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Economists since Adam Smith have recognized the contribution of innovation to profitability and growth. The relationship between corporate research and development and subsequent sales growth, both across and within industries, has been examined by many authors. Results have been varied showing at best no more than the suggestion of a causal relationship between research and development input and growth. These results are reviewed together with the various theories which have been developed in an attempt to explain the connection between technical innovation and growth. Starting with an exami nation of various national economies, the rate of commercial research and development expenditure has been compared to the rate of national growth. A number of industries in the United Kingdom, Germany, Japan and the United States of America were also examined, taking the automotive industry as a particular case. In addition to using published data a survey of smaller vehicle manu-facturers in the United Kingdom was conducted. Although positive correlation was found at an international and industry level, no association between research and development expenditure and sales growth was found at a company or project level in the United Kingdom. [ABSTRACT FROM AUTHOR]

The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.

This article sets out to examine the experiences of college student activists involved in Students Against Sweatshops on the Beautiful River University campus. Based on observation and interview fieldwork, the paper explores how students negotiate and understand their activism against the backdrop of neoliberalism. The paper concludes that being a contemporary student activist requires advanced time management skills and the capacity to ascribe multiple meanings to activities (for example, hanging out and doing activism simultaneously). This emphasis on using one's time wisely resonates with students who are surrounded by the language of neoliberal reform. By analysing how students prioritise activism, outreach to new members and develop friendships, and position themselves as part of an international network, I show that student activism is influenced by the neoliberal environment at Beautiful River University at the same time that student activists are working to resist and counter such practices. (Contains 3 endnotes.)

Purpose: The purpose of this paper is to evaluate and determine the effectiveness of university education on the economy of various countries. Design/methodology/approach: To determine the necessity and expedience of making provision for the effectiveness of university education on the market economy, this work uses the method of regression and correlation analysis. Evaluation of effectiveness of the system of university education is performed separately for students, state, and employers by taking as example countries with specially developed formulas. Findings: The authors substantiate the necessity for provision of effectiveness of university education on the market economy, view the effective system of university education as a basis for the development of a knowledge economy, determine approaches to evaluate the effectiveness of university education on the market economy, perform evaluation of effectiveness of the system of university education by the example of various countries, determine its connection with indicators of economic growth and development, and provide recommendations for provision of effectiveness of the system of university education on modern market economies. Practical implications: The practical value of results of the conducted research consists in the possibility to use the developed formulas for determining the level of effectiveness of the system of university education on various countries of the world. Originality/value: Theoretical value of this paper consists in the possibility for the application of authors' conclusions and recommendations in the process of development of the policy of management of effectiveness of university education system.

The COVID-19 pandemic is an unprecedented event that has shocked economies worldwide, propelling large-scale adaptation of expansionary policies. This paper examines how, specifically in the scope of developed countries, key economic indicators such as tax revenue and burden, labor force participation rate, and federal budget have been impacted by the pandemic. The specific nations examined in the paper include the United States of America (USA), Japan, Germany, France, and the United Kingdom (UK). The article reveals that tax revenue had fallen at a rate similar to the GDP, and a redistribution of the tax burden has also occurred to some extent. Simultaneously, a fall in the labor force participation rate and increased government deficit were observed. This observation is primarily consistent across all five countries sampled. [ABSTRACT FROM AUTHOR]

"International education" in the United States has been dominated by nationalism that advocates such understanding primarily for the purpose of improving economic and military competitiveness with other nations (Parker 2008). Nevertheless, although they represent a minority voice, there have been researchers and educators who argue that international education should serve to build peace and promote students' global citizenship (Parker 2011). This minority voice also existed in the interwar period (1919-1938, between World War I and World War II), when the fear of war and the resultant patriotism swept the country. This paper investigates representations of Asia in U.S. world history textbooks during the interwar period. From the array of world history textbooks published in this period, the research focused on five that expressed an explicit intention to include Asia. Three of these focused exclusively on world history (Rogers, Adams, and Brown 1937; Tuell 1920; Pahlow 1934), while two integrated world history with geography and other social sciences (Rugg 1930, 1937). By examining contradictory portrayals of Asia within each of these textbooks, this study reveals how well-meaning authors who endeavored to fight against popular prejudices about Asia were also constrained by Orientalism, the prevailing societal discourse on Asia at the time. The findings of this study provide a closer look at the subtle and nuanced ways that the curriculum represents marginalized groups, even while pursuing an ostensibly benign and inclusive agenda.

Purpose: The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach: Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings: The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications: A definition for "VCP" is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications: Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for "spin-through" of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value: This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

The author comments on Woody Holton's essay "Primitive Accumulation," published in this issue of the journal. According to the author, the essay explores the history of U.S. political economy and addresses questions concerning wealth, economic development and class relation. He says Holton was able to show that propertied white men were able to retain land ownership due to voting rights. He points out that the history of colonial paper-money emissions should have been included in Holton's analysis of paper money in 1780s. He also points out the impact of the Revolutionary War on U.S. political economy.

Comparing the papers on the Korean and the U.S. situations leads to interesting conclusions. Cho and Shin argue that the recent crisis did not create huge problems in the labor market because Korea was firstly in a fundamentally sound economic situation and secondly took adequate anti-crisis measures, in particular by stabilizing internal demand. This allowed Korea to "get through" the crisis without major cuts in employment or GDP. This was not the case in the U.S., as the Neumark and Troske paper points out. Taking into account that the American housing market was at the heart of the crisis, it is obvious that the U.S. could not deal with the crisis as an external phenomenon. In that sense, the papers point to the conclusion that it might be more adequate to compare the impact of the Asian crisis in 1997 to 1998 on Korea with the impact of the recent crisis on the U.S. In both cases, the countries faced significant national structural problems when they were hit by the crises. This corresponds to the experience in the EU during the recent crises. Those countries that overall were rather competitive and where the burst of the internet bubble in the early 2000s had led to a consolidation and structural reforms performed rather well. In contrast, the global crisis hit the national economy much more severely in those countries where the economy had grown very fast for several years or where significant structural imbalance persisted. The structural importance of investment in human capital is highlighted in the papers from Haveman, Heinrich, and Smeeding and from Neumark and Troske. The EU's main financial instrument for investing in human capital is the European Social Fund (ESF) put in place with the treaties establishing the European Economic Community back in 1957. The ESF is devoted to promoting sustainable employment in the EU. In practice the ESF works alongside national and regional active labor market and training instruments. Given its high flexibility in implementation and its integration into national or regional strategies, awareness of European citizens about this instrument is widespread, and when people know about the ESF they support its policy goals. In summary, the reaction to the crises and its immediate aftermath clearly calls for a mix of methods and tools, and for integrated programs with a reasonable mid- to long-term perspective. This is not always easy to ask for given the rather short timespan during which political initiatives are expected to deliver results. (Contains 2 footnotes.)

Since the 1990s, the partnership paradigm has become the predominant framework for organising transnational academic ventures and international development. The global-partnership approach embraces a pluralistic perspective to development and dramatically expands the spectrum of actors and activities that constitute international development cooperation. Another significant shift is the increasing understanding that development is a complex process that requires the intensive production and utilisation of knowledge and cross-boundary partnership building. The growing convergence of the partnership and knowledge paradigms in contemporary development discourses has decisively transformed higher education into a critical stakeholder in promoting international development cooperation, including poverty reduction. The distinctive aim of this paper is to undertake a thematic analysis of a body of recent policy instruments and initiatives in Africa to illustrate and interrogate the shifting discourses of knowledge and partnership and their increasing embeddedness in Africa's contemporary development politics. The paper reviews the multiple and evolving trajectories and themes that characterise transnational higher education partnerships in Africa. The paper argues that knowledge and partnership are percolating into the core of Africa's nascent knowledge-based economic dispensation, and diasporic networks are suggested as constituting a potentially symmetric and sustainable partnership paradigm for Africa.

Purpose: This paper aims to discuss a shift from the mentality of limitless growth and expansion to the new sustainability paradigm in HRD practice, and identifies what corresponding changes are needed in human resource development (HRD) university programs. Design/methodology/approach: The paper is based on a review of the literature in HRD and related fields, and of curricula of a sample of HRD programs in the USA. Findings: Five themes were found in the academic literature: critique of HRD's fixation with performance outcomes and lack of emphasis on developing sustainable and responsible members of society; role of HRD in embedding sustainability in organizational cultures; training and development methods, aimed at increasing sustainability awareness and at developing related skills; sustainable leadership and leadership development; and interconnectedness of HRD, sustainability, corporate social responsibility (CSR), and business ethics. Review of the contents of a sample of HRD graduate programs suggested that these programs rarely incorporate sustainability-focused courses or course segments. Research limitations/implications: Future research needs to conduct an in-depth review and analysis of the existing HRD graduate coursework in a larger sample of HRD programs to determine the extent of coverage of sustainability-related topics. In addition, a review of the literature from related fields (e.g. business and management, HRM, and engineering), is needed to identify successful examples of sustainability-related curricular innovations. Furthermore, it would be beneficial to conduct action research-based studies of experimental development and implementation of courses and/or teaching modules, focused on sustainability issues. Practical implications: There are three main areas where changes in HRD curricula are needed: economic foundations of HRD (to demonstrate the economic necessity of the paradigm change); systems theory (to provide a solid understanding of the systemic nature of inter-relationships between the economy, environment, and society); and self-leadership and individual moral development as related to individual employees' role in promoting sustainable organizations. Originality/value: While there is some research on the role of HRD in organizational sustainability, this article is the first to address issues of corresponding changes in HRD academic curricula.

The teaching of entrepreneurship as an academic subject, as opposed to the apprenticeship route, is the subject of ongoing debate. The authors suggest that there is a middle road and that, by integrating the business world into teaching in a significant way, the best of both approaches can be achieved. In a similar vein, the credibility of some university interaction with small business has been called into question. The authors discuss how they have used the role of "entrepreneur in residence" (EIR) to integrate and improve research, teaching and academic-business interaction. The paper describes the experiences of the EIR hosted at Lancaster University Management School's Institute for Entrepreneurship and Enterprise Development (IEED) in the UK and examines the outcomes of his work and his perceptions of university life; how his presence challenged internal thinking; and how his fellowship led to service innovation in the host organization. Other formalized EIR activities within and outside the UK are also reviewed; and the authors conclude by proposing how UK HEIs might best make use of similar opportunities, with a challenge to non-management departments. The paper demonstrates one way in which the perceived gulf between entrepreneurship teaching and the business world can be bridged to good effect. (Contains 2 tables and 1 note.)

Purpose: The paper aims to put into context globalization as educational, economic, and technological relations, with attention to dimensions of variability and other problems associated with domination of western and northern post-industrial developed nations on the developing world. Design/methodology/approach: The approach taken in this paper is that of a discussion of the issues. Findings: Education in its broadest functional terms prepares populaces for interaction within the social, economical, political, and cultural domains of daily life. Global education in its encompassing reach toward the macrocosm prepares populations in many countries to co-exist, particularly with information age technological innovations. Such an overstatement or broad sweep of the maximum view of international education overlooks in-depth understanding of the exercise of power in the international realm. Originality/value: The paper discusses the issues surrounding globalization, the economic gap between technologically trained workers and agrarian economies and the cultural divide caused by policies and assumptions.

An introduction is presented in which the editor discusses articles in the issue on topics including impact of investment in human capital on economic growth; human capital in U.S.; and income inequality.

This cross-cultural study examined college students' environmental risk perception and their preference in terms of risk communication and educational strategies in China and the United States. The results indicated that the Chinese respondents were more concerned about environmental risk, and they perceived the environmental issues to be more harmful to health, to the environment, and to social economic development of the nation than did the American respondents. Both groups desired transparent communications in decision processes and would support educational strategies that foster behavior change for reduction of environmental risks. On the basis of the findings, the paper discusses the changes that would potentially improve non-formal and formal environmental education in China from the perspectives of program foci and approaches.

Recent works that assess whether development has been well-served, or served at all, by international aid, are overwhelmingly pessimistic in their assessment and in favor of the market as the antidote to international aid (Klees, 2010). The author finds that Steve Klees' essay focuses on the neoliberal and liberal frameworks that represent the mainstream view on aid, but offers very little elaboration of the progressive perspective that Klees endorses. In this article, the author extricates the progressive perspective (as defined by Klees) from its premature burial and elaborates on progressive analysis on the future of aid and development. This is done by first parsing the very category of "progressive" and contending that its typical usage within U.S. political discourse obfuscates rather than clarifies political analysis. Building on this point, this author argues that the ways in which the "progressive" perspective is circumscribed in Klees' essay and within general U.S. political debate rules out Left critiques of international aid and the alternatives proposed from within this framework. Finally, Kamat outlines some recent policy actions and people's struggles in different parts of the Third World that illustrate a Left perspective on aid and development quite distinct from the liberal progressive critiques that are on the table thus far. (Contains 10 endnotes.)

The aim of this paper is to propose information literacy as a soft applied discipline, of key importance in the information society. This is contrasted with the characterization of information literacy as a personal attribute in the U.S. and Australian Information Literacy standards. Vannevar Bush's vision of the technologically connected and enabled scientist is used to introduce a discussion of citizen's information needs and responsibilities in an age of "cheap complex devices." The authors emphasize the key role of information literacy in this information society. Information literacy is identified as a soft applied discipline, with reference to disciplinary indicators that have been identified in the literature. Building on this concept of an information literacy discipline, the authors propose a mission for information literacy education focused around three elements: information literacy for citizenship, information literacy for economic growth, and information literacy for employability. The paper concludes by identifying that in terms of preparing citizens for managing and taking action in society, information literacy has much to contribute, and that it is vital to nurture this emergent discipline.

Copyright of Journal of Emerging Economies & Policy is the property of JOEEP: Journal of Emerging Economies & Policy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Legalized gambling is growing substantially and provides both a dilemma and an opportunity for those in the health promoting professions. Gambling represents a form of economic development and, for certain segments of society, improved health and quality of life. On the other hand, gambling is a known addiction, with a host of sociological problems associated with its practice. Consequently, a number of opportunities and responsibilities emerge for health educators. This paper provides both background information and suggestions for professional development, and begins a dialogue in the health education literature on this largely neglected and misunderstood topic.

This paper argues that urban-regional income development depends on a larger fabric of economic relations at the national and international levels. Focusing on Core-Based Statistical Areas (CBSAs) in the US, the paper identifies firms' subsidiary networks across space and their changes over time. These networks form a basic architecture through which important growth impulses in production and innovation are transmitted that impact urban income levels. Using a balanced panel of U.S. CBSAs with LexisNexis Corporate Affiliations data from 1993 until 2017, we develop a model that examines the relationship between national and international connectivity and urban income levels, differentiated by origin/destination of ties, industrial sectors, and various interaction effects. Our results strongly support that linkages at both the national and international scale (particularly linkages with European locations) are significantly related to urban-regional income development. [ABSTRACT FROM AUTHOR]

This paper analyses how the United States-Mexico-Canada Agreement (USMCA) supports digital trade and cross-border data flows, while also giving governments the scope to restrict data flows to achieve legitimate regulatory objectives. The USMCA has made significant progress developing rules for digital trade, yet more is needed. In particular, trade policy needs to address the drivers behind the significant growth in restrictions on digital trade by supporting the development of international standards and encouraging international regulatory cooperation as well as good regulatory practice. This paper outlines the key USMCA rules that are applicable to digital trade and analyses what more is needed to support digital trade and data flows consistent with domestic regulatory objectives. [ABSTRACT FROM AUTHOR]

Throughout the nineteenth century, federal Indian policy oscillated between two extreme positions: assimilation versus isolation. While scholars have often been interested in the impact of past federal policy on current levels of economic development among American Indian tribes, none have explicitly examined the influence of federal assimilation policy on long-run economic development. In this paper, I take advantage of tribal-level variation in the application of federal policies to estimate the effect of assimilation on long-run economic performance. To quantify the impact of such policies, I introduce a novel measure of cultural assimilation: the prevalence of traditional indigenous names relative to common American first names. To calculate the distribution of name types, I have gathered the names and locations for all American Indians enumerated in the 1900 United States census. After classifying each name, I calculated the reservation-specific share of non-indigenous names. I estimate the relationship between cultural assimilation in 1900 and per capita income from 1970 through 2020. I find that historical levels of assimilation are consistently associated with higher levels of per capita income in all census years. The results are robust to the inclusion of a variety of cultural and institutional controls and regional fixed effects. [ABSTRACT FROM AUTHOR]

The promotion of US-Indian higher education partnerships affects those students who are most marginalized. This article explores the development, implementation, and reception of such partnerships to meet the needs of students who remain on the borders of educational access in India. This article addresses the ways higher education policies systematically universalize the marginalization of certain students, explores the impact of how policies of partnerships will address the needs of such students, and seeks to explore how administrators in higher education institutions see the growth of such partnerships shifting the status quo of privilege and power. Through the evaluation of policy papers, historical documents, media reports, survey data and informal conversations with stakeholders, the findings will address the underlying consequences and effects on higher education policy development in India. This article seeks to deconstruct the directions such relationships might take and consider the impact on students who remain on the periphery of higher education in India.

The African Growth Opportunity Act (AGOA) has been a crucial trade and development initiative, offering preferential access to qualified Sub-Saharan African (SSA) countries to the United States market since its enactment in 2000. This paper presents a comprehensive review of scholarly articles and policy reports that analyze the impact of AGOA on the economic performance of SSA countries. Employing various econometric methods and data analysis techniques, researchers have investigated the effects of AGOA on trade flows, foreign direct investment (FDI) inflows, employment, economic growth, and poverty levels. The findings reveal that AGOA has positively affected the region's trade, particularly in apparel, textiles, and agriculture. However, its influence on promoting export diversification and attracting FDI is nuanced, with substantial heterogeneity among the beneficiary countries and industries within each country. While some SSA countries have experienced substantial export growth and FDI inflows, others have not fully leveraged the benefits of AGOA due to absorptive capacity constraints and governance challenges. AGOA's effectiveness in promoting broad-based employment, GDP growth, and poverty reduction remains an active area of inquiry, necessitating further research to understand the policy's sustained impact and inform future trade policy designs for SSA countries. [ABSTRACT FROM AUTHOR]

The aim of this paper is to identify the influence of the British population and other nations on the formation of the American English language. Dissatisfaction with the church, living conditions in England led to the search for another, more ideal place to live. Coming to the territories of America, the British did not have the perfect British pronunciation, as a result of which dialects prevailed in this territory. In America, preserving the canonical Old English language, American English under the influence of life circumstances, the growing number of emigrants from different countries, and climatic conditions began to gradually change. After the declaration of independence in the USA, the new words were very different from British English. Regionalization influenced the formation of idioms (fixed expressions) that received a regional tone. Phrases that from the point of view of British English are unacceptable and are a complete violation of English grammar are easily used in the USA and are considered acceptable. The declaration of independence of the United States, obtaining political freedom by citizens gave the opportunity to freely use sounds, words, and expressions. However, in general, the American continent is making its own changes in the development of the English language, which are not perceived by the British. The close economic connection between the countries has prevented radical changes in the American English language and promotes intercultural exchange between the countries. [ABSTRACT FROM AUTHOR]

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

The withdrawal of US troops from Afghanistan is a direct consequence of structural changes in the polarity of the international system. Following the end of the Cold War, the US emerged as the dominant country in the system, making it relatively easy to pursue a foreign policy based on liberal principles, where state-building and social engineering were among the main principles. While some scholars consider the US withdrawal from Afghanistan a strategic failure of its foreign policy, this paper argues that such action was necessary due to fundamental changes in the constellation of forces in the international system. The main reason for this withdrawal is the economic growth of China and its power projection in Asia and other regions of the world. Therefore, similar US actions can be anticipated in the future. This paper adopts a structural realist approach as its primary theoretical framework and Afghanistan is used as the case study. [ABSTRACT FROM AUTHOR]

Copyright of European Mirror / Európai Tükör is the property of National University of Public Service and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In his 2008 bestseller, "The Post-American World," Fareed Zakaria argued that the most significant development of the early 21st century is not, as others have predicted, the inevitable decline of the United States as the world's super-power but rather "the rise of the rest." In subsequent works, Zakaria and many others, including leading economists and statisticians, have focused on those countries that best exemplify the gradual unfolding of a multi-polar world. Economists are especially interested in "emerging markets," mostly countries with large populations where consumption of all kinds of goods is on the rise and where legal frameworks and cooperative governments provide incentives or at least protection for investors. Major emerging-market countries such as China, Brazil, and Nigeria differ greatly from one another, of course, but they also share important characteristics. One of these is the emphasis on improving access to education for their citizens. With regard to postsecondary education, almost without exception leaders of those countries profess their commitment to enhance both capacity and quality. This belief is so widely held and so often articulated that sometimes it comes across as dogma. Across the globe, several trends are converging in ways that seem to open unprecedented opportunities for American colleges and universities to expand their influence and to increase their resources. And indeed, hundreds of American colleges and universities are recruiting foreign students, forming global or regional partnerships, and establishing programs and campuses abroad. This article examines these convergent trends. (Contains 17 resources.)

Recent energy and climate policies, particularly in the developed world, have increased demand for bioenergy as an alternative, which has led to both direct and indirect land-use changes and an array of environmental and socio-economic concerns. A comprehensive understanding of the land-use dynamics of bioenergy crop production is essential for the development of sustainable bioenergy and land-use policies. In this paper, we review the patterns and dynamics of land-use change associated with bioenergy crops (hereafter referred to as "bioenergy-driven land-use change"). The review focuses on four regions as the most prominent locations in which these patterns and changes occur: Brazil; Indonesia and Malaysia; the United States of America (U.S.A.); and the European Union (EU). The review confirms that bioenergy-driven land-use change has affected and will impact most severely on the "land- and resource-abundant" developing regions, such as Brazil, where economic development takes priority over sustainable land-use policies, and the enforcement capability is limited. Opportunities for more effective policy are available through the development of international climate change policy (e.g. REDD under the UNFCCC), and certification criteria for sustainable bioenergy products (e.g. EU RED). However, bioenergy produced from no and/or less land-using feedstocks (e.g. wastes and residues), and their associated technologies must be given higher priority to minimise bioenergy-driven land-use change and its negative impacts. (Contains 2 figures.)

Since U.S. economic growth began to slow in 2006, both the Bush and Obama Administrations have enacted a number of fairly costly programs designed to stimulate the economy and employment growth. Because many of these programs are fairly new, there has been little comprehensive examination of their impacts, but initial analysis suggests that these stimulus efforts have had a fairly limited impact on job creation and unemployment, and any impact they had has come at a significant per-job cost. Perhaps the more fundamental question is what federal policy can do to improve the long-run health of the labor market by spurring a persistent increase in the rate of job growth. This is of course a major challenge, and the hardest one to solve. However, there are some areas where policy, and policy changes, can likely play a role, although in this article the authors' remarks are more speculative. On the supply side, the country should focus on programs that enable workers to enhance their human capital and ensure that they can be employed when the economy starts to recover. On the demand side, the authors think recent research suggests that a "redirection" of programs and incentives that target small businesses might be appropriate. What this research suggests is that both temporary and permanent government assistance to small businesses--to the extent that it helps small businesses--should be focused on "new" small businesses, not small businesses "per se," with the goal of spurring entrepreneurial development of new businesses. In addition, the authors believe that the persistently high unemployment rate and the slow rate of job growth are the results of continuing problems in the housing market. However, there are some programs that could probably help stabilize the housing market and provide effective help to borrowers. More generally, the authors believe that the government should alter its mortgage modification programs so that, instead of focusing on keeping people in homes they cannot afford, they focus on getting people into economically appropriate housing. It appears to the authors that one of the biggest lessons from the last financial crisis is that governments need to be willing to expend significant resources to stabilize the economy and avoid an even more significant recession. Therefore, the authors hope that, even with the current deficit and debt concerns, politicians recognize the importance of this policy tool and do not create artificial limits on their ability to deal with future financial crises. (Contains 2 footnotes.)

The emerging field of nanotechnology has created a new frontier for the convergence of university and industrial research. In the United States, major federal investments provided a massive boom for this field over the decade. This paper reports on a case study of how the University at Albany came to establish the first college of nanotechnology in the US, as part of a larger R&D complex oriented towards building a regional nanoelectronics cluster. The case points to the role of entrepreneurs in mobilizing ideas and resources to advance novel organizational forms. This study demonstrates how a mode of technology transfer based on research facilities was deliberately used to build a nanotechnology complex at Albany, highlighting the enabling role of state S&T policies in supporting university engagements in regional economic development. (Contains 2 figures and 18 footnotes.)

The adult basic education field in the United States is now being encouraged to shift to a "career pathways" orientation by policy research organizations, federal and state agencies, community college organizations, business groups, and private foundations. In such an approach, adult basic education programs work with workforce development ("One Stop") agencies, economic development initiatives, employers, labor unions, and social service agencies to organize the various entities into well-coordinated systems. These systems are meant to make it easier for lower-skilled adults and out-of-school youth to advance their education and careers as well as to provide employers with well-prepared and well-supported workers. Developing and sustaining career pathway systems requires particular kinds of partnership and curriculum development skills. Adult educators who are open to getting involved in career pathway initiatives should proceed in a smart way. In this article, the author outlines the steps they can take to (a) build on previous related work in adult education and other fields; (b) help lower-skilled adults be both productive and empowered workers; and (c) strengthen adult basic education as a profession.

This paper estimates the extent and magnitude of US college and university enrollment responses to unanticipated changes in macroeconomic activity. In particular, we consider the relationship between enrollment, economic growth, and inflation. A time series analysis known as a vector autoregression is estimated and impulse response functions are calculated to measure the enrollment response to these economic shocks. The results suggest that enrollment patterns differ by gender and are consistent with economic theory. (Contains 4 figures, 4 tables and 5 notes.)

Throughout the centuries the ownership of wealth has been used as the measure for the determination of status in a community or society. Exactly what constituted wealth differed from one period to the next. The nature and extent of power within the narrow confines of the family and the wider political context was defined on the basis of ownership of wealth. Wealth power was transmuted into the authority to influence government and social morality. "What I have" superseded "I am a human being" and was thus decisive in the determination and adjudication of justice in human relations. This experience and concept of human relations in the sphere of politics was manifest in ancient Greece. It has persisted in different forms in the evolution of Western political philosophy and is an enduring reality of our time. Concretely, it left democracy intact only in name and replaced it with timocracy, or rule by money. This replacement is politically disturbing as it is a surreptitious negation of the principle of popular sovereignty. It is also morally disturbing because it undermines the principle of justice in human as well as in international politics. Accordingly, I explore the implications of this situation for moral education. The thesis defended in this paper is that the supersession of democracy by timocracy is ethically untenable. "Feta kgomo o tshware motho"--directly translated as "go past the cow and catch the human being" is an ethical maxim in the African philosophy of "Ubuntu" among the Bantu-speaking peoples. It is a philosophy whose practice is opposed to this supersession of democracy by timocracy. (Contains 3 notes.)

While higher education is regarded a high priority for economic development in many countries, public budgets often fall short to support desired levels of expansion in higher education. This leads to cost-sharing: students and their families are required to contribute more to the costs of higher education. This paper explores worldwide trends to cope with this issue based on the following questions: Is it fair to ask for larger contributions from students? What are the global patterns and forms of higher private shares in the costs of higher education? And what is the impact of cost-sharing on higher education access and equity? (Contains 4 tables and 2 footnotes.)

In the long term, there is little doubt that US higher education will remain extremely attractive to foreign talent, due to the academic quality of a large number of its research universities; the legacy of a relatively open society for immigrants; and America's still strong, if slightly tarnished, reputation as a land of opportunity. However, a closer look at shifting higher education markets, and at the possible impact upon those markets from the evolving global recession, provides a more nuanced perspective for policymakers. In sum, there are already signs that the world market for student talent is shifting to the benefit of the US's competitors, and in bad economic times people may find that shift accelerating. Currently the US remains a good performer in attracting the world's growing cadre of international students to its graduate and professional schools, although it could do much better and its once dominant position is eroding. But it is an underperformer at the first-degree level when compared to its competitors. And perhaps most importantly, the U.S. lacks a strategic approach to capitalizing on the global pool of mobile students. So what has changed? Two macro-trends help explain the shift: growing demand and increased competition. Attracting and enrolling international students at the first-degree and graduate levels will require federal, state, and institutional partnerships. The authors suggest that the federal government develop national strategic goals for international student enrollments at both the undergraduate and graduate levels and link them to broader policy objectives in areas such as foreign relations, national economic development, and educational attainment. (Contains 5 figures.)

Universities today are increasingly being viewed in terms of serving the purpose of economic development. This paper postulates that their chief purpose is to advance knowledge and that in doing so they effectuate regional economic growth and development through processes specified in the endogenous economic growth model. To achieve this purpose and to contribute optimally to regional economic growth and development arguably requires coherent educational policies. The central proposition is that to formulate coherent educational policies for endogenous regional economic development requires placement of a theory of the advancement of knowledge at the center of related policy deliberations. An evolutionary systems theoretic framework is proposed, and some implications for educational policy are elucidated. (Contains 9 endnotes.)

The sustainability of a competitive, national economy depends largely on the ability of companies to deliver innovative knowledge-intensive goods and services to the market. These are the ultimate outputs of a scientific knowledge system. Ideas flow from the critical, identifiable phases of (a) the discovery, (b) the development, (c) the deployment and (d) the delivery of end products. In order to develop a successful ten-year strategic framework for investment in science and innovation, the UK government will need to prioritize and secure contributions to economic development and public service. One particular goal of the framework would be to identify the desirable attributes of a knowledge system that could achieve these ambitions. The Cambridge-MIT Institute (CMI) interviewed US stakeholders in science and innovation to gather insights on the UK's potential for long-term, scientific innovation, and the critical processes that fuel it. This paper reviews high-level observations, proposes a model for a scientific knowledge system and outlines its critical attributes. (Contains 2 tables and 1 figure.)

Based on detected correlations between the strategic collaboration of U.S.-based diasporas and their respective ancestral homelands on the one hand and the socioeconomic and technological development of those homelands on the other, this paper, which provides a conceptual foundation of the correlation, attempts to ignite a new area of research on transnationalism and development in the global South. The conceptual foundation suggesting such an important correlation is ensconced in the theoretical contexts of world systems and racial formation theories. The hierarchically ranked status of a nation in some ways reflects the hierarchically ranked status of its diaspora in the United States. Strategic collaboration and brain circulation between the diaspora and the homeland can favorably affect the status of transnational communities, both within the United States and within the wider global system.

Universities in the United States for at least the last century have made positive contributions to the economic weal, whether through their intrinsic mission of teaching and research or through special arrangements for service activities. In recent years there has been heightened awareness of the special role of academic research among policymakers at the state and federal levels and within universities themselves. Especially since 2000, explicit measures have been taken to enhance contributions of university research to economic development for the sake of national, local, or institutional gains. The aim of this paper is to identify and analyze this current trend and particularly how it has affected research universities. The term "economic relevance" is used deliberately here to capture the multiple elements involved--university expertise, human capital formation, and direct participation in commercial markets--as well as their often indirect links to economic activity.