For many years to come this volume. . .is surely going to be the ultimate reference work on international business. . . thanks to Dunning and Lundan, have at their disposal, a wealth of relevant data, as well as theoretical and empirical analyses, which will enable them to assess the capabilities, contributions and challenges posed by the multinational enterprises to the global economy. Seev Hirsch, International Business Review Multinational Enterprises and the Global Economy has become a classic in international business. . . Yet , the book s second edition is even better than the first, in part because of Professor Dunning s wise decision to choose Dr Lundan as his co-author and to draw upon her deep knowledge of various strands of research on business government relations and the societal effects of firm behaviour. . . In addition to being a remarkably useful reference book, Multinational Enterprises and the Global Economy is the first book any IB doctoral student should read to understand the significance and richness of IB scholarship as it has developed over the past 50 years. Alain Verbeke, Journal of International Business Studies The second edition of Multinational Enterprises and the Global Economy provides unparalleled coverage not only of the literature relevant to IB research but also of the evolution of IB in the world economy. Dunning and Lundan offer powerful insights into the societal effects of MNEs and the role of business government relations in the IB context. Journal of International Business Studies This wonderful book offers the definitive synthesis of the modern literature on the economic aspects of international business. It is encyclopedic yet full of incisive insights. It is a creative masterpiece which unbundles the DNA of the multinational enterprise and shows how it is the cornerstone of the field of international business. Alan M. Rugman, University of Reading, UK The rise of the multinational enterprise, and the consequent globalisation of the world economy, was arguably the single most important phenomenon of the second half of the twentieth century. This magisterial book, written by two leading authorities, examines this phenomenon in depth. It explains how foreign investment by multinationals diffused advanced technologies and novel management methods, driving productivity growth in Europe, Asia and North America; however, economic inequalities were reinforced as rich countries attracted more foreign investment than poor ones. This new edition of a classic work is not only an authoritative guide to contemporary multinational business, but a major historical resource for the future. Mark Casson, University of Reading, UK This thoroughly updated and revised edition of a widely acclaimed, classic text will be required reading for academics, policymakers and advanced students of international business worldwide. Employing a distinctive and unified framework, this book draws together research across a range of academic fields to offer a synthesis of the determinants of MNE activity, and its effects on the economic and social well-being of developed and developing countries. Unique to the new edition is its focus on the institutional underpinnings of the resources and capabilities of MNEs, and the role of MNE activity in transmitting and facilitating institutional change. Since the initial publication of this book more than a decade ago, the economic, managerial and social implications of globalisation and technological advancement have become even more varied and prominent. Accompanying these developments, there has been a rise in scholarly interest in interdisciplinary research addressing the important challenges of an ever-changing physical and human environment. Drawing on articles and books from international business and economics, as well as economic geography, political economy and strategic management, a systematic overview of the developments in scholarly thinking is prese

Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of reviews of the international perspectives as well as case studies on Brazil, Russian Federation, and Rwanda. It also documents strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; and raise textbook supply efficiently.

Migration in Eastern Europe and Central Asia is relatively large by international standards, driven both by political factors (the 1990 collapse of the Soviet system, ensuing emergence of conflicts and new states, and opening of borders with Europe) and economic factors (abrupt economic deterioration and corresponding search for better employment and living conditions). The report anlayzes the different kinds of migration as well as the policies on both sides of the equation to limit negative side effects (like emargination, criminal activities, and brain drain) and maximize positive ones (increased labor pool for services, remittances, return migration with improved human and financial capital).

The term 'natural disaster' is often used to refer to natural events such as earthquakes, hurricanes or floods. However, the phrase 'natural disaster' suggests an uncritical acceptance of a deeply engrained ideological and cultural myth. At Risk questions this myth and argues that extreme natural events are not disasters until a vulnerable group of people is exposed. The updated new edition confronts a further ten years of ever more expensive and deadly disasters and discusses disaster not as an aberration, but as a signal failure of mainstream 'development'. Two analytical models are provided as tools for understanding vulnerability. One links remote and distant 'root causes' to 'unsafe conditions' in a 'progression of vulnerability'. The other uses the concepts of 'access' and 'livelihood' to understand why some households are more vulnerable than others. Examining key natural events and incorporating strategies to create a safer world, this revised edition is an important resource for those involved in the fields of environment and development studies.

In the summer of 1803, Thomas Jefferson sent Meriwether Lewis and William Clark on a journey to establish an American presence in a land of unqualified natural resources and riches. Is it fitting that, on the 200th anniversary of that expedition, the United States, together with international partners, should embark on another journey of exploration in a vastly more extensive region of remarkable potential for discovery. Although the oceans cover more than 70 percent of our planet's surface, much of the ocean has been investigated in only a cursory sense, and many areas have not been investigated at all. Exploration of the Seas assesses the feasibility and potential value of implementing a major, coordinated, international program of ocean exploration and discovery. The study committee surveys national and international ocean programs and strategies for cooperation between governments, institutions, and ocean scientists and explorers, identifying strengths, weaknesses, and gaps in these activities. Based primarily on existing documents, the committee summarizes priority areas for ocean research and exploration and examines existing plans for advancing ocean exploration and knowledge.

Future growth in the countries in Eastern Europe and Central Asia (ECA) will increasingly depend on innovation. And innovation requires skills. This makes it important, as countries plan for recovery, to undertake reforms to reduce the skills shortages that the previous growth episode exposed. Education systems have a very important role to play in creating the right skills. But education systems in the region fall short of the demands of their economies in two major ways. The first is that despite high levels of enrollment they do not produce enough graduates with the right skills. Students graduate with diplomas, not with skills, because the quality of the education for many students is poor. In large part this is because education systems remain focused on providing an excellent education to a few at the expense of improving the quality of learning for the majority. Moreover, the systems are still making the transition from teaching the basics to inculcating higher order skills such as critical-thinking and problem solving. The second way in which education systems fall short is that outside of a few countries in the EU there are few opportunities for adults to retrain, or acquire new skills. This book argues that generating more of the right skills requires a fundamental change of approach in the education systems in the region so that they aim for, and deliver, higher quality education for the vast majority of students (“not just diplomas but skills”). To start with, education systems need to “turn the lights on” and take seriously the measurement of what students actually learn as opposed to measurement of the inputs into the education process on the implicit assumption that learning follows. Policy makers also need to move away from the focus on inputs and processes and increase the emphasis on incentives.