Relevant bibliographies by topics / Transnational Institute

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Transnational Institute'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Transnational Institute"

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Makkai, Toni. "Researching Transnational Crime: The Australian Institute of Criminology." Global Governance: A Review of Multilateralism and International Organizations 12, no. 2 (August 3, 2006): 119–26. http://dx.doi.org/10.1163/19426720-01202001.

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Sia, Eng Kee. "The Management Development Institute of Singapore in Tashkent (MDIST), Uzbekistan: Motives and Rationale." Excellence in Higher Education 5, no. 1 (December 11, 2014): 26–34. http://dx.doi.org/10.5195/ehe.2014.120.

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This article provides an overview of international branch campuses (IBCs) in the context of higher education reforms in Uzbekistan. It also discusses the motives and rationale of establishing the Management Development Institute of Singapore in Tashkent (MDIST) in Uzbekistan based on the Institution Theory, shares its successes and reveals its uniqueness for transnational higher education provision. The purpose of this article does not seek to break new grounds within the transnational higher education industry; nonetheless it does attempt to provide a case reference offering comparative data for future study especially for alternative approaches/initiatives in higher education provision.
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Voekel, Pamela, and Elliott Young. "The Tepoztlán Institute for the Transnational History of the Americas." Social Text 25, no. 3 (2007): 9–18. http://dx.doi.org/10.1215/01642472-2007-002.

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Ma, Jinyuan. "Developing Joint R&D Institutes between Chinese Universities and International Enterprises in China’s Innovation System: A Case at Tsinghua University." Sustainability 11, no. 24 (December 12, 2019): 7133. http://dx.doi.org/10.3390/su11247133.

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This paper examines the role of joint R&D institutes co-established by Chinese research universities and international enterprises. Guided by an analytical framework of institutional logics in the evolution of the Triple Helix model, this study aims to explore the institutionalization process of a joint R&D institute in the contexts of global and Chinese innovation systems; further, it analyzes which mingling institutional logics, respectively carried by a Chinese research university and an international enterprise, affect the collaboration between both parties moving from informal R&D collaboration toward an institutionalized organization. The case study method enabled the author to understand the complexity of the interlacing of international and national actors with regards to the joint R&D institutes. The contribution of the study to the existing literature is two-fold: on the conceptual front, it advances theoretical understandings of the interactions of institutional logics which result in varied patterns of joint R&D institute in a national context with transnational factors; on the empirical front, it examines the evolutionary path of a joint R&D institute established by a Chinese research university and an international enterprise.
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Goode, Roy. "Launch of the Queen Mary-UNIDROIT Institute of Transnational Commercial Law." Transnational Commercial Law Review 1, no. 1 (2020): 1–3. http://dx.doi.org/10.26494/tclr120201-3.

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Jansen, Christian. "The German Archaeological Institute Between Transnational Scholarship and Foreign Cultural Policy." Fragmenta 2 (January 2008): 151–81. http://dx.doi.org/10.1484/j.frag.1.100135.

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Tambunan, Elia. "Gerakan Transnasional Kristen: Wajah Ekonomi-Politik Agama dan Pendidikan di Indonesia." Jurnal Ilmiah Religiosity Entity Humanity (JIREH) 1, no. 1 (May 18, 2019): 1–17. http://dx.doi.org/10.37364/jireh.v1i1.4.

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Although a number of prominent Church declared the Western imperialism and colonialism is not at all played an important role in the diffusion of the Christian religion and education in Indonesia, this paper, with a historical approach, read resource Indonesianis, Church, Islam, interviews and explanations of Christian figures competent in certain meetings, finds other things. The Christianization of Indonesia conducted through education is the historical fact of transnational movement of Christianity in Indonesia. The movement was a religious and educational shows by State actors and non-State since the days of colonialism and imperialism of Western mutual intertwinly. It's never "sterile" from the interests of the people and organizations concerning economic matters and politics.These findings contribute to the transnational studies by entering a transnational movement of Christians from Indonesia that has been more popular for the study of transnational Islamic movement or the transnational movement of world religions. This can be seen as a momentum to the start of the transnational movement studies in Christian Theological Seminary, Institute, and the Christian University in Indonesia. Meskipun sejumlah tokoh gereja menyatakan kolonialisme dan imperialisme Barat sama sekali tidak berperan penting dalam difusi agama dan pendidikan Kristen di Indonesia, tulisan ini dengan pendekatan historis membaca sumber Indonesianis, gereja, Islam, wawancara dan penjelasan tokoh Kristen berkompeten di pertemuan tertentu menemukan hal lain. Kristenisasi Indonesia yang dilakukan lewat pendidikan merupakan fakta historis adanya gerakan transnasional Kristen di Indonesia. Gerakan itu memperlihatkan agama dan pendidikan oleh aktor negara dan non-negara sejak zaman kolonialisme dan imperialisme Barat saling anyam-mengayam. Itu tidak pernah “steril” dari kepentingan umat dan organisasi menyangkut hal-hal ekonomi dan politik. Temuan ini berkontribusi untuk studi transnasional dengan memasukkan gerakan transnasional Kristen dari Indonesia yang selama ini lebih popular untuk kajian gerakan Islam transnasional ataupun gerakan transnasional agama dunia. Ini bisa dilihat sebagai momentum dimulainya studi-studi gerakan transnasional di Sekolah Tinggi Teologi, Institute, dan Universitas Kristen di Indonesia.
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Vik, Hanne Hagtvedt. "Taming the states: the American Law Institute and the ‘Statement of essential human rights’." Journal of Global History 7, no. 3 (October 19, 2012): 461–82. http://dx.doi.org/10.1017/s1740022812000289.

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AbstractAs the Second World War unfolded and became global, intellectuals of various backgrounds turned their minds to the problems of peace. Internal persecution bred external aggression, some believed. States had to be tamed. Such reasoning led the American Law Institute (ALI) to try to draft a globally acceptable bill of rights. Although originating in the USA, the project was essentially a transnational one. The ‘Statement of essential human rights’ became the most elaborate code created up to that point, in both scope and detail. Completed in the early winter of 1944, it was promoted by the Panamanian delegation to the 1945 San Francisco Conference, and used extensively by the UN Commission on Human Rights. Refuting suggestions that human rights originated in the 1970s, the ALI project reveals the great depth of the transnational conversation on human rights during the early 1940s, and even before.
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Berger, Klaus Peter. "The UNIDROIT Principles of International Commercial Contracts as a System of Transnational Contract Law: Two Recent Arbitral Awards." Journal of International Arbitration 41, Issue 3 (June 1, 2024): 255–70. http://dx.doi.org/10.54648/joia2024013.

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Are the International Institute for the Unification of Private Law (UNIDROIT) Principles of International Commercial Contracts just a restatement-like collection of principles and rules or a system of transnational contract law? Two recent arbitral awards support the latter view. In both cases, the tribunals decided complex international business disputes solely on the basis of the 2016 edition of the UNIDROIT Principles. In both cases, the tribunals used the UNIDROIT Principles as a self-sufficient, comprehensive, transnational legal system which enabled them to resolve all legal issues of the complex disputes before them to the exclusion of any domestic law.
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Donovan, D. F. "Introduction to the Sixteenth Annual Workshop of the Institute for Transnational Arbitration." Arbitration International 23, no. 2 (June 1, 2007): 163–68. http://dx.doi.org/10.1093/arbitration/23.2.163.

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Dissertations / Theses on the topic "Transnational Institute"

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Rizvi, Sukaina. "A transnational approach to educational leadership capacity building: a case study of the Masters of Education programme at Notre Dame Institute of Education, Karachi, Pakistan." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/4663b53bbad2ea0bedb1f87e8e039090b7dfdca3d749b63ca26310ce6d17606e/2482132/65068_downloaded_stream_293.pdf.

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The expansion of educational opportunities internationally provides major prospects for developing countries to reform their education systems. The rise of new forms of transnational education, (the provision of education to learners in a country different from that of the provider) and the expansion of capacity building opportunities have helped developing nations to increase domestic access to international education and to enhance the quality of their local education systems through increasing the variety and relevance of their programmes. Pakistan, being a developing nation, faces huge educational challenges due to its highly rigid and bureaucratic system of education. It also faces a lack of resources and training opportunities to enhance and expand the capabilities of teachers and educational leaders. However, community based, not-for-profit institutions in Pakistan are making every effort to improve the quality of education through providing capacity building opportunities to teachers and educational leaders. Notre Dame Institute of Education (NDIE) in Karachi is one such kind of institute. It is affiliated with Karachi University (KU) and accredited with Australian Catholic University (ACU) and offers an M. Ed. programme for educational leaders. This study explores the effectiveness of the transnational M. Ed. programme at NDIE as a means of educational leadership capacity building in Pakistan. The main research problem was examined through four research questions which explored: the distinctive elements of the M. Ed. programme offered at NDIE and its focus on capacity building; the contextual factors contributing to this capacity building; the impact of the M. Ed. programme on the development of the leadership capacity of its graduates; and finally the contributions of this case study research to the understanding of issues related to transnational education focusing on educational capacity building. A qualitative approach, in the form of case study, was adopted for the research. The data was collected by means of survey questionnaires distributed to all the M. Ed. graduates; in-depth individual interviews and focus group interviews of selected graduates and NDIE teachers; analysis of the documents related to the M. Ed. programme and the transnational partnership between ACU and NDIE, and the researcher's reflective journal. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. This study highlights the contribution of the NDIE M. Ed. programme to the development of educational leaders in Pakistan and its impact on graduates in terms of bringing about change in their knowledge, skills, attitudes and practices as educational leaders. Using the United Nations Development Programme's framework (2009), this study also provides insights into the process of capacity building through the transfer and successful application of knowledge, expertise and methodologies from one educational context into another very different educational context. Furthermore, this study provides valuable insights into the contribution of ACU, Australian Sisters of Mercy and the Catholic Education system to educational leadership capacity building in Pakistan. As a result of this research, a number of recommendations are made for consideration by NDIE, other providers of leadership development programmes in Pakistan, ACU and future researchers.
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Sucker, Lena. "A transnational proposition : exploring cross-border cooperation among research institutes in foreign and security policy across wider Europe." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19590.

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The purpose of this research project is to analyse the opportunities and challenges that the foreign and security policy research institutes face in transnational cooperation across wider Europe. By specifically examining the capacities of non- and quasi-governmental actors to operate and cooperate at transnational level, the research informs the choices presented by the ongoing restructuring of the foreign and security policy sphere. The increasing deterritorialisation of foreign and security policy issues calls for transnational or multinational approaches to resolve them. As nation states fall short of the appropriate capacities, it is of interest to investigate how non- and quasi-governmental actors can contribute to transnational interaction. Therefore, their tools and capacities to operate and cooperate in the transnational sphere need to be established in the first place. In this context a broader geographical focus is chosen in order to study a more differentiated situation, instead of the already relatively integrated case of the European Union. The thesis first studies cooperation among research institutes in broader terms under consideration of their socio-political environment. It outlines differences in their organic development dependent on the geographic affiliation of the institutes, and identifies their tools as well as several defining characteristics. This is followed by an analysis of the fieldwork, discussing processes, opportunities and challenges in transnational cooperation as perceived by staff in research institutes. Subsequently, the thesis takes a more detailed look at applied cooperation among research institutes. Here it traces patterns and formats of interaction, and then delves into a case study on project- based cooperation that provides functional insights regarding research institutes cooperation across borders. In studying cooperation among research institutes from various perspectives, the research enables to investigate the integration among the different narratives. The study integrates a range of issues and concepts in an original manner, therefore it contributes to several significant debates. On the face of it, the thesis adds to the identification of a role for non- and quasi-governmental actors in an increasingly deterritorialised foreign and security policy sphere, using the example of research institutes. To address this aspect, the study considers both the broader implications of socio-political and economic interrelations for cooperation, as well as the detailed functional level of interaction. Moreover, based on the choice of geographical focus, the research project contributes to the literature on EU-Russia relations. Herein it adds to the extant literature by offering a perspective which acknowledges the implications of high politics but emphasises the role of non- and quasi-governmental actors. Beyond that, the thesis contributes to the theoretical debate on foreign and security policy in choosing a non-traditional approach to examine a non-traditional issue. Post-structuralism serves to facilitate a critical review of the construction of cooperation among Russian and EU-based public policy research institutes.
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Bramban, Bernard. "Le principe pacta sunt servanda en droit du commerce international. : Etude critique d'un principe de droit transnational." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00956171.

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En droit du commerce international, pacta sunt servanda se manifeste dans la règle de l'intangibilité du contrat. Cette dernière s'y présente de manière singulière. Sous l'influence de la Common law, la créance et les prérogatives contractuelles ne sont protégées qu'en fonction de leur utilité économique. En cas d'inexécution du contrat, la modification de ses stipulations est encouragée lorsqu'elle permet au créancier de minimiser son préjudice. En vue d'une allocation optimale des ressources économiques, le créancier doit parfois privilégier la survie du lien contractuel, à la sanction stricte de ses droits et prérogatives. La règle de l'intangibilité du contrat est ainsi concurrencée par la règle de l'effet utile du contrat. Cette dernière participe à la singularité du principe pacta sunt servanda en droit du commerce international. Le principe transnational pacta sunt servanda n'est pas qu'une représentation " systématique et synthétique " de la force obligatoire du contrat en droit du commerce international. Ce principe de droit transnational tire son autonomie vis-à-vis des droits étatiques des libertés accrues reconnues à l'arbitre international. Le principe transnational pacta sunt servanda invite à rejeter la nullité d'un contrat conforme aux besoins du commerce du international, lorsque celle-ci est commandée par des motifs étatiques particularistes. Cette protection accrue du devoir de respecter la parole donnée n'en fait toutefois pas un principe d'ordre public transnational. Pacta sunt servanda conduit plutôt vers la reconnaissance d'un principe de validité transnationale des contrats en droit du commerce international.
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Tronchet, Guillaume. "Savoirs en diplomatie : une histoire sociale et transnationale de la politique universitaire internationale de la France (années 1870 - années 1930)." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010714.

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Contre une historiographie de la diplomatie culturelle, qui tend à épouser les cadres conceptuels du Quai d'Orsay en utilisant le motif englobant du «culturel» pour désigner des actions de politique étrangère distinctes du militaire, du politique et de l'économique, le propos de la thèse est de montrer qu'il a existé en France, entre la fin du XIXe et le premier XXe siècle, une forme d'action, cohérente et autonome, à caractère international et transnational : la «diplomatie universitaire». Né autour des années 1870-1900, à la confluence de dynamiques socio-économiques pluriscalaires (locales, nationales, globales) tendant à internationaliser le champ universitaire français et à universitariser l'exportation des savoirs, ce domaine d'intervention a été, à partir des années 1900-1910, intégré à une politique universitaire internationale étatisée, sous la conduite du ministère de l'Instruction publique et de réseaux d'acteurs à la croisée du public et du privé (comme l'Office national des universités et écoles françaises). L'après-­guerre constitue un moment d'hétéronomisation du secteur, lequel est investi par des acteurs dont les logiques sont extérieures à celles ayant jusqu'ici prévalu : ainsi des entrepreneurs en diplomatie culturelle au Quai d'Orsay, avec qui les acteurs de la diplomatie universitaire sont en situation de collaboration et de concurrence dans les années 1920-1930, et vis-à-vis desquels ils tentent de préserver leur autonomie, tandis que la politique universitaire internationale de la France est peu à peu intégrée au champ de la diplomatie culturelle. À partir d'archives et de sources inédites, la thèse retrace l'histoire de cette autonomie perdue
Criticizing the notion of "cultural diplomacy" spread by the Foreign Affairs Departments of European countries and of the United States, this thesis focuses on the unknown history of the French "academic diplomacy". This international and transnational action was built by the universities of the French Third Republic in order to attract foreign students and academics, and to export the French knowledges abroad. It was born between the late l 870s and the mid l 900s, at the intersection of social and economical dynamics, that the dissertation analyses at different scales (local, national, global) with the tools of history and sociology. In the l 900s and 1910s, under the influence of some members of Parliament and some academic networks like the Office national des universités et écoles françaises, ONUEF), this sector was gradually invested by State and placed under the control of the French Ministry of Education and its new international academic policy. The Great War reinforced the weight of the interstate et political logics. In the 1920s and 1930s, actors of academic diplomacy were increasingly in competition with the new actors of cultural diplomacy, related to the French Ministry of Foreign Affairs. Without success, they tried to preserve their autonomy, but the international academic policy of France was gradually integrated into the cultural diplomacy area. The loss of academic autonomy is the central question of the thesis
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Plosceanu, Emilia. "Corriger et protéger : la dynamique des réseaux réformateurs en Roumanie (1900-1950)." Paris, EHESS, 2014. http://www.theses.fr/2014EHES0082.

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Au croisement de la sociologie historique et de l'histoire des circulations transnationales, cette thèse explore un cas de figure de la « nébuleuse réformatrice », dans sa dynamique vers l'Europe de l'Est. Abordant l'émergence de la spécialisation scientifique en Roumanie, avec l’accent sur les sciences sociales empiriques, à une période forte de construction de l'Etat-nation, il s'agit de suivre la genèse, la configuration et la désagrégation d'un espace d'engagement au nom de la réforme sociale, revendiquée comme une forme d'autorité scientifique dans les décisions politiques. Issue de la volonté de corriger à la fois le politique et le populaire pour construire la communauté nationale comme une société solide, mais aussi de garantir la paix sociale en protégeant la « vie fragile », la réforme sociale prend, dans cette configuration, une dimension paternaliste sous les traits de la pédagogie sociale et une dimension maternaliste sous les traits de l’assistance sociale
Between historical sociology and history of transnational crossings, this thesis explores a configuration of the “reforming nebula”, in its dynamics towards Eastern Europe. By approaching the emergence of scientific specialization in Romania, with a focus on empirical social sciences, at a time of intensified nation-State building, it follows the genesis, the configuration and the disintegration of a space of cooperation to social reform, asserted as a form of scientific authority over political decisions. Driven by the will to correct both the political elite and the common people, in order to build the national community as a solid society, while guaranteeing social peace by protecting “fragile life”, social reform acquires, in this configuration, a paternalist dimension as social instruction and a maternalist dimension as social work
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Lajter, Wiktoria Agnieszka. "AUßENKULTURPOLITIK IM UMBRUCH: NEUE WEGE NATIONALER TRADITION." Doctoral thesis, Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220642.

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Die vorliegende Arbeit untersucht das Feld der Außenkulturpolitik. Unter diesem Begriff wurde bisher die Kulturpolitik eines Staates im Ausland verstanden. Diese Studie betrachtet jedoch nicht die traditionelle Außenkulturpolitik von Nationalstaaten, ihr Fokus liegt vielmehr auf außenkulturpolitischen Veränderungsprozessen im europäischen Raum, die aus einer transnationalen Perspektive betrachtet werden. Den Ausgangspunkt bildet die Feststellung, dass die außenkulturpolitischen Institutionen in Europa mit ihren historisch gestellten Aufgaben und starren bürokratischen Strukturen den gegenwärtigen sozio-politischen Anforderungen nicht gerecht werden. Diese Studie betrachtet, wie die außenkulturellen Institutionen mit dieser Situation umgehen und welche Veränderungen daraus für das Feld der internationalen Kulturbeziehungen resultieren. Um diesen Prozess zu verdeutlichen, wird im Rahmen einer Fallstudie erforscht, wie die nationalen Kulturinstitute in Brüssel zwischen 1998 und 2008 mit ihrer kritischen Situation als Kulturvermittler umgegangen sind. Im Fokus stehen jedoch nicht die einzelnen Kulturinstitute, sondern ein Verbund, der 1998 von sechs in Brüssel ansässigen Kulturinstituten gegründet wurde. Die Fallstudie ist an die Beziehung und die Wechselwirkung zwischen drei kulturpolitischen Akteuren geknüpft: den Nationalstaaten der EU, der Europäischen Union und nationalen Kulturinstituten.
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Devaux, Caroline. "La fabrique du droit du commerce international : réguler les risques de capture." Thesis, Paris, Institut d'études politiques, 2016. http://www.theses.fr/2016IEPP0061.

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Le risque de capture est peu étudié en dehors du contexte de la régulation économique dans lequel il a été théorisé. Bien que la doctrine américaine ait montré que ce risque est inhérent à tout processus normatif, les études juridiques sur la question demeurent rares, même si le risque de capture est parfois mentionné au détour d’une phrase ou d’une note de bas de page. La présente étude a pour ambition de mieux cerner les risques de capture pouvant affecter la fabrique du droit du commerce international au sein de la CNUDCI et d’UNIDROIT. L’étude vise non seulement à identifier ces risques de capture, mais surtout à en proposer un encadrement juridique à même de maîtriser la double dynamique observable au sein de la CNUDCI et d’UNIDROIT, entre d’une part la participation des opérateurs du commerce international dans leurs activités normatives – un aspect essentiel conditionnant la qualité et l’acceptabilité commerciale de leurs normes juridiques –, et d’autre part la prévention des risques de capture, un phénomène nuisible en raison du détournement du processus normatif qu’il entraîne au profit de certains opérateurs économiques
Apart in the field of economic regulation where it emerged, the notion of capture has not been the subject of much analysis, particularly in law. The present study builds on the theory of regulation that coined the concept of capture and proposes to analyse the risks of capture affecting the making of transnational commercial law within UNCITRAL and UNIDROIT. The study aims not only to identify these risks of capture but also to provide a legal framework to promote the participation of economic actors in these law-making processes – a key feature to ensure the quality and commercial acceptability of their norms – , while preventing the occurrence of captures, a noxious situation where lawmakers are left without autonomy to conduct their normative functions
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.

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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Chmelařová, Eva. "Existuje souvislost mezi hierarchií ústředí nadnárodních korporací, ústředí bank a vědecko-výzkumných institucí?" Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-344434.

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Is there any link between hierarchy of transnational corporations, banks and research and development institutions? Abstract The world city theory focuses on concentration of the most progressive activities of the social-economic system in a few key cities that together have a major share of command and control power within the global economy. Location advantages of such cities attract TNC headquarters, financial services and R&D facilities. Interactions between them lead to further strengthening of the position of the global city and it brings a cumulative effect on the location advantages. This paper examines the global city hierarchy based on the data on 1 500 world's biggest companies headquarters location, as well as location of 1 500 most important R&D institutions and 200 biggest banks. According to the results the triad of New York, London and Tokyo was taken over by Beijing. Correlation analysis of the city rankings in all of the three hierarchies confirms significant geographical link between global arrangement of TNC headquarters, financial services and R&D institutions. Keywords: global city, TNCs, banks, RIS, research and development, geographical organization
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Králíčková, Lucie. "Jak se žije Čechům v Bruselu, aneb, Nahlédnutí do světa českých euroúředníků." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-280944.

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The thesis provides a glimpse into lives of the Czechs working in the EU institutions. Accent is on the theory of transnationalism as contemporary approach to international migration. The paper focuses on group of migrants for which mobility and high qualification is characteristical as important elements within the current knowledge based society. It deals with migrants who are living their lives in two or more countries at once and who stay in close touch with the country of their origin. Focus of the work is aimed at the concept of temporarity as a key dimension that has influence on strategy, lifestyle and values of the Czech transnational migrants in Brussels. Conclusions are based on qualitative research composed of longterm participant observation, formal semi-structured and informal interviews. The aim of the work is to show the dimenson of temporarity by using material culture as a method on strategies of living and consumation and also how are the Czechs in Brussels biased by a specific environment of the EU institutions. Further to find out whether it is possible to consider Czech migrants as transnational migrants with regards to the definition of transnational migration and following the relationship to the Czech Republic and Belgium, contacts with home. KEY WORDS: transnational...
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Books on the topic "Transnational Institute"

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University of Miskolc (Hungary). Institute of Criminal Sciences., ed. Transnational crime, transnational criminal justice: Proceedings of the International Workshop of the Institute of Criminal Sciences, University of Miskolc, 4 September 1999. Miskolc, Hungary: Bíbor, 2001.

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Institute, American Law, ed. Intellectual property: Principles governing jurisdiction, choice of law, and judgments in transnational disputes : as adopted and promulgated by the American Law Institute at San Francisco, California, May 14, 2007. St. Paul, MN: American Law Institute Publishers, 2008.

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1958-, Arlt Herbert, and Institut zur Erforschung und Förderung Österreichischer und Internationaler Literaturprozesse., eds. Kulturwissenschaft-transdisziplinär, transnational, online: Zu fünf Jahren INST-Arbeit und Perspektiven kulturwissenschaftlicher Forschungen. St. Ingbert: Röhrig, 1999.

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Ferrand, Frédérique. La procédure civile mondiale modélisée: Le projet de l'American Law Institute et d'Unidroit de principes et règles de procédure civile transnationale : actes du colloque de Lyon du 12 juin 2003. Paris: Editions juridiques et techniques, 2004.

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International Conference of Institutes & Libraries for Chinese Overseas Studies (2nd 2003 Chinese University of Hong Kong). The Second International Conference of Institutes & Libraries for Chinese Overseas Studies: "Transnational networks : challenges in research and documentation of the Chinese overseas" = Di er jie Hai wai Hua ren yan jiu yu wen xian shou cang ji gou guo ji he zuo hui yi : "Kua guo wang luo : Hai wai Hua ren yan jiu yu wen xian shou cang mian lin de tiao zhan". Hong Kong]: [University Library System, The Chinese University of Hong Kong], 2003.

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(Foreword), Susan George, ed. Dark Victory (Transnational Institute). Pluto Press, 1993.

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Kagarlitsky, Boris. Russia Under Yeltsin and Putin: Neo-Liberal Autocracy (Transnational Institute Series) (Transnational Institute Series). Pluto Press, 2002.

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Kagarlitsky, Boris. Russia Under Yeltsin and Putin: Neo-Liberal Autocracy (Transnational Institute Series) (Transnational Institute Series). Pluto Press, 2002.

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The Politics of Empire: Globalisation in Crisis (Transnational Institute). Pluto Press, 2004.

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The Politics of Empire: Globalisation in Crisis (Transnational Institute). Pluto Press, 2004.

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Book chapters on the topic "Transnational Institute"

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Wilding, Elisabeth, and Daguo Li. "Staff Development at a Joint Sino-British Institute in China." In Importing Transnational Education, 137–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43647-6_9.

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Albisetti, James C. "The Transnational Roots of the Froebel Educational Institute, London." In Women, Power Relations, and Education in a Transnational World, 149–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44935-3_7.

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Michaels, Jeffrey H. "The Heyday of Britain’s Cold War Think Tank: Brian Crozier and the Institute for the Study of Conflict, 1970–79." In Transnational Anti-Communism and the Cold War, 146–60. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137388803_10.

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Grek, Sotiria. "Universality and Interdependence in Transnational Education Governance." In Palgrave Studies in Science, Knowledge and Policy, 23–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-46606-9_2.

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AbstractThis chapter will discuss the apparent move away from the specificity of the context of application to the universality and interdependence of global education metrics: instead of the production of contextual knowledge, quantification in transnational governance has led to the production of expertise that is thoroughly standardised, de-contextualised, interdependent and even, as we shall see—at times—universal. The chapter will focus on two empirical examples of international organisations that saw their status as knowledge producers and expert brokers rise over the last 20 years: these are the OECD, and its collaboration with the European Commission, as well as the UNESCO Institute of Statistics with its coordination of the SDG4. Through an analytical account of these organisations’ key measurement exercises, the chapter will chart two key developments towards the production of decontextualised governing knowledge: these are the rise of interdependence of IOs in the production of expertise; secondly, the production of universal narratives of education progress and unity. Through concrete empirical examples, the chapter will show how the production of new global expert knowledge does not only contribute to performance measurement; rather, through discourse analysis of a range of policy documents as well as interviews with key policy actors, the chapter will show that monitoring frameworks, such as the Sustainable Development Goals, have the ambition and scope to construct universal knowledge to guide governance globally.
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Yap, Analyn, Huaxin Wei, and Kenny K. N. Chow. "Bukas: Material Messages for Filipino Migrant Workers and Their Transnational Families." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 425–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73426-8_26.

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Ziege, Eva-Maria. "Kontingenz und Innovation im deutsch-amerikanischen Wissenschaftsaustausch des 20. Jahrhunderts am Beispiel des Instituts für Sozialforschung." In Transnationale Vergesellschaftungen, 1107–19. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-18971-0_104.

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Lins, Ulrich. "Sprache transnational: Rudolf Carnap und die Esperantobewegung." In Veröffentlichungen des Instituts Wiener Kreis, 55–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84887-3_4.

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ZusammenfassungRudolf Carnap hatte sich in seiner Jugend für Esperanto begeistert. Er erwähnt dies in seiner 1963 erschienenen Autobiographie. Genaueres wissen wir erst, seitdem seine Tagebücher und Teile der Korespondenz zugänglich geworden sind. Kaum hatte er die Sprache gelernt, nahm er 1908 in Dresden am Vierten Esperanto-Weltkongress teil. Es folgte die Teilnahme an drei weiteren Kongressen: Helsinki 1922, Wien 1924 und Genf 1925. Obwohl ihn danach vor allem die Sprachplanung in der symbolischen Logik beschäftigte, bewahrte er sich sein Interesse an internationalen Plansprachen, vor allem an Esperanto. Versuchen, etwa von Giuseppe Peano oder C.K. Ogden, ihn in ein anderes Lager zu ziehen, widerstand er. Zwar musste er spätestens nach dem Zweiten Weltkrieg einsehen, dass Esperanto wenig Aussicht hatte, sich weltweit durchzusetzen, aber er fühlte sich ihm zeitlebens verbunden. Carnap hob die sprachliche Kraft des Esperanto hervor und den Nutzen und persönlichen Gewinn, den sein Gebrauch bereitete. Esperanto war für ihn Bestandteil seines Vertrauens auf eine friedliche, demokratische Welt. Bis zum Lebensende wirkte nach, was Ludwig Lazarus Zamenhof, der Begründer des Esperanto, in seiner Dresdner Kongressrede beschworen hatte: die Annäherung der Menschen mithilfe einer Sprache, die an keine Nation gebunden ist.
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Nordbruch, Götz. "Arab Scholars at the Institut de Droit Comparé in Lyon—Rereading the History of Arab-European Intellectual Encounters in the Interwar Period." In Transnational Islam in Interwar Europe, 89–106. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137387042_5.

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Petrů, Tomáš. "Two Confucius Institutes and a Cross-Border University as Sites of China’s Cultural Diplomacy in Malaysia: The Limitations of ‘Domestic Structures’." In Transnational Sites of China’s Cultural Diplomacy, 115–44. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5592-3_6.

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Steffen, Katrin. "Transnational Parallel Biographies: The Lives of Ludwik Hirszfeld and Jan Czochralski and Their Contribution to Modern European Science." In Jahrbuch des Simon-Dubnow-Instituts XVI/2017, 391–418. Göttingen: Vandenhoeck & Ruprecht, 2019. http://dx.doi.org/10.13109/9783666370717.391.

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Conference papers on the topic "Transnational Institute"

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Hitt, Sarah Jayne, Robert Hairstans, Kenneth Leitch, and Kirsty Connell-Skinner. "Developing strategic partnerships through a sustainability enrichment week." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1268.

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This paper describes the development of a mini-module focused on sustainability and timber engineering as a component of a strategic partnership designed to broaden Transnational Education, increase staff/student mobility, and further develop industry and community links within two universities. Edinburgh Napier University (ENU) draws students from around the world and is internationally recognised for timber construction and wood science. The New Model Institute for Technology and Engineering (NMITE) is a new higher education provider in England pioneering an innovative approach to engineering education integrating business, engineering, the liberal arts, and professional skills. ENU and NMITE leveraged these strengths to develop a strategic partnership that brings together staff, students, industry, and the community for opportunities that create impact beyond traditional learning approaches. This can be seen through the development of a Sustainability Enrichment Week hosted by NMITE’s Centre for Advanced Timber Technology (CATT) and attended by ENU Master’s in Environmental Sustainability students. Students investigated interfaces between buildings, humans, and nature through experiential learning based around the construction of the CATT building, which has been developed as a Living Lab. Each day featured activities aligned to identified learning outcomes and was themed around one of five sustainability competencies: systems thinking, values thinking, strategic thinking, future thinking, and collaboration. The Sustainability Enrichment Week also served as a trial for a short course soon to be offered as part of a Timber Technology, Engineering, and Design programme. This project could be a model for other universities seeking to create similar strategic partnerships and learning experiences.
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Crawford, Russell. "Learning Gain using a game improve pharmacology knowledge in two transnational HE institutes." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9412.

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Gamification in higher education has been shown to provide a diverse range of learning opportunities for higher education practitioners as well as students. Building on our research exploring the benefits of using a card-based, role-playing team game called “BrainceptTM” to aid pharmacology learning for medical students, we now test the reproducibility of our novel finding that this game leads to appreciable and sustained learning gains in medical students from two different higher education institutes. Here we present student feedback, thematic analysis and quantitative pre-and post-test data collected from students who played BrainceptTM. Our data shows that this style of gamified learning has a reproducible positive effect on student pharmacological knowledge as well as measurable learning gains post-game play in both cohorts of students leading us to conclude that gamification of pharmacology learning may be a pedagogically valuable transnational educational intervention.
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Azmat Butt, Sidra, Marina Weck, Ingrid Pappel, and Dirk Draheim. "Multi-Faceted Evaluation of the Digital Silver Hub to Validate its Platform Requirements." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003893.

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The silver economy is heavily reliant on technical advancements and Information and Communication Technology (ICT) due to the changing demographics and increases in the older population. There have been quite a lot of initiatives by several public and private bodies to tackle the challenges of the silver economy by involving technological innovations and digital frameworks. One such initiative is the Digital Silver Hub (DSH) by the Interreg Baltic Sea Region (BSR) OSIRIS Project, which serves as an ecosystem to develop and accelerate the adoption of innovative solutions to the challenges encountered by the ageing population so they may lead an active and independent life. It involves transnational functionalities that enable collaboration, co-creation and knowledge diffusion amongst the BSR. The DSH connects companies and research institutes to develop new innovative solutions to the challenges of ageing while promoting end-user engagement. However, it is imperative to ensure that the DSH functionalities are effective and useful and also sufficient for the users to develop innovative solutions. In this paper, the DSH is evaluated based on its usability and the effectiveness of its functionalities as well as ease of use and user perception to validate that the platform requirements match with the derived results. We use dimensions of the Technology Acceptance Model (TAM2); “Perceived Usefulness”, “Perceived Ease of Use”, and “Attitude Towards Using” the technology along with dimensions of generic Collective Intelligence (CI) framework; staffing, processes, goals and motivation to evaluate the DSH. The outcomes of the research are aimed to help develop and evaluate similar platforms meant for the silver economy.
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Reports on the topic "Transnational Institute"

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Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, February 2022. http://dx.doi.org/10.36687/inetwp177.

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Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.
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