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According to Hofstede’s theory of cultural dimensions, cultures differ in cultural values and norms; values and norms that may influence differences in trendsetting, creative traits and behaviors, and pro-environmental behaviors. Further, because men and women have been socialized within particular cultures, gender differences may exist in trendsetting, creative traits and behaviors, and pro-environmental behaviors. Trendsetters have characteristics that are interrelated with creative traits and behaviors, perhaps inclining them to endorse pro-environmental behaviors. However, the interrelationships among these variables remain unexplored. Thus, the purpose of this study was to examine these three variables among college students in South Korea and the United States, specifically looking at cultural and gender differences. Participants were 225 Korean college students and 221 U.S. college students. Questionnaires included demographic items and scales measuring trendsetting, creative traits and behaviors, and pro-environmental behaviors. Data analyses included descriptive statistics, Cronbach’s alpha reliability, MANOVA, ANOVA and SNK posthoc test. Results show that U.S. (vs Korean) students indicated greater trendsetting and creative traits and behaviors but not greater pro-environmental behaviors. Fashion trendsetting groups in both Korea and the U.S. differed in creative traits and behaviors and pro-environmental behaviors. Among Korean trendsetting groups, reluctant adopters scored lowest on creative traits and behaviors and pro-environmental behaviors. Among U.S. trendsetting groups, trendsetters scored highest on creative traits and behaviors and pro-environmental behaviors; reluctant adopters scored lowest on pro-environmental behaviors. Theoretical and practical implications are provided for researchers and marketers.

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate these sustainable practices, a few years ago, the University of Indonesia Green Metric positioned itself as the internationally accepted ranking; however, other rankings have begun to emerge, such as the Times Higher Education Impact Ranking, which also addresses the search for compliance of the SDGs. For a novel or incipient university to establish the politics and actions to fulfill sustainability and SDGs or stay on track may represent a disorienting and challenging task, particularly when these rankings have different origins or criteria. So, this research aimed to review the top ten universities and their actions in the University of Indonesia Green Metric and Times Higher Education Impact Ranking, along with the organizational initiatives in education, to clarify the key measures and actions adopted by universities toward sustainability and their participation in the rankings, to pursue the SDGs related to social and environmental impacts in universities. Additionally, as a case study, we analyzed in detail the actions performed by the Tecnologico de Monterrey (located at the 274th and 100–200th places of the University of Indonesia Green Metric and the Times Higher Education Impact Ranking, respectively) and compared them with those of Top Ten Higher Education Institutions in both rankings. As a result, a summary guide of the actions is suggested to guide higher education institutions in adopting the required level of sustainability development indicated in the rankings.

This study aims to understand the actuality and problems of the South Korean bilingual education system created for multicultural families. Meaningful suggestions will be made by analyzing the relevant education systems and projects. A literature review will first suggest similar and overlapping projects are promoted by departments and programs related to bilingual education. Second, a regional bias was observed in assigning bilingual teachers and selecting the first language. Third, bilingual teachers were found to be insufficiently qualified for their role. Fourth, bilingual teachers have the problem of unstable identities. Fifth, there was a lack of organic connection between the schools and multicultural families. To solve these problems, cooperation system between different departments and adjustment to these education projects were proposed.

This study aimed to identify how positive parenting styles as perceived by middle school students affect their academic achievement and to assess the mediation effect of self-esteem and academic engagement. Data concerning 2590 middle school first graders were obtained from the South Korea Children and Youth Panel Survey 2018, and data analysis was undertaken using the SPSS21.0, AMOS22.0, and PROCESS macro programs. This study identified significantly positive effects of positive parenting styles and academic engagement on self-esteem, and of academic engagement on academic achievement. Furthermore, self-esteem and academic engagement had a mediating effect on the relation between positive parenting styles and academic achievement. Therefore, educators should develop programs that improve positive parenting styles, and specific programs for middle school students to enhance their academic engagement and self-esteem.

International marriages between Korean men and foreign women from other Asian countries have been increasing since the late 1990s in Korea. This study examines the mediating effects of parenting self-efficacy, career-specific parenting behaviors, and school adjustment on the relationship between immigrant mothers’ acculturative stress and their adolescent children’s career decidedness. Data were collected from 1181 third grade students (583 boys, 598 girls) in Korean middle schools and their foreign mothers who participated in the Multicultural Adolescents Panel Study. A structural equation modeling analysis revealed the following multiple mediation process: immigrant mothers’ acculturative stress is indirectly related to their adolescent children’s career decidedness through (1) the dual mediation of parenting self-efficacy and career-specific parenting behaviors; (2) the serial mediation of parenting self-efficacy, career-specific parenting behaviors, and adolescents’ school adjustment; (3) the dual mediation of parenting self-efficacy and adolescents’ school adjustment; and (4) the mediation of adolescents’ school adjustment. This study provides directions for parent education and career counseling to enhance immigrant mothers’ parenting competence and support the positive career development of adolescents from multicultural families. The study, therefore, helps them grow into well-adjusted adults in Korean society, which, in turn, contributes to the well-being of immigrant mothers and their adolescent children.

Institutions of higher education are significant economic engines and innovative places in local economies: they directly employ large numbers of people, often with well-paying jobs; they are magnets for businesses that service the student population; they educate and often assist students in securing first jobs; and they partner with local organizations and businesses to provide students with hands-on experiences while “giving-back” to the community. In this article, we examine the impact that institutions of higher education have as an engine of growth for the green economy and, specifically, assess their impact on the development of green jobs. Green jobs have been touted as an important strategy to simultaneously address both the economic downturn and environmental degradation. This article empirically assesses the impact that the knowledge economy has on the presence of green jobs in the 100 largest metropolitan regions in the United States. Our findings suggest that enhanced higher education and sustainability-oriented departments and centers have a positive impact on green job development in urban regions.

The purpose of this study was to design a community-based, needs-sensitive, and culturally appropriate parenting education program that is effective for rural Malawian caregivers. With the use of the five-stage model, qualitative methods and procedures were used for developing the program. The presented program emphasized securing sustainability and community empowerment by listening to the voices of Malawian mothers, community leaders, and Malawian facilitators who are also parents. In order to ensure the cultural appropriateness and feasibility of the program, contents were provided in both English and Chichewa, and utilized Malawian folklore, well-known Malawian songs, and children’s play during the home visit sessions. In the process of developing and implementing the parenting education program, Malawian caregivers’ prior knowledge, cultural assets, needs and wants were honored and actively reflected, in order to make the program locally relevant and meaningful.

At a time of global economic crisis, professional programs in universities are demanded to make continuous improvements based on new information on performance gaps of novice incumbents, in order to make their graduates more competitive, which ultimately leads to their job security and decent work. Accordingly, this study aimed to assess discrepancies in the importance and performance levels of professional capabilities required of novice Human Resource Development (HRD) practitioners and priorities in instructional needs, as perceived by immediate superiors as an initial effort to improve the curricula of undergraduate HRD courses. Data were collected from 193 HRD supervisors in organizations in South Korea and were analyzed using paired t-test and the ranked discrepancy model. These findings indicated that instructional needs in terms of professional capabilities were high in the following order: instructional design, learning science, career and leadership development, coaching, training delivery and facilitation, knowledge management, and technology application. The results implied that most undergraduate courses developed for the education of prospective HRD practitioners need to be updated and improved. This study also proposed an idiosyncratic and periodic formative evaluation process for the ongoing improvement of professional programs in universities as a part of efforts to sustain the global economic growth.