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AbstractThe cosmopolitan sociology of Ulrich Beck has been widely recognized as making vital contributions to crosscutting conversations on globalization and transnational studies, including these debates that are being played out on the pages of Global Networks. Beck's impassioned critique of 'methodological nationalism' in his own discipline of sociology, in particular, has often served as a springboard for programmatic calls to attend more closely to transnational actors, issues, and processes. However, beyond the occasional acknowledgement, comparatively less attention has been paid so far to the potentialities, specificities, and practicalities of Beck's affirmative alternative vision for the socio‐cultural sciences, that of 'methodological cosmopolitanism'. Building on and extending out from research experiences obtained in Beck's East Asia and Europe‐focused Cosmopolitan Climate Change (Cosmo‐Climate) project, this special theme brings together experts from across a range of socio‐cultural research fields to discuss and critically interrogate the challenges and capacities of doing methodological cosmopolitanism.

An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category 'Science as culture' acquires in the current work a major importance: it enlightens the meaning of scientific literacy. Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities. On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions. In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the ...

Dr Aligwekwe's previous books have been exceptionally focused on reviewing African culture/tradition through history; aimed at both recapturing and, thus, perpetuating those laudable elements that could be submerged by some contemporary indiscriminate and harmful forces of change. These publications called for the elimination of the non-meritorious and contemptible, and the enhancement of the favourable. The present volume, Behavioural Science for Students of Science and Technology, is approx

Innovation - the process of obtaining, understanding, applying, transforming, managing and transferring knowledge - is a result of human collaboration, but it has become an increasingly complex process, with a growing number of interacting parties involved. Lack of innovation is not necessarily caused by lack of technology or lack of will to innovate, but often by social and cultural forces that jeopardize the cognitive processes and prevent potential innovation. This book focuses on the rule of social capital in the process of innovation: the social networks and the norms; values and attit.

Socio-cultural factors – shared values, norms and attitudes are significant, but less acknowledged sources of international competitiveness. Previous studies have found socio-cultural factors positively affecting various aspects of international competitiveness – entrepreneurship, innovation, productivity and international cooperation. These factors are more sustainable and less affected by external environment changes in comparison with the traditional factors. Socio-cultural factors provide an opportunity to develop competitiveness strategies based on unique advantages. This research aims to explore the impact of socio-cultural factors on international competiveness in small, open economies. Analysing relationship between 400 socio-cultural indicators and competitiveness indicators such as productivity, economic development, business and government efficiency, innovation capacity and infrastructure in 37 countries, six socio-cultural factors have emerged: Collectivism and Hierarchy; Future, Cooperation and Performance Orientation, Self-expression, Monochronism and Rationality, Economic Orientation and Social structure. The first factor – Collectivism and Hierarchy – tends to reduce the international competitiveness; the other five affect it positively.

Socio-cultural factors – shared values, norms and attitudes are significant, but less acknowledged sources of international competitiveness. Previous studies have found socio-cultural factors positively affecting various aspects of international competitiveness – entrepreneurship, innovation, productivity and international cooperation. These factors are more sustainable and less affected by external environment changes in comparison with the traditional factors. Socio-cultural factors provide an opportunity to develop competitiveness strategies based on unique advantages. This research aims to explore the impact of socio-cultural factors on international competiveness in small, open economies. Analysing relationship between 400 socio-cultural indicators and competitiveness indicators such as productivity, economic development, business and government efficiency, innovation capacity and infrastructure in 37 countries, six socio-cultural factors have emerged: Collectivism and Hierarchy; Future, Cooperation and Performance Orientation, Self-expression, Monochronism and Rationality, Economic Orientation and Social structure. The first factor – Collectivism and Hierarchy – tends to reduce the international competitiveness; the other five affect it positively.