- 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
To avoid ethnocentric analysis, HE’s role in societal progress may be placed in a context that is abstract enough to be taken as universally applicable, even though the interpretation of its principles is likely to differ between societies and cultures. The literature on development is reviewed to extract core principles that may be conjectured as universal on historical evidence to date. These are specified as capabilities achieved by a society that allow it to adapt to surrounding change, and still remain cohesive. HE can play a significant part in building these capabilities, in its work to transform both individuals and societies. Key catalysts would be scholarship, reasoned analysis, and moral frameworks to support social fusion and incentives to adapt.
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.
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