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As emerging e-course providers after the COVID-19 crisis, universities (UNI) policymakers in the Mekong Delta region (MDR) have faced difficulties owing to limited clues about what factors improve student retention and recruitment. This study aims to determine important factors (IF) for student satisfaction with e-course adoption (e-satisfaction) for student retention and recruitment.

Survey data collected from 850 students of the target UNI were analyzed using the DT-fuzzy DEMATEL method. Input factor dimensions included course design, technical infrastructure, interaction, teacher-related and student-related factors. Decision Trees (DT) confirmed the final factors; fuzzy decision-making trial and evaluation laboratory (DEMATEL) was used to establish the cause-effect relationships among these factors.

DT-fuzzy DEMATEL method can identify satisfied and dissatisfied students (accuracy = 94.95%) and determine IFs successfully. The most IFs included new and useful knowledge/information provided, various effective teaching methods and motivation to read provided learning materials.

Although e-satisfaction has been the focus of theories and practices, e-satisfaction in an emerging region like MDR has been studied here for the first time. Most IFs can be used as predictors for e-satisfaction and serve as a primary reference for UNIs’ policymakers. Several practical suggestions were also provided for the sustainable and long-term development of e-programs.

The purpose of this paper is to examine how 15 graduate students enrolled in a US school leadership preparation program understand issues of social justice and equity through a reflective process utilizing audio and/or video software.

The study is based on the tradition of grounded theory. The researcher collected 225 weekly audio/video reflections in addition to field notes and participants' written narratives.

Findings from the data analysis indicate participants perceive the use of audio and video as a valuable tool to increase their awareness and responses to addressing oppressive school practices as leaders for social justice.

Those who prepare school leaders might consider the use of audio/video reflections as an effective tool to examine the evolution of school leadership identities in an effort to interrupt oppressive school 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.

Nietzsche’s texts contain diverse and sometimes contradictory themes that defy singular summations and are open to divergent interpretations. He also often deployed puzzling and contradictory statements to provoke readers’ thoughts. Although not claiming to illuminate the one true Nietzsche, I contend that his sociocultural and social psychological arguments about German antisemitism and nationalism not only contradict alt right views but also theorize conditions that give rise to this distinctive type of demagoguery. Conflictive appropriations of Nietzsche have been part of the battle over capitalist crises and reactionary populist revivals for over a century, and unregulated growth and massive expansion of the global economy relative to the biosphere greatly increased material throughput and production of waste and generated a host of severe global environmental problems, including especially climate change. In this situation, the alt right contends that cosmopolitan people are deracinated, emptied of their cultural particularity, and spiritually lost. Progressives contend that cosmopolitans potentially benefit from more diverse people and perspectives, enhanced ability to empathetically play the role of the other, and consequent wider communicative capacities and refined powers of cooperation. Nietzsche too exhorted humans to “remain true to the earth” and its “garden joy,” and implied a naturalist esthetics and pacification of nature, and he should be rescued from alt right by reaching beyond his legacy to envision and forge new political-economic alternatives and collective actions capable of sustaining life on the planet and creating and perpetuating a more just democracy that favors cosmopolitan human flourishing.

This study sought to explore the understanding and experiences of hazing of seven Black men, 18–25 years of age, who attended all-boys ex-Model C schools in South Africa to describe what it might reveal about masculinities and cultural heteronormativity. This study aims to understand the institutional culture of boys' high schools including sport and the factors that inform, produce and reproduce heteronormative culture. This study used a retrospective ethnographic method of inquiry to explore participants' memories of their experiences and perceptions about the initiation/hazing they were subjected to during their school years. As points of entry into the extensive and broad theoretical discussions, I discuss hazing in sports, institutional culture and heteronormative ideals that have shaped the narratives around hazing in boys' schools, as well as the racial issues that exist within these structures. This illustrates how the issue of hazing is a systematic one that relies heavily on the reproduction of a system based on values and ideals that continue to be perpetuated and are reflected here.