Search results

Recently, authors have determined varieties in the development of corporate social responsibility (CSR) within Europe. This chapter examines similarities and differences in sustainability and related CSR developments in two contrasting European countries, namely Germany (industrialized society) and Croatia (transitional society). It has been argued that sustainable development is an industrial phenomenon common among Western European countries and the USA, often marked as post-industrial societies, and usually not observed in post-socialist and transitional societies which are confronted with an inner need for economic, political, and overall (re)structuring. Concerning differences within Europe, the concept of sustainable development in general and CSR concepts, in particular, have been described in the literature as less advanced in Eastern European countries than in Western European countries. Taking into account socio-cultural influences on the way CSR is understood and practiced, this study discusses this assumption and also addresses the question whether CSR is differently developed and not implicitly less developed.

As an illustrative example, a small empirical study was conducted to examine whether consumers in Croatia are actually less prepared for CSR, and, on the other hand, whether they just focus on different dimensions of CSR than consumers in Germany. In more detail, it examined differences in participants’ attitudes, social norms, and perceived level of control with regard to sustainable fashion consumption between German and Croatian consumers.

The study’s findings support the assumption of previous studies that consumers’ lack of interest in CSR and knowledge deficits in this regard are likely to be a barrier for CSR development in Croatia. Yet, it also illustrates that the CSR development in Eastern European countries should not automatically be seen as less advanced but in some parts just as different. Findings from the study on differences with regard to the importance of different sustainability dimensions, namely the social and environmental dimension of CSR, support the assumption that the way CSR is understood and practiced differs due to socio-cultural differences.

As the understanding and development of CSR seem to depend on the socio-cultural context, further research is needed to examine which concepts are present in Croatia concerning sustainability and CSR.

The findings provide information on the current status of CSR development and sustainable development in two differently governed nations of the EU, namely Germany and Croatia. Resulting practical implications for CSR strategies of companies and interventions to support CSR development and sustainable consumption patterns in both countries are discussed.

Comparative CSR studies, especially within Europe, are in general rare and in particular, this study is one of a so far very limited number of studies on CSR in Eastern Europe.

In this paper we show that the neo-transitional economies are less neoliberal than could be expected given their 25-years long transition towards building market environment, supporting entrepreneurship and restoring capitalism in general. According to factor analysis results based on a cross-sectional sample of 134 countries during the period of 2010–2012 we find that the neo-transitional economies are characterised by relatively restrictive trade and capital regulations, average level of labour protection and low activity of state in terms of tax-based redistribution and social cohesion support. We briefly review several theoretical frameworks, such as the World System Theory, Commodity Chain and Global Capital theory, and Varieties of Capitalism framework, and point towards their limitations in explaining these transitional outcomes. We conclude that these frameworks are not capable of providing the explanations mainly because of their limited or no concern for labour and capital, and their interactions with the national institutions. We conclude that the history of industrialisation and path dependence provides a more plausible framework for explaining the neo-transitional outcomes. Furthermore, the consideration of the ‘resource curse’ and authoritarian regimes in many CIS countries can explain their neglect for tax-based redistribution and the high degree of government interventions in trade and capital regulations.

Purpose – In this chapter, we examine individual- and country-level differences in 4 work attitudes (work centrality, work commitment, job satisfaction, and autonomy) among 31 European countries in 1999 using a multilevel framework.

Design/methodology/approach – We utilize the 1999/2000 European Values Study to investigate individual- and country-level determinants of work values and job rewards. Our analysis contains 17 traditionally capitalist and 14 post-socialist countries. At the country level, we consider 11 institutional processes as possible explanations for variations in work values and job rewards: post-socialist status, continuous democracy, contentious politics, state capacity, socialist ideology, union density, economic integration, service employment, income inequality, linguistic heterogeneity, and population density.

Findings – We find that traditionally capitalist countries tend to score lower on work values and higher on job rewards than post-socialist countries. Our analyses show that each of the 11 institutional processes, especially continuous democracy and economic integration, has statistically significant effects on the four dependent variables.

Research limitations/implications – Of the 44 hypotheses we made, 23 were supported by statistically significant effects in the predicted direction, 16 were not significant, and 5 were statistically significant in a direction unanticipated by our theory. We discuss possible reasons for the results that did not conform to our expectations.

Originality/value – The study is one of the most comprehensive multination studies of work values and job rewards in that it examines the impact of 11 institutional processes on four different work attitudes among 31 European countries. It is the only study of this scope to rigorously examine the differences between traditionally capitalist and post-socialist countries.

The chapter identifies and analyzes scholarly discourses that framed understanding of change and directed further reforms in post-socialist education over the past two decades. It discusses the origins of these discourses, their theoretical underpinnings, evolution, and cultural biases. The analysis of scholarly texts published on post-socialist education draws on methods of discourse analysis and utilizes the concept of sensemaking and the lens of translation to deconstruct how educational change is framed. Most of the identified discourses – restoration, importation, revolution and evolution, transformation and innovation, crisis and survival, glocalization, educational borrowing, system convergence, education for social transformation – originated outside either education or the post-socialist region itself in transitology studies, dependency theory, world system theory, and social reproduction theory. The resultant discourses carried over or challenged the underlying theoretical assumptions, exposed cultural sensitivity, or otherized the post-socialist region. The chapter identifies emerging scholarship that deconstructs framing of the same post-socialist educational phenomena. These emerging approaches reflect local and national searches for identity rather than global agendas. Contrary to the earlier prediction that with the end of the cold war, economic, political, and social institutions would converge into one monolithic world order, the chapter argues that the contemporary world today has come to display diversity, particularism, multiple voices, and the beginning of new histories. This study identifies emerging lines of research that look into the construction of meanings and expose cultural biases, while offering original conceptualization of two decades of scholarship on post-socialist educational change.

This chapter examines Cuba's unique experience of socialism/post-socialism in the two decades since the fall of the Soviet Union. The Cuban case of post-socialist transformation is extremely instructive, both for what is anomalous about Cuban post-socialism and for what is similar to other post-socialist contexts. Cuba's experience raises a set of questions regarding how social science and education researchers should conceptualize “transformation” and it also suggests that considerable attention to be paid to the ways that change and transformation are represented and contested in the local political discourse. Cuba's unique position vis-à-vis neoliberal and state socialist modes of governance puts lie to any claims that there are any necessary and predetermined “paths” of post-socialist political and economic transition. Cuban education has changed over the past two decades in connection with regime legitimation strategies, projects of national self-determination, and global economic pressures – a combination of interests, actors, and institutions that suggests that it is the particular intersections and trajectories of both “local” and “global” transformations that demand analytic attention in post-socialist, as well as in any other, political, cultural, and social setting.

There exist a number of approaches that attempt to explain the occupational choices of youth from different perspectives. The social cognitive theory and the self-efficacy approach, to name the most influential, emphasize the centrality of cognitive abilities of individuals in making a career choice, and look at professional orientation primarily through the lenses of micro factors. This chapter extends existing approaches by accentuating the importance of cultural traditions and stereotypes for occupational choices.

This chapter uses official statistical data ranging from the rise of the USSR to the present day. These have been collected by the Federal State Statistics Service (Rosstat) and were partly retrieved from archives.

After a review of extant theoretical frames pertinent to career choices, this chapter suggests a theory of occupational choices through the lenses of gender, thus deploying Sandra L. Bem’s (1973, 1981) framework on gender schema. Proposing a theoretical model that links micro and macro factors, the chapter then demonstrates how the approach functions in the Russian post-socialist context.

The novelty consists of incorporation of sociocultural aspects of occupational choices, thus allowing a scope for comparative research. Additionally, the proposed model of gendered career choices can be employed for explaining differences within sexes. Besides, the model argues that not primarily intelligence but often external factors shape career choices.

Olga Bain teaches at the Graduate School of Education and Human Development at George Washington University, Washington, DC. Her research interests include educational policies in post-socialist countries, internationalization and globalization of higher education, faculty productivity and women's advancement in academia, and higher education financing. Olga Bain has consulted for the American Council on Education, the Academy of Educational Development, the International Research and Exchanges Board, the Council of Europe, the Salzburg Seminar, and others. She authored the book University Autonomy in the Russian Federation since Perestroika (2003, RoutledgeFalmer) as well as book chapters and articles in peer-reviewed journals. She holds a Ph.D. degree in social foundations of education, comparative and higher education from the University at Buffalo, NY, and a candidate of sciences degree in sociolinguistics from St. Petersburg University, Russia.

Higher education (HE) in Slovakia is undergoing a second massive wave of transformation that is a direct post-socialist response to the Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA) (ESG, 2015). In Slovakia, these standards have led to the end of the previous accreditation model and the emergence of a new accreditation agency. It is through the new forms of assessment and assessment standards that one can observe the second wave of the neoliberalisation of HE in Slovakia that stems from the Bologna Process (BP). The chapter describes the nature and consequences of this second wave. The question is whether the new accreditation standards in Slovakia take into account the idea of social justice in HE and what type of effects the second wave of ‘Bologna’ neoliberalisation is having on social justice. The chapter relies on a thematic analysis of the following types of documents issued between 2002 and 2020: strategic government documents, internal regulations of the accreditation agency and course accreditation manuals. It compares the discourses on the accreditation criteria in both waves of the neoliberalisation of HE in Slovakia. The results of the analysis show that the meaning of social justice in these discourses lacks the emphasis on the social dimension particularly in the second phase of the BP in Slovakia.

2011 marked an extraordinary year in which in cities all over the world, political protest and crowds in the street took over public space, in broad opposition to repressive state associated with neoliberalism. Since 2011, a “new global cycle of protests” has developed, characterized by public expressions of outrage, fury, and resentment. In Sofia, in early 2013, Bulgarians gathered on the streets, for the first time since 1996–1997. After the first protests in early 2013 diminished, a new and even stronger protest movement developed during the summer of 2013. The aim of this paper is to detect the peculiarities and distinctive traits that are unique to the Bulgarian Summer 2013 protests. It is argued that, although the Bulgarian Summer 2013 movement is part of the “new global cycle of protests,” the Bulgarian protests are characterized by a distinctive struggle for cultural recognition that is partly inspired by Bulgaria’s National Awakening movement that had struggled against the Ottoman Empire in the nineteenth century.

Purpose –– The aim of the present study was to shed light on the role of Western expatriates in knowledge transfer processes in foreign subsidiaries in Central and Eastern Europe and the impediments they face in these roles in the context of socio-economic transformation.

Methodology/approach –– The findings are based on qualitative data collected via in-depth telephone interviews with 18 Finnish expatriates across a range of firms and industries –– nine located in Estonia and nine in the Czech Republic.

Findings –– The expatriates performed a wide variety of roles reflecting their use as mechanisms of control, coordination and the transfer of knowledge; however, the extent of their knowledge transfer activities was largely influenced by the MNCs' desired level of subsidiary integration. Challenges in the knowledge transferor role were identified at all three levels –– social, organisational and relational –– with some noticeable similarities and differences across the two countries.

Research limitations/implications –– This study included the views of expatriates only and not the views of other key stakeholders such as host-country employees and managers at headquarters. In order to verify the accounts of expatriates as well as establish a picture of how effective the expatriates are in their knowledge mobilisation roles, future research should endeavour to include other key parties in the knowledge transfer process.