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This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but also in the academic context of international relations and comparative education.

The chapter highlights three dimensions which characterize the paradigm shift; namely, discourse on norms, diversifying actors, and the changed mode of communication and participation in the global consultation processes. The existing formal structure of the EFA global governance is based on multilateralism which recognizes sovereign nation-states, representing national interests, as the participants. However, such an assumption is eroding, given that there is a growing number of state and nonstate actors who influence decision-making not only through conventional formal channels, but also informally. Urging the revision of theories of multilateralism, the chapter introduces the attention given to nontraditional donors and horizontal networks of civil society actors in this volume.

The introduction also shows that that the widening basis of participation in the global consultation processes on post-EFA and advanced communication technology have changed the ways in which discourse is formulated. While the amount and the speed of exchanging information have been enhanced and different types of actors have been encouraged to take part, it also obliges scholars to adopt innovative methods of analyzing discourse formation.

The chapter also demonstrates the importance of the focus on the Asia-Pacific region, which is composed of diverse actors who often underscore Asian cultural roots in contrast to Western hegemony. By focusing on the discourse, actors, and the structure through which the consensus views on the post-EFA agenda were built, the volume attempts to untangle the nature of the post-EFA paradigm shift, at the global, Asia-Pacific regional, and national levels.

This paper aims to explore international training and development policies and practices in Chinese multinational enterprises (MNEs). The issues examined in this study include pre‐departure and post‐arrival training for expatriates and their spouses and families, training for host‐country nationals (HCNs), reasons for Chinese MNEs not providing adequate training and the approaches of Chinese MNEs to international management development.

This paper used a semi‐structured, interview‐based survey for collecting data from ten Chinese MNEs. The case companies consist of a range of industries and economic ownership types. A total of 30 in‐depth interviews involving general managers, HR managers at headquarters and executive managers in subsidiaries were carried out.

The paper reveals that Chinese MNEs provide only limited training to expatriates and other nationals, and lack a systematic international management development system. They adopt usually an ethnocentric approach to international training and development, and provide different levels of international training and management development for HCNs and PCNs.

The paper has many issues, especially those relating to the organizational determinates of international training and management development, their impact on organizational performance, and the effect of different approaches to training and development on different nationals; these require further investigation.

The paper shows that HRM in Chinese MNEs has not been much considered. This study has examined a selection of international training and management development issues in Chinese MNEs that have not been reported in the literature to date.

The purpose of this paper is to survey and analyse the literature emanating from less developed countries (LDCs) and international agencies and dealing with their perception of the needs of LDCs for scientific and technical information (STI) in relation to social and economic development.

Development ethics is an important topic which is often neglected in development studies. The purpose of the paper is to analyze international development in an ethical‐based context using the approach of development ethics.

The analysis is mainly based on the pioneering work of the prominent development ethicists and the founder of development ethics as self‐conscious area – Denis Goulet – along with recent development ethics literature. In this context, international development is approached under a holistic ethical manner.

Development ethicists reduce the gap between a conventional perspective of development and the real needs of humankind. In contrast to mainstream economics view, for development ethics the true indicator of development is not growth in a narrow sense of material expansion of wellbeing, but the qualitative enrichment of human beings in all relevant aspects of human life. International development is preserved as an effort to a better life for individuals and to a good global society for nations.

If research is reported on in the paper, this section must be completed and should include suggestions for future research and any identified limitations in the research process.

The proposed ethical goals and strategies are normative judgments which provide both the notional and practical framework within which international development should be discussed and policy recommendations could be formulated.

The notion of development is redefined on ethical foundations. A conceptual typology of the development ethics goals and strategies to international development is offered. The paper can be perceived as a point of departure that scholars and students of international development and development economics in broad, from both perspectives (orthodox and heterodox), can be incorporated with ethical matters to international development and benefit from it.

This study aims to explore the challenges and complexities of interaction in international stakeholder networks within the context of projects focused on the implementation of sustainable development goals (SDGs). In particular, it examines the challenges faced by stakeholders in a network from a developed country during interaction in the context of a developing country.

Using a qualitative approach, this study analyses interview data collected from the key managers of an international consulting company in charge of a water supply and sanitation project in Nepal. The primary data is triangulated with secondary data, such as project reports and related academic articles.

This study illustrates how interaction in international stakeholder networks affects and is interrelated with SDGs, as well as how aiming to achieve one specific goal can stimulate the implementation of other sustainable goals. Further, this research shows how project managers from a developed country had to adapt to the specifics of the developing country context and how their sustainability project influenced the well-being of local communities by improving environmental and social sustainability.

The research suggests that challenges in stakeholder interaction may arise because of differences in process management methods used by the international stakeholders involved in the project and country-context specifics, such as corruption, imperfect national regulations, cultural specifics, effects of climate change, etc.

The paper contributes to the literature on international multi-stakeholder interaction between actors from developed and developing countries. Furthermore, it adds to the literature on stakeholder networking by highlighting the importance of engaging in a dialogue with local communities during the conceptualisation stages of both sustainability and SDG implementation because of diverging worldviews and practices.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Sustainable Development Goal (SDG) Target 4.b calls to “substantially expand globally the number of scholarships” for enrollment in overseas higher education between 2015 and 2020. To advance knowledge on international scholarships and sustainability, this chapter examines notions of sustainability in literature related to international scholarships for students in the Global South. Based on an exploratory review of literature, ways that sponsored international student mobility – programs, students, graduates, and networks – maintain and sustain systems and outcomes are explored. Findings are presented through four frames: (a) programmatic sustainability, (b) organizational development, (c) national sustainable development, and (d) international and global actions. Challenges to sustainability, such as poor coordination between degrees earned and local market conditions, are also discussed. In addition, the findings point to several prominent ways that scholarships could contribute to sustainability that are mostly absent from the literature: transformative education for sustainable development, and international education for environmental sustainability. The chapter closes with a vision of alumni networks – both within and among programs – to work together to transform societies and tackle the most pernicious international challenges of our time.

As the sole Asian country in the DAC donor community until South Korea joined in 2010, Japan has been struggling with the pressure to align with the norms and modalities of the community, while having a different history of aid from Western donors and desiring to be unique. This chapter untangles the domestic and international factors that have affected policy making and implementation of the Japanese Overseas Development Assistance (ODA), particularly in education, at different times in its history. The philosophical foundations of Japanese aid policies are examined in the changing political, economic, and social contexts from the 1950s up to the present.

As the Education for All paradigm took the stage, Japanese education ODA has shifted from the mid-1990s to the mid-2000s to primary education from technical and vocational education and training (TVET) and higher education. However, in the post-2015 process, the policies have swung back to give equal emphasis to TVET and higher education as to basic education, reflecting the global trend to make the agenda more comprehensive. While the convergence with the global trend is clear in Japanese ODA, the hesitant desire to be unique always forces Japanese ODA officials and scholars to discuss and try to demonstrate the “Japanese model” of development and aid.

The chapter also points out that the increased presence of other Asian donors in recent years has made Japanese ODA policies driven more by national interests than by global humanitarianism, which is clearly seen in the Development Cooperation Charter adopted in 2014.