Institutionalized Mutuality in Canada-China Management Education Collaboration

Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutua...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Wei, Shuguang [verfasserIn] Liu, Xianjun

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2015

Schlagwörter:	mutuality regulative institutions normative institutions cultural-cognitive institutions

Anmerkung:	© Higher Education Press and Springer 2015

Übergeordnetes Werk:	Enthalten in: Frontiers of education in China - Beijing : Higher Education Press, 2006, 10(2015), 3 vom: Sept., Seite 356-383
Übergeordnetes Werk:	volume:10 ; year:2015 ; number:3 ; month:09 ; pages:356-383

Links:	Volltext

DOI / URN:	10.1007/BF03397075

Katalog-ID:	SPR020492634

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allfields	10.1007/BF03397075 doi (DE-627)SPR020492634 (SPR)BF03397075-e DE-627 ger DE-627 rakwb eng Wei, Shuguang verfasserin aut Institutionalized Mutuality in Canada-China Management Education Collaboration 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Higher Education Press and Springer 2015 Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213 Liu, Xianjun aut Enthalten in Frontiers of education in China Beijing : Higher Education Press, 2006 10(2015), 3 vom: Sept., Seite 356-383 (DE-627)510464289 (DE-600)2230603-1 1673-3533 nnns volume:10 year:2015 number:3 month:09 pages:356-383 https://dx.doi.org/10.1007/BF03397075 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2015 3 09 356-383
spelling	10.1007/BF03397075 doi (DE-627)SPR020492634 (SPR)BF03397075-e DE-627 ger DE-627 rakwb eng Wei, Shuguang verfasserin aut Institutionalized Mutuality in Canada-China Management Education Collaboration 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Higher Education Press and Springer 2015 Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213 Liu, Xianjun aut Enthalten in Frontiers of education in China Beijing : Higher Education Press, 2006 10(2015), 3 vom: Sept., Seite 356-383 (DE-627)510464289 (DE-600)2230603-1 1673-3533 nnns volume:10 year:2015 number:3 month:09 pages:356-383 https://dx.doi.org/10.1007/BF03397075 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2015 3 09 356-383
allfields_unstemmed	10.1007/BF03397075 doi (DE-627)SPR020492634 (SPR)BF03397075-e DE-627 ger DE-627 rakwb eng Wei, Shuguang verfasserin aut Institutionalized Mutuality in Canada-China Management Education Collaboration 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Higher Education Press and Springer 2015 Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213 Liu, Xianjun aut Enthalten in Frontiers of education in China Beijing : Higher Education Press, 2006 10(2015), 3 vom: Sept., Seite 356-383 (DE-627)510464289 (DE-600)2230603-1 1673-3533 nnns volume:10 year:2015 number:3 month:09 pages:356-383 https://dx.doi.org/10.1007/BF03397075 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2015 3 09 356-383
allfieldsGer	10.1007/BF03397075 doi (DE-627)SPR020492634 (SPR)BF03397075-e DE-627 ger DE-627 rakwb eng Wei, Shuguang verfasserin aut Institutionalized Mutuality in Canada-China Management Education Collaboration 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Higher Education Press and Springer 2015 Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213 Liu, Xianjun aut Enthalten in Frontiers of education in China Beijing : Higher Education Press, 2006 10(2015), 3 vom: Sept., Seite 356-383 (DE-627)510464289 (DE-600)2230603-1 1673-3533 nnns volume:10 year:2015 number:3 month:09 pages:356-383 https://dx.doi.org/10.1007/BF03397075 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2015 3 09 356-383
allfieldsSound	10.1007/BF03397075 doi (DE-627)SPR020492634 (SPR)BF03397075-e DE-627 ger DE-627 rakwb eng Wei, Shuguang verfasserin aut Institutionalized Mutuality in Canada-China Management Education Collaboration 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Higher Education Press and Springer 2015 Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213 Liu, Xianjun aut Enthalten in Frontiers of education in China Beijing : Higher Education Press, 2006 10(2015), 3 vom: Sept., Seite 356-383 (DE-627)510464289 (DE-600)2230603-1 1673-3533 nnns volume:10 year:2015 number:3 month:09 pages:356-383 https://dx.doi.org/10.1007/BF03397075 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2015 3 09 356-383
language	English
source	Enthalten in Frontiers of education in China 10(2015), 3 vom: Sept., Seite 356-383 volume:10 year:2015 number:3 month:09 pages:356-383
sourceStr	Enthalten in Frontiers of education in China 10(2015), 3 vom: Sept., Seite 356-383 volume:10 year:2015 number:3 month:09 pages:356-383
format_phy_str_mv	Article
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topic_facet	mutuality regulative institutions normative institutions cultural-cognitive institutions
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container_title	Frontiers of education in China
authorswithroles_txt_mv	Wei, Shuguang @@aut@@ Liu, Xianjun @@aut@@
publishDateDaySort_date	2015-09-01T00:00:00Z
hierarchy_top_id	510464289
id	SPR020492634
language_de	englisch
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author	Wei, Shuguang
spellingShingle	Wei, Shuguang misc mutuality misc regulative institutions misc normative institutions misc cultural-cognitive institutions Institutionalized Mutuality in Canada-China Management Education Collaboration
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topic_title	Institutionalized Mutuality in Canada-China Management Education Collaboration mutuality (dpeaa)DE-He213 regulative institutions (dpeaa)DE-He213 normative institutions (dpeaa)DE-He213 cultural-cognitive institutions (dpeaa)DE-He213
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title	Institutionalized Mutuality in Canada-China Management Education Collaboration
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title_full	Institutionalized Mutuality in Canada-China Management Education Collaboration
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title_sort	institutionalized mutuality in canada-china management education collaboration
title_auth	Institutionalized Mutuality in Canada-China Management Education Collaboration
abstract	Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. © Higher Education Press and Springer 2015
abstractGer	Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. © Higher Education Press and Springer 2015
abstract_unstemmed	Abstract This paper examines the Canada-China Management Education Program (CCMEP, 1983–1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter. © Higher Education Press and Springer 2015
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title_short	Institutionalized Mutuality in Canada-China Management Education Collaboration
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up_date	2024-07-03T16:22:46.982Z
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In this paper, we create a “Three Levels/Four Parameters” analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST’s needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors’ understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. 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