- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
This chapter acts as a bridge between the previous chapters which focus on education and societal evolution plus the main types of university seen in terms of strategic autonomy; and the following chapters which address the large-scale global changes and their operational implications, the management of universities in the new conditions, and the societal implications of the changing world of higher education. This chapter adopts a strategic management perspective to highlight the critical factors and forces affecting HE now and into the foreseeable future. By examining the external environment in terms of both the macro (external) environment and meso (more immediate) environment, it highlights the key factors and forces of which policy makers, government officials, leaders and managers in universities, industry and civic society need to be cognizant, if they are to ensure HE continues to be relevant to the twenty-first century.
Antony Drew is Assistant Dean International for the Faculty of Business and Law at the University of Newcastle, Australia and Senior Lecturer in International Business and Management. In his management role, he is responsible for managing all aspects of the Faculty’s international portfolio including developing and managing inbound and outbound student movement opportunities, transnational educational opportunities, international research collaboration, and enhancing the Faculty’s international presence. His research focus is in comparative education systems, using frameworks from institutional theory, economic sociology, cross-cultural psychology, and international business, in order to better analyse how business and educational institutions evolve over time in different societies. He has published in peer-reviewed publications including Education and Training, Educational Technology Research and Development, Journal of Teaching in International Business, Advances in International Management, and the Handbook of East Asian Entrepreneurship and has presented papers on his research at a number of international conferences.
Gordon Redding is a socio-economist educated at Cambridge in economic geography,with a PhD at Manchester in organization theory, and an honorary doctorate from the Stockholm School of Economics. He earlier spent a decade as an executive in UK industry. He is a specialist on China and the regional ethnic Chinese, winning the Biennial Award for Scholarship of the International Association of Chinese Management Researchers. He now works on the comparison of different systems of capitalism, and on the role of education in societal development, and has published 15 books and over 100 articles related to these subjects. He has taught on a regular basis at universities in the United States, India, Sweden, Switzerland, Australia, Vietnam, and China. He holds an emeritus professorship at the University of Hong Kong, where he was based for twenty-four years and founded and directed the HKU Business School (now the Faculty of Business and Economics). He has also directed the Euro-Asia Centre at INSEAD,and holds a Conjoint Professorship at Newcastle University, NSW. Now living in London he has held a Visiting Professorial Fellowship at the Institute of Education, UCL. He is also a Fellow of the HEAD Foundation in Singapore, a think-tank he formerly directed, which is devoted to research on education and its role in societal progress internationally. Recent publications include co-editing The Oxford Handbook on Asian Business Systems (with Michael Witt, 2014) and writing The Future of Chinese Capitalism (with Michael Witt, Oxford University Press, 2010). He is currently sufficiently risk-prone to be working on a general theory of socio-economic forms of societal progress.
Trevor Harley is Emeritus Professor of Psychology at the University of Dundee in Scotland, where he was also Chair of Cognitive Psychology and Head of Department and Dean from 2003–14. In 2014, he stepped down to focus on his research interests including the psychology of language and how society benefits from universities and science, other than simply through educating people. His recent publications include The Psychology of Language (2014), Psycholinguistics (6 vols., 2011), and Talking the Talk:Language, Psychology and Science (2017).
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