- 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
Crucial to global HE are the differences in the socialization processes that prepare students prior to their entry to universities. This preparation is analysed to reveal variations that are likely to affect the building in a society of the human capital capabilities: cognitive, empathetic, and interpersonal. The nature and availability of these resources is seen as key to a society’s ability to generate innovativeness and cooperativeness. Data are analysed from representative populations in seventy-nine nations positioned in a two-dimensional matrix of Practicality vs. Civility and Other-directedness vs. Self-directedness. This mapping permits comparison between societies on the initial mental structures of meaning and relevance brought by students into a nation’s classrooms. Implications are drawn for current forecasts of skills appropriate to living in twenty-first century conditions.
Michael H. Bond is a globally respected cross-cultural social psychologist whose career has been focused on locating Chinese interpersonal processes in a multicultural space. This goal has most recently been realized in his co-authorship of Understanding Social Psychology across Cultures (2013). He taught for thirty-five years at the Chinese University of Hong Kong contributing to and integrating the literature on Chinese psychology by editing The Oxford Handbook of Chinese Psychology (2010). Believing that all social psychology should be applied, he became involved in the research agenda of the Department of Management and Marketing, and has informed himself about the current development of organizational psychology by co-editing The Handbook of Chinese Organizational Behaviour (2012). He currently teaches crosscultural management.
Yiming Jing received his PhD in social psychology from the University of Delaware. He is currently an Assistant Professor at the Institute of Psychology, Chinese Academy of Sciences. He has a broad interest in human trust, cooperation, and cross-cultural differences. He conducts basic and applied research examining the psychology of trust and cooperation in the contexts of interpersonal and inter-group/inter-state relations. More recently, he also has become interested in how social neuroscience (e.g., EEG studies) can help us understand human decision making within socially interdependent relationships. He has published research articles in the Journal of ExperimentalPsychology: General, Journal of Cross-Cultural Psychology, Journal of Experimental Social Psychology, Socially Affective and Cognitive Neuroscience, Frontiers in Psychology,European Journal of Social Psychology, and Journal of Happiness Studies.
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