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Leadership, organizational behavior, entrepreneurship.

This case study is intended for undergraduate and graduate levels.

This is a leadership case about Agnes Jean Brugger, founder of the A.J. Brugger Education Project (also known as the A.J. Brugger Foundation (AJBF)) in San Juan del Sur, Nicaragua. It is the story of how and why she and Chris Berry co-founded this unique non-profit foundation in tandem with Piedras Y Olas: Pelican Eyes Resort (PEPO) in the late 1990s. The case focuses on how her identity and values shape the origins of AJBF and how the organization evolves in the context of the Nicaraguan and Anglo-American cultures. “Devoted to assisting Nicaragua through education and development of one of the country's most valuable and treasured resources: its young people”, the vision for AJBF was a cutting edge socially conscious venture that grew to meet the needs of the community that had captured Jean's heart and mind. The case ends in early 2009 on the precipice of the biggest economic down-turn the US economy has experienced in recent history. Standing at the edge of this cliff, Jean contemplates the numerous successful accomplishments of the foundation, while reflecting on the many leadership and organizational problems she, as Founder and Chair of the Board, faces.

The case will help participants to: evaluate and discuss leadership effectiveness, identifying responses to opportunities and challenges; explain cross-cultural identity from the Globe Study model and how it impacts organizational interactions; explore successful models of cross-cultural leadership through the lens of gendered theory; explore the ways in which social entrepreneurship can be seen as an extension of socially-minded leadership; describe how socially-minded entrepreneurship is different from traditional forms of entrepreneurship; describe social identity and evaluate its impact on leadership; and discuss the rich historical and community context that influences interpersonal and organizational dynamics.

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The chapter examines the perspectives of campus advocates involved with the advancement of a comprehensive internationalization process at their state comprehensive university (SCU). Advocates explain their definitions of comprehensive internationalization, which are analyzed through an internationalization lens and framework of intercultural competence based on recent studies of Internationalization at Home (IaH). The study found faculty and staff perspectives of comprehensive internationalization to reflect attributes consistent with IaH, which is believed to be a vehicle for transmitting intercultural competence throughout the higher education institution. The context for this study is important as it takes place in an SCU located in a region where higher education is under significant public scrutiny.

The purpose of this article is to complement the literature understanding present labour market measures as infused by a so-called neoliberal rationality, fostering self-managerial selves by means of self-inspection. It does so by providing a much-needed illustration of how such “work on the self” is achieved in practice.

The analysis draws on ethnographic fieldwork tracing the “active society” at the local level, depicting practices aimed at activating welfare clients in a local labour market measure organised in a rural Swedish municipality. Here, the author was offered to undergo a method aimed at enhancing participants' employability. As a result, data consists of ethnographic as well as auto-ethnographic accounts from this experience.

This analysis shows how destabilisation of subjectivity was central to the remoulding of individuals into employable and self-reliant selves. Moreover, by dispersing responsibility to the individual, it is shown how the organisation was able to refrain from accountability, hence reducing the levels of uncertainty and ambiguity that is part and parcel of people-processing welfare organisations.

The article concludes with the warning that, in the wake of “local worlds of activation”, municipalities may sometimes draw on questionable assumptions of the human mind and behaviour, as well as the vulnerability of individuals' self-understanding, as a way of managing the “active society” at the local level.

The literature on activation lacks ethnographic accounts depicting concrete practices of turning the socially excluded into active and employable selves. Here, this article offers an illustrating example of such practices in action.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.

Following a proposal at Loughborough University that “reading lists should be made available online” the university library undertook responsibility to design and develop a system to achieve this aim. Using open source tools the rapid development of a reading list management system soon followed, and by Autumn 2000 the solution had been successfully implemented at the university. The system is now available to other institutions as open source software.

The purpose of this paper is to explain why Botswana, Hong Kong Special Administrative Region, New Zealand, Rwanda and Singapore have succeeded in combating corruption and identify the lessons for policy makers in other countries.

The five countries are compared to identify the reasons for their success in combating corruption and the lessons that can be learnt by policy makers elsewhere.

Political will of the five governments is critical because combating corruption effectively requires them to provide the anti-corruption agencies (ACAs) with the necessary powers, budget, personnel and independence to enforce the anti-corruption laws impartially. New Zealand has succeeded in curbing corruption without an ACA because it relies on other institutions to maintain its good governance. Singapore’s rejection of the ineffective British colonial government’s method of using the police to curb corruption and its reliance on a single ACA was emulated by Hong Kong, Botswana and Rwanda. However, having a single ACA does not guarantee success unless it has the powers, budget, personnel and independence to perform its functions impartially as a watchdog instead of an attack dog against the government’s political opponents. As combating corruption remains a work in progress in the five countries, their policy makers must sustain their effective ACAs to meet the rising threat of private sector corruption.

The paper will be useful to scholars and policy makers concerned with improving the effectiveness of anti-corruption measures in those countries where corruption is rampant.