About the Authors

Emily Anderson is an assistant professor of education (on leave) at Centenary College, a state-certified social studies teacher (K-12), and a Ph.D. student in educational theory and policy and comparative and international education (dual degree) at Pennsylvania State University. She holds degrees in history with secondary social studies certification (BA, Centenary College), educational leadership (M.Ed., Lehigh University), and comparative and international education (MA, Lehigh University). Her research interests are information and communication technology (ICT) in education and its relationship to gender and social context, gendered education in Gulf Arab systems, and teacher development and training from comparative and international education perspectives. Her most recent work has been published in Computers & Education and Theory-to-Practice.

Matthew Aruch is a Ph.D. student studying international education policy at the University of Maryland College Park and the Assistant Director of the College Park Scholars Science Technology and Society Program. His research interests include science education, the role of technology in education and development, sustainability science, and education for sustainable development. He has degrees from Mary Washington College (BS Biology ’03 & MS Education '04) and the Harvard Graduate School of Education (Ed.M. International Education Policy ’11).

Thomas Barakat is a graduate from the University of Waterloo’s Master of Public Service Program and the University of Toronto’s Honors Bachelor of Arts Political Science Program. Thomas seeks to make an impact in the realm of public policy, government administration, and politics. His policy research interests include education migration, immigration, knowledge infrastructure, and comparative education.

Aryn Baxter is a doctoral candidate studying comparative and international development education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. She has lived and worked extensively in East Africa as an international educator and program evaluator. Much of her work has focused on researching the student learning and community impacts of tertiary-level study abroad and international scholarship programs. In addition to researching higher education programs, she is a member of the project team conducting a six-year longitudinal evaluation of the impact of entrepreneurship training on the lives of economically disadvantaged youth in East Africa.

Vijaya Sherry Chand is a professor in the Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management, Ahmedabad. Prior to joining the Institute in 1993, he worked for 11 years on a variety of social development programs. His current areas of research interest include the antecedents of individual workplace innovation in education and the consequences of innovative work performance of teachers for learning climate and children’s motivation. His other areas of interest include teacher development, decentralized management of elementary education, sustainable development planning, and development entrepreneurship. His teaching is in the areas of educational leadership and management, sociopolitical contexts of business, and management communication. He has consulted with a range of international agencies on planning and reviewing social and educational development. He is currently engaged in researching teacher-driven innovations and improving the quality of educational outcomes in the public system, through the Hewlett-Packard Sustainability and Social Innovation Award, which he received in November 2012. He is the editor of Vikalpa, the journal of the Indian Institute of Management Ahmedabad, India.

David W. Chapman is a Distinguished International Professor and Birkmaier professor of educational leadership in the Department of Organizational Leadership, Policy and Development at the University of Minnesota. His specialization is international development assistance. He has worked on development assistance activities in over 50 countries, assisting national governments and international organizations in the areas of educational policy and planning, program design, and evaluation. He recently served as a team leader for a two-year Asian Bank Study of Higher Education in Asia, and he currently serves as a team leader for a UNESCO Institute Study of Statistics – sponsored study of the growth of graduate education in Asia. He serves as a principal investigator of a six-year longitudinal evaluation of the impact of entrepreneurship training on the lives of economically disadvantaged youth in East Africa.

Joan DeJaeghere is an associate professor of educational leadership in the Department of Organizational Leadership, Policy and Development at the University of Minnesota. Her areas of research are international development policy and practice focusing on gender, ethnic, and citizenship inequalities and education. She serves as a coprincipal investigator of a six-year longitudinal evaluation of the impact of entrepreneurship training on the lives of economically disadvantaged youth in East Africa.

Åsa Falk-Lundqvist is a senior lecture in pedagogics at Umeå University, Sweden. She works with education and research on enterprise and entrepreneurship in schools. She is responsible for in-service education in the Swedish project, “Enterprise learning – driving forces and motivation for success in school.”

Mir Nazmul Islam is a content strategist and developer at the Ministry of Citizenship and Immigration, Ontario, Canada, and a graduate of the universities of Dhaka, Oslo and Waterloo. He worked for several government and nongovernment organizations including BRAC, Save the Children Australia, and City of Hamilton, and his research interests include women empowerment, immigration and international development, education in emergency situations, and comparative education.

Eva Leffler, Ph.D., is an associate professor in pedagogics at Umeå University, Sweden and currently works with education and research on enterprise and entrepreneurship in schools. She is a research leader for a Swedish project entitled, “Enterprise learning – driving forces and motivation for success in school.”

Ana Loja has been an English instructor at Universidad de Cuenca for more than 20 years. She has also been responsible for the development and coordination of service-learning and leadership programs through academic partnerships and various US universities. She holds a BA in applied linguistics in English, an MA in educational leadership and management, and a post-degree specialty in teaching Spanish as a foreign language. She has worked as a field research assistant for several years and has been the coordinator of the Spanish Program for Foreigners at Universidad de Cuenca, Ecuador.

Andrea Peebles is a graduate of the University of Waterloo’s Master of Public Service Program and holds an undergraduate degree in political science and business administration from Wilfrid Laurier University. She is currently employed with Canada Health Infoway, Standards Collaborative. Her policy research interests include health, education, public–private partnerships, and social entrepreneurship.

Amy R. Pekol is a doctoral student in the Comparative and International Development Education Program at the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. She is a researcher and evaluator in the area of international and intercultural education, where she has worked with NGOs, public k-12 schools, universities, and foundations both internationally and domestically. She is a member of the project team conducting a six-year longitudinal evaluation of the impact of entrepreneurship training on the lives of economically disadvantaged youth.

Radu Daniel Prelipcean is an alumnus of the Master of Public Service Program at the University of Waterloo, Ontario, Canada, where he received an Excellence Award for his academic achievements. He currently works in the Ontario Public Service. Prior to joining the public sector, he was employed in various teaching positions for public and private academic institutions in Europe and Canada. His research interests include international education, adult and continuing education, comparative education, second-language acquisition, public–private partnerships, and change management.

James B. Sanders is an adjunct professor of entrepreneurship at the RH Smith School of Business at the University of Maryland College Park. He holds an MA in information science from Columbia University and has completed all the degree requirements for a doctorate in entrepreneurship and public policy issues at George Washington University except the dissertation.

Tamara Weiss is a doctoral candidate in the Comparative and International Development Education Program at the Department of Organizational Leadership, Policy, and Development at UMN. She is a researcher and evaluator in the field of international education and is a member of the project team conducting a six-year longitudinal evaluation of the impact of entrepreneurship training on the lives of economically disadvantaged youth in East Africa. Domestically, she is also working in research, evaluation, and assessment at the district level in Minneapolis, Minnesota. As an educator, she works internationally and nationally with universities and NGOs in the areas of preservice teacher preparation and in-service professional development for teachers. She has taught in public and private primary schools and early childhood centers, and has implemented social entrepreneurship programming for youth 12–20 through a national NGO.

Alexander W. Wiseman is an associate professor of comparative and international education in the College of Education at Lehigh University. He has more than 18 years of professional experience working with government education departments, university-based teacher education programs, community-based professional development for teachers and as a classroom teacher in both the United States and East Asia. He conducts internationally comparative educational research using large-scale education datasets on math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity, and is the author of many research-to-practice articles and books. He serves as a series editor for the International Perspectives on Education and Society series (Emerald Publishing), and has recently published in the journals Compare: A Journal of International and Comparative Education, Prospects: Quarterly Review of Comparative Education, Research in Comparative and International Education, Journal of Supranational Policies of Education, and Computers & Education.

Jianming Yao is a graduate from the Master of Public Service Program at University of Waterloo, Canada, and also graduated with a bachelor degree in social work from South China Agricultural University. He has worked for several local based not-for-profit organizations in China and Canada, including L’arche. His experience also covers Canadian public sector, in which he worked for the Ontario Ministry of Community and Social Services for 8 months. His interest focus on quantitative research and analysis, particularly on immigration and integration matters.

Seng P. Yeoh has a degree in economics from a public university in Malaysia and a marketing diploma from the UK’s Chartered Institute of Marketing. He also holds an MBA and other postgraduate certifications in education, management and consultancies from various other professional institutions as well as qualifications in law. While helping to manage his family’s various cross-border business ventures for three decades, he has simultaneously taught applied economics and related subjects at both undergraduate and postgraduate levels as a visiting lecturer in local and foreign universities. Though retired from his family business undertakings, he remains actively involved in advanced research in educational psychology and social entrepreneurship.