Search results

1 – 10 of over 200000
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Book part
Publication date: 17 June 2016

Shoko Yamada

This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global

Abstract

This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Access Restricted. View access options
Article
Publication date: 2 December 2024

Simone Corsi and Lara Bianchi

This study offers a first conceptualisation of sustainable reverse innovation by discussing the contribution of innovation from the Global South towards sustainable development

52

Abstract

Purpose

This study offers a first conceptualisation of sustainable reverse innovation by discussing the contribution of innovation from the Global South towards sustainable development. In so doing, this study aims to recognise an active role played by developing countries in creating viable and innovative solutions that can contribute to the achievement of sustainable development for all.

Design/methodology/approach

This study presents five innovation vignettes and discusses them through an antecedents–enablers–consequences scheme for exploring the concept of sustainable reverse innovation. While discussing the model components, this study develops propositions to drive future research directions.

Findings

This study contributes to both development studies and innovation studies by recognising and highlighting the role played by businesses in addressing global challenges through sustainable innovation sourced from or inspired by developing countries.

Originality/value

To the best of the authors’ knowledge, this is the first study that offers a conceptualisation of sustainable reverse innovation that goes beyond the low-cost and frugality connotation that has characterised the debate surrounding innovation from emerging economies.

Details

International Journal of Development Issues, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1446-8956

Keywords

Access Restricted. View access options
Book part
Publication date: 19 July 2022

Daniel Henry Smith and Tanja Carmel Sargent

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so

Abstract

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so that they are more able to lead valuable and flourishing lives. There are, however, critical issues that need to be considered regarding the extent to which powerful donor countries of the Global North shape educational development work in the Global South. The need for education might be universal, but local communities should have a leading role in shaping its content and determining its goals. Drawing on postcolonial perspectives, we raise questions about northern involvement in educational interventions in the Global South including the role of loan conditionalities; the gradual encroachment of international business and corporate interests; the hegemonic control of knowledge; the dismantling of cultural values and ways of life; and the stereotype, racism and deficit perspectives that are frequently perpetuated. We argue for the need to rethink, reframe and reconstruct educational development in a way that will place the Global South at the front and center of the education process.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

Keywords

Access Restricted. View access options
Book part
Publication date: 17 June 2016

Shoko Yamada

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand…

Abstract

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand. It will also examine the roles played by regional bodies such as the Southeast Asian Ministers of Education Organization (SEAMEO) and ASPBAE (the Asia South Pacific Association for Basic and Adult Education) as the horizontal channels influencing aid policies in respective countries. Together with the analysis of the national and organizational policies, the regional process of building consensus on the post-2015 agenda is examined, with a particular focus on the Asia-Pacific Regional Education Conference (APREC) held in August 2014.

The analysis reveals that the region has two faces: one is imaginary and the other is functional. There is a common trend across Asian donors to refer to their historical ties with regions and countries to which they provide assistance and their traditional notions of education and development. They highlight Asian features in contrast to conventional aid principles and approaches based on the Western value system, either apparently or in a muted manner. In this sense, the imagined community of Asia with common cultural roots is perceived by the policymakers across the board.

At the same time, administratively, the importance of the region as a stage between the national and global levels is recognized increasingly in the multilateral global governance structure. With this broadened participatory structure, as discussed in the chapter ‘Post-EFA Global Discourse: The Process of Shaping the Shared View of the ‘Education Community’’, the expected function of the region to transmit the norms and requests from the global level and to collect and summarize national voices has increased.

Details

Post-Education-Forall and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
Type: Book
ISBN: 978-1-78441-271-5

Keywords

Access Restricted. View access options
Book part
Publication date: 26 November 2018

Stephanie L. Quirk and James “Gus” Gustafson

A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth…

Abstract

A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth during study abroad trips and to learn how the experiences influence the development of global leadership competencies. The results led to a modified global leadership development expertise model for understanding the process of global leadership development in student populations. The study revealed a key link between antecedent characteristics of participants and their transformational ability during the study. The study also revealed that there are types of transformational experiences that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies.

Access Restricted. View access options
Article
Publication date: 1 January 2004

Yin Cheong Cheng

Since there are increasing international concerns with both the positive and negative impacts of globalization on indigenous and national development, how to manage the realities…

6557

Abstract

Since there are increasing international concerns with both the positive and negative impacts of globalization on indigenous and national development, how to manage the realities and practices of globalization and localization in education for maximizing the benefits and minimizing the disadvantages for the development of individuals and their local community inevitably becomes a key issue in educational development particularly in the developing countries. Proposes a typology of multiple theories of fostering local knowledge and human development to address this key concern. These theories have varied emphasis on global dependence and local orientation and therefore they have their own characteristics, strengths, and limitations. The typology can provide a wide spectrum of alternatives for policy‐makers and educators to conceptualize and formulate their strategies and practices in developing local education. Also presents how to facilitate individual learning and organizational learning in fast‐changing local and global environments and how to foster both individual knowledge and institutional knowledge in schools as the major contribution to the growth of local knowledge and local development. It is hoped that the theories and ideas raised in this paper can benefit the ongoing international efforts for globalization and localization in education for the future of our next generations in the new millennium.

Details

International Journal of Educational Management, vol. 18 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Access Restricted. View access options
Book part
Publication date: 26 January 2022

Katherine C. Cotter

Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are…

Abstract

Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are currently lacking, so a theory-based approach to global leader development is needed. A critical intermediary outcome that enables competent global leadership performance is global leader self-complexity, defined by the number of unique leader identities contained within a leader's self-concept (self-differentiation) and the extent to which the identities are integrated with the leader's sense of self (self-integration). This research aims to generate and test a theory of the development of global leader self-complexity through identity construction during international experiences. In Study 1, I gathered qualitative data through retrospectively interviewing 27 global leaders about identity-related changes following their international experiences. Using a grounded theory approach, I developed a theoretical model of global leader identity construction during international experiences, which I empirically tested using quantitative data in Study 2. Specifically, I tested the hypothesized relationships through structural equation modeling with cross-sectional survey data from a sample of 610 global leaders. Findings from both studies indicate global leader identity construction during international experiences primarily occurs through interacting with locals and local culture over a sustained period, motivated by appreciation of cultural differences and resulting in increased global leader self-complexity. These results advance understanding of the global leader self-complexity construct (i.e., what develops) and global leader development processes (i.e., how it develops). Additionally, the findings have practical implications for global leader development initiatives.

Access Restricted. View access options
Book part
Publication date: 18 November 2020

Manuel Iturralde

Some of the Sustainable Development Goals (SDGs) adopted by the United Nations (UN) General Assembly are related to violence, crime and crime control issues. In what seems to be…

Abstract

Some of the Sustainable Development Goals (SDGs) adopted by the United Nations (UN) General Assembly are related to violence, crime and crime control issues. In what seems to be an innovative approach, the so-called ‘international community’ has seemed to reach the commonsensical agreement that, in order to enjoy sustainable development and strengthen the capabilities, well-being and freedom of the citizens of the global south, their governments must reduce violence and crime (SDG 16.1). The SDGs also seem to provide the response to tackle crime and violence in the global south. SDG 16.3 aims at ‘promoting the rule of Law at the national and international level and ensuring equal access to justice for all’. Thus, the promotion of the rule of law has commonly been understood as the strengthening of the criminal justice system and State security forces to reduce crime and impunity in the global south. Focussing on Latin America, this article will critically discuss the problematic presuppositions and implications of such a paradigm, which tends to impose, reproduce and legitimise the particular worldviews of global north countries and institutions. This approach is counterproductive, for it does not acknowledge the particularities and historical trajectories of Latin American countries, while naturalising specific global north political, economic and truth regimes.

Details

The Emerald Handbook of Crime, Justice and Sustainable Development
Type: Book
ISBN: 978-1-78769-355-5

Keywords

Access Restricted. View access options
Book part
Publication date: 26 November 2018

Jörg Hruby, Rodrigo Jorge de Melo, Eyden Samunderu and Jonathan Hartel

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to…

Abstract

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

Details

Advances in Global Leadership
Type: Book
ISBN: 978-1-78754-297-6

Keywords

Access Restricted. View access options
Book part
Publication date: 19 October 2020

Natalia Fey

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two…

Abstract

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

1 – 10 of over 200000
Per page
102050