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In this paper, we focus on ethnocentrism as a practice that persists among top managers at MNC headquarters and steers their efforts in orchestrating the global network of subsidiaries. While the extant literature has viewed ethnocentrism as a detrimental attitude that top management seek to remedy, we offer a different reading. On the basis of our fieldwork in Danish MNCs, we argue that top management may deliberately cling to ethnocentrism. At the same time, however, they silence ethnocentrism and conceal it from view. In turn, people in subsidiaries engage in self-silencing. We argue that this sustained yet concealed and silenced ethnocentrism has important implications for orchestration of the global MNC network.

Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

This chapter sums up the previous chapters beginning with personal life stories of how school-to-prison pipeline (STPP) disastrously affects the lives of students, most especially African American youth, Chicano youth, working-class students, and those with disabilities. From there we moved to the institutional level where the authors described factors in schools that contribute to the STPP. Also at the institutional level, contributing authors critically examined current approaches in schools, which were designed to help dismantle the STPP. Finally, from policy prospective the contributing authors explained how some existing policies could be used differently to disrupt the STPP. After each summary, we present bullet points suggesting what we (school stakeholders – leaders, faculty, etc., and policy makers) can do right now to disrupt the STPP.

In this critical decade and century of climate chaos, ecocide and interconnected crises, a public policy approach is needed based on the primacy of compassionate action and ecological regeneration. Ecological regeneration focuses on the health of the Earth's planetary systems of water, soil, air, minerals, microbes, plants, insects and animals. Compassionate action is concerned with relieving the suffering and enhancing the happiness of the entire human population, present and future. An integral process is needed that brings these two priority concerns into the creation of new individual mindsets and behaviours and collective cultures and policies. The innovative leadership methods needed to realize these changes include mindfulness taught by Thich Nhat Hanh, group facilitation as formulated by the Institute of Cultural Affairs in its Technology of Participation (ToP), social artistry as developed by Jean Houston and four-quadrant thinking, planning and acting as expounded by Ken Wilber in his Integral Quadrants.

In this chapter, we will first identify some of the dimensions of humanity's systemic suffering. Next, we will review how the principles and practices of engaged Buddhism and compassionate action might help relieve that suffering. Then, we will explore some of the visions, obstacles, strategies and actions of compassionate policies that can help relieve systemic suffering.