1,720,974 research outputs found
Introduction: The Globalization Agenda
No full textChapter 1 is an introduction by Roopinder Oberoi and Jamie P. Halsall that attempts to decode globalization, which still remains a problematic undertaking. Globalization is the culmination of interactive, co-evolutionary processes of multiple simultaneous technological, cultural, economic, social and environmental movements extending into every part of the imaginable spatio-temporal range. This chapter endeavours to put forth views on diverse strands of globalization. It is critcal to candidly identify with both the assent of and the departure from globalization, and currently each perspective highlights the elemental aspects of today’s global realty. It is equally true that global establishments have fallen severely short of achieving the global aspirations of all people/concerned parties. This is what the edited volume proposes and discusses in the chapter to understand the profound and unfolding events in the global arena - the coalescence of the unhindered and uncritical acceptance of an order to which there is no immediate recognized resolution
Energy Issues in EU Agreements, Between Supply Security, Solidarity, and Sustainability, Before and After the Russian- Ukrainian Conflict: Can the EU Become a Leader in Global Energy Relationships?
No full textThe energy sector has seen a significant evolution within the European integration process. Initially treated as a traditional “good” within the internal market, energy has been acknowledged as a highly critical “commodity” due to its socio-economic importance and environmental implications. From this perspective, as of the nineties, the EC Institutions have adopted internal rules to ensure the liberalization of energy provision, as well as cooperation between the Member States to assure the safety, solidarity, and sustainability of energy. Nevertheless, well-aware of European dependency on third countries as an energy source, the EU has incentivized the cooperation regarding energy through bilateral agreements (including the “Brexit” agreement), and macro-regional and multilateral accords. The chapter examines whether the EU is assuming a leading role in drawing up effective international energy regulation in the light of the current energy crisis. The method consists in analyzing all the provisions contained in the bilateral trade and association agreement, macro-regional, and multilateral agreements. The importance of this study lies in proposing an innovative classification of the bilateral energy provisions based on their principal objectives, also focusing on the role of the EU as a promoter of regulation and cooperation at both macro-regional and multilateral levels. The chapter argues that, to strengthen the EU role in the regional, macro-regional, and multilateral level, an overall reform of the institutional and regulatory system is the premise, as well as a stronger engagement in the relaunch
of the multilateral fora of discussion, as the ECT. In the light of the Russian invasion in Uckraine, the chapter analyses the first actions assumed by the EU to assess its ability to become free from the Russian dependence and put itself as a leader in the global energy secto
Insights to redesign business education in a covid-19 world for a sustainable future
Full text linkHigher education institutions in general, and business schools in particular, are under
increasing pressure to include sustainability in their teaching. The 2030 Agenda and the
Sustainable Development Goals (SDGs) have pushed the debate globally, across geographic
and sectorial borders, while allowing for a more holistic and systemic view of sustainability.
The emergence of sustainability concerns and the need for more responsible leaders and
managers has only become more evident with the COVID-19 pandemic. On the one hand,
COVID-19 has boosted the online learning environment, opening new possibilities for higher
education institutions and their students; but on the other hand, it has revealed profound
inequalities in terms of education. The present chapter contributes to this debate with insights
to redesign post-COVID-19 business education for a sustainable future, by exploring the
literature and the field to answer the following research questions: 1) Why does business
education need to be re-designed; 2) What can business schools do to redesign their education
in terms of content and learning environment, and 3) How can they do it in terms of tools,
methods, and resources. The methodology includes the content analysis of mainstream
academic research literature and documents published by international institutions. We examine efforts that have shaped the sector by advocating for the inclusion of sustainability
into higher education in general, and business schools in particular. This chapter contributes to
the literature on the integration of sustainability into higher education, while shedding light on
the challenges and opportunities posed by COVID-19 to higher education.info:eu-repo/semantics/acceptedVersio
Universities. policies for science and higher education
No full textEnvisaging universities of the future requires taking into account the speed of change and faster
transformational processes that characterise contemporary societies. To succeed in such a scenario,
individuals must have the ability to continue learning throughout life. Lifelong learning is closely
dependent on a general, broad, non-specialised initial training. Higher education and science
institutions face the ongoing challenge of the pedagogical and curricular organisation of their
courses and training programmes, responding both to the need for generalist vs. specialised skills,
and the need for lifelong training. At the root of such dynamics are the principles of autonomy and
freedom to teach and undertake research, followed by a virtuous balance of openness to society
and the incorporation of certain issues on the scientific agenda (social, economic, technological,
public health, etc.). Taking the multilevel impact of the current COVID pandemic as a starting
point, this chapter reflects on universities of the future and their role within the 2030 Sustainable
Development Goals framework.info:eu-repo/semantics/acceptedVersio
Universities. policies for science and higher education
Full text linkEnvisaging universities of the future requires taking into account the speed of change and faster
transformational processes that characterise contemporary societies. To succeed in such a scenario,
individuals must have the ability to continue learning throughout life. Lifelong learning is closely
dependent on a general, broad, non-specialised initial training. Higher education and science
institutions face the ongoing challenge of the pedagogical and curricular organisation of their
courses and training programmes, responding both to the need for generalist vs. specialised skills,
and the need for lifelong training. At the root of such dynamics are the principles of autonomy and
freedom to teach and undertake research, followed by a virtuous balance of openness to society
and the incorporation of certain issues on the scientific agenda (social, economic, technological,
public health, etc.). Taking the multilevel impact of the current COVID pandemic as a starting
point, this chapter reflects on universities of the future and their role within the 2030 Sustainable
Development Goals framework.info:eu-repo/semantics/acceptedVersio
A Comprehensive Construct for Ethical Society and Governance through an Integrity Framework
No full text
State, Sovereignty, and Private Regulation: Problématique and Explanandum of Emerging Global Governance Matrix
No full textDeciphering the Diverse Nature of Corporate Governance in the Indian Public Sector: A Study of Public Sector Bharat Heavy Electricals Limited (BHEL) Company
No full text- …
