individual – without accruing high social costs? Through reflections upon my own biography growing up in East Tennessee, this chapter utilizes the framework of Planetary Sociology to encourage sociologists to rethink the category of “human capital” and recognize the divergence of social structure and character structure to be a serious problem with planetary implications. Only by critical examination of the sociohistoric context from a planetary perspective can these challenges be constructively evaluated and reckoned with.

This chapter is a radical critique of the neoclassical growth theory, justifying ways out of mainstream economics. It has three parts. The first one analyzes growth theories from the Classical representation to the endogenous growth models. The second part demonstrates that the “new growth theory” is not a break with Solow's formalization. To prove it, we build an original Solowian endogenous growth model. Then, this neoclassical macrodynamic framework is technically, deeply critized in a third part. We show that both exogenous and endogenous neoclassical models prove to be incapable to explain growth in the long period. We concentrate on the ambiguities surrounding the hypothesis of single agent, as well as on the role of the state, in particular when it is considered as a “planner” by the neoclassicals. Endogenous growth models do not correspond to macrodynamization of the Walrasian general equilibrium, nor have solid microeconomic bases. We advocate in favor of rehabilitating state's intervention in social areas and of reactivating Marxist theoretical reflections regarding social planning and class analysis in the current time of structural crisis of the capitalist world system.

Purpose: Although the transnational mobility of youth is prevalent across the globe, the policies and strategies used by developing countries to promote youths’ transnational mobility remains unclear. This chapter aims to discuss a few emerging trends and concerns related to youth transnational mobility and human capital accumulation. It focuses on the specific case of youth transnational migration from India. As such, this chapter considers the factors that have led to the construction of aspirations for transnational migration among Indian youth.

Study approach: In this chapter, we examine youth transnational mobility by synthesising the major literature available in the area of globalisation and transnational migration in the developing countries context. The study also incorporates the policy debates and secondary data evidence in these domains to substantiate the arguments.

Findings: Mainly focussing on the internal state of affairs of India, this work highlights three critical issues (a) new norms and practices of human capital accumulation within India’s knowledge economy; (b) understanding state and formal-informal ‘commoditised’ market dynamics in the changing aspirations for global human capital formation, specifically through transnational migration; and (c) examining the upshots of youth transnational mobility in terms of the production of relatively new forms of caste and class inequalities within Indian society.

Originality: This conceptual piece of work is an initial foray to unpack the complexities of Indian youths’ migration for specialised forms of human capital accumulation in a global landscape. The study motivates future policy-oriented interdisciplinary research on education and transnational mobility, specifically in empirical research projects.

Previously disregarded factors are now included in development theory and practice. A narrow understanding of capital has had profound effects on development as well as on tourism policy and governance. In this framework, purpose-designed tourism for development has been the exception. Contemporary ideas of other forms of capital playing a key role in a broader concept of development are examined, specifically the central function of human and social-institutional capital. Human capital is seen in the light of capabilities, attributes, and knowledge possessed by individuals. Social-institutional capital may empower individuals as it refers to the value of trust and cooperation deriving from formal and informal sets of behavioral rules. This chapter clarifies the foundations of tourism as an instrument for development if tourism policy and governance are designed and implemented within an adequate framework.

This paper provides more insight into the assumption of human capital theory that the productivity of job-related training is driven by the improvement of workers’ skills. We analyze the extent to which training and informal learning on the job are related to employee skill development and consider the heterogeneity of this relationship with respect to workers’ skill mismatch at job entry. Using data from the 2014 European Skills and Jobs Survey, we find – as assumed by human capital theory – that employees who participated in training or informal learning show greater improvement of their skills than those who did not. The contribution of informal learning to employee skill development appears to be larger than that of training participation. Nevertheless, both forms of learning are shown to be complementary. This complementarity between training and informal learning is related to a significant additional improvement of workers’ skills. The skill development of workers who were initially underskilled for their job seems to benefit the most from both training and informal learning, whereas the skill development of those who were initially overskilled benefits the least. Work-related learning investments in the latter group seem to be more functional in offsetting skill depreciation than in fostering skill accumulation.