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The purpose of this paper is to reform the multi-cultural education in China so as to construct a homogenous education model.

Based on the appeal for multi-ethnic culture development of the era and the possibilities for constructing multi-cultural education in China, this paper proposed paths to construct multi-cultural education in China.

First, this paper explains the reasons to construct a multi-cultural education in china: the intrinsic appeals for multi-ethnic culture development; the increasing culture exchange during economy transformation; foreign culture shock in the setting of globalization. Second, it indicates the possibilities for establishing multi-cultural education in China: the arrival of the multi-cultural era and the education ideal of “Unity without Uniformity.” Third, it points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model.

This paper points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model.

This paper analyzes the possibilities and paths for constructing multi-cultural education in China and would be helpful for reforming multi-cultural education in China.

Groups once marginalized by culture, ethnicity, class, sexuality, age, and physical ability have entered and impacted business, service, and educational institutions. To unify their widening communities, leaders must pursue inclusivity, which demands more than equitable demographics. Inclusivity integrates each individual’s perspective, regardless of group – the tougher goal of equitable belonging. Most diversity, equity, inclusion, and belonging programs agree that inclusivity starts with leaders’ acknowledging their own biases and committing to organizational reform. Yet few apply leadership principles to gain crucial team collaboration in the project. This chapter explicitly shows public- and private-sector executives and instructors how to guide staffers and students to understand and welcome unfamiliar cultural, social, and personal variances so they themselves create an inclusive cohort. Experiential activities, games, performance arts, and focused, reflective debriefings help make inclusivity the norm by playfully but persistently uncovering even unconscious exclusionist assumptions and replacing them with informed, diversity-positive interactions. These emotionally engaging exercises reveal that exclusionism emerges most bluntly in casual conversation, which both displays and perpetuates preconceptions. Fortunately, self-corrected speech can become the avatar and instrument of inclusivity. So the gentle unearthing and disproving of biases about cultural, social, and personal differences allow participants to construct a diversity-enhanced unity deeper than uniformity. Albeit temporary and simulated, such visceral learning experiences dramatically immerse players in the hurtful disregard caused by microaggressions of privilege and prejudice about cultures, ethnicities, classes, sexualities, ages, and abilities. These exercises and leaders’ modeling grow collegiality despite – indeed, through – human variety, letting all celebrate their individuality while greeting new views and voices.

While working with clients in the last years of his life, Gordon Pask produced an axiomatic scheme for his Interactions of Actors Theory which is a development of his well known Conversation Theory. These axioms are interpretable as a general theory of self‐organisation and are discussed as characteristic of field concurrence and as part of the second‐order cybernetics canon. An application to population density is reported supported by both kinematic and kinetic simulation. Implications for cardiovascular anti‐coagulation therapy and planetary evolution are discussed.

Management within the creative industries can face many challenges, some of which may be unique to these forms of organisations. The perceptions and actions of the creative employees, consumers and clients, can impact directly on the overall creative output and end product. This paper aims to explore the current literature relating to organisational creativity within the context of creative organisations and their relationships with those whom consume their output.

The paper opens with a discussion of the relatively recent trend towards considering social and contextual factors within creativity research. The next section discusses in detail some of the identified factors in relation to creativity and its consumption. The paper is then concluded with managerial implications and avenues for future research.

The literature review uncovers issues of relevance to owners and managers relating to social control and creative: leadership; motivation; evaluation; feedback; risk; trust; role ambiguity and organisational boundary structures. The review helps to draw attention to some of the possible barriers to achieving full potential between the main stakeholder groups during long‐term creative projects.

The review encapsulates many key issues that need to be taken into account due to the nature of the interface between creative employees and consumers. In so doing it outlines how many of these issues may interrelate, whilst providing a number of managerial implications and useful avenues for future empirical research.

Successful ideas break through and get implemented in organisation and in society. This article proposes a Breakthrough Model as a new framework for understanding the passage of breakthrough ideas. It accommodates and moves beyond mainstream management thinking in identifying the factors and processes that contribute to ideas breaking through. Drawing on illustrative insights from the Darwinian revolution, and the literature, it suggests that organisations can make substantially better use of their existing human skills and improve performance through the management of the passage of breakthrough ideas

In order to develop transdisciplinary working across the disciplines, clear epistemological foundations are required. The purpose of this paper is to show that sociocybernetics to provides the required unifying metadisciplinary epistemological foundations and transdisciplinary frameworks.

The authors note that second‐order cybernetics provides a metadisciplinary framework for discerning the causes and cures for the schisms within the natural and cognitive sciences. The particular contributions of sociocybernetics are to extend the second‐order understandings to unify the social sciences and, by incorporating extant sociological theory back into the transdisciplinary pursuits of cybernetics and systems theory, to enlighten and enrich those pursuits.

In order to highlight the power and fruitfulness of these contributions from sociocybernetics, the authors problematise, deconstruct and reconstruct key concepts concerned with human communication. To do this, they take as central the question, “What is a symbol?” and present a sociocybernetic, transdisciplinary solution. In doing so they make clear the epistemological poverty of approaches in cognitive science that are based on the thesis that brains and computers are both “physical‐symbol systems”.

The paper contributes to the metadisciplinary and transdisciplinary aims of cybernetics and, in particular, uses a sociocybernetic analysis to enlighten foundational issues in cognitive science.

This chapter aims to investigate and interpret China’s educational aid by analyzing its history, philosophies, and practices in Africa. The study is based on review and analysis of governmental documents, reports, academic papers, and news by Chinese and foreign scholars on China’s aid, particularly educational aid to Africa. The analysis unveils three transformations of China’s aid “from pro-ideology to de-ideology,” “from single area to multiple areas,” and “from pragmatic economy driven to sustainable and humane economy focused” in Africa. Meanwhile, it indicates a continuity of the philosophy of solidarity, morality, and reciprocity in China’s South-South cooperation with African educational development.

The analysis also shows China’s educational aid does not match well with the framework of the Western donors. China, under the FOCAC framework, is devoted to higher education cooperation, human resources training program, scholarship, and Chinese language education with African partners. With the growth of its economic and political influence, China will play multiple roles as the biggest developing country and as an active promoter and provider for South-South cooperation in the negotiation and construction of the post-2015 agenda. Nevertheless, we assume China will keep a pragmatic higher education cooperation with its developing country partners to inclusively link it with business, technology transfer, and people-to-people exchange.

This study delivers a comprehensive review and analysis of paradigm shift, philosophy, mechanism, and practice of China’s educational aid to Africa to fill up the literature gap in this field. It also timely presents China’s stance toward discussion on the post-2015 agenda.

A variety of organisational leaders, workers, managers and academics had previously been classified on the basis of characteristics of their jobs including how they spent their time. This study investigated the extent to which managers from various UK industries could be meaningfully grouped on the basis of the leadership styles and behaviour patterns which they exhibited in the performance of their jobs.

Names of the potential respondents were randomly obtained from leaders and managers working in the UK key British enterprises. This comprised a variety of organisations and industries, namely: manufacturing, financial services, utilities, IT\telecommunications, public sector and others. A total number of 409 managers completed and returned usable questionnaires giving a response rate of 28.4 per cent. A cluster analysis methodology was used to group the respondents into three distinct units.

The managers were grouped into three categories: practical leaders (group 1), unity leaders (group 2) and uncaring leaders (group 3). Attention then focused on the distinctive styles and behaviour of the practical, unity and uncaring leaders who formed 12, 69 and 19 per cent of the managers, respectively.

The naming of the groups should not be allowed to give the impression that there was complete uniformity within each category. Furthermore, absolute statements about the effectiveness of the groups cannot be made with certainty; effectiveness of each group is relative.

Organisations can examine their managers and determine to which group they belong. For example, it was found in this study that practical and unity leaders formed 81 per cent of the managers in UK organisations. Since the major characteristics of the styles and behaviour profiles of uncaring leaders (19 per cent) were also identified, attention by organisational leaders should focus on suggestions aimed at making these managers more effective in the performance of their jobs.