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The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader “post” philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates – whether theoretical or methodological – about global processes and their multiple effects on education and societies today, in the past, and in the future.

Attempts to “Westernize” post‐socialist economies of Eastern Europe resulted in little or no progress. This paper aims to incorporate the resource‐based view (RBV) paradigm to shed light on the present difficulties and challenges. A shortage of resources, many of which are taken for granted in the West, is identified as a reason why some “Western‐style” approaches did not work.

Reviews of literature in entrepreneurial orientation and RBV serve as a foundation of the development of conceptual arguments. The paper presents a framework elaborating on entrepreneurial development by focusing on the national resource base called enabling resources.

Richardian, functional‐regulatory, and tacit culturally based resources are credited with building national entrepreneurial activity and developing a unique national competency.

The paper does not include empirical validation of its argument. Further empirical research should be done in different cultural contexts.

The paper informs policymakers and entrepreneurs alike towards a monumental task of rebuilding these new democracies. Developed framework provides a way of building resources necessary for sustained entrepreneurial growth unique to each post‐socialist economy.

By focusing on the unique national resource base, the economic development of post‐socialist economies of Eastern Europe may be improved and accelerated. This paper emphasizes the need to consider and examine available resources in the transformation and development of enterprising communities.

This chapter examines the changing state–university–student relationships in post/socialist China since the late 1980s. We begin with an introduction to four salient themes in scholarship on Chinese post/socialism that are highly relevant to higher education: globalization, gradualism, civic society, and a critique of holism. These themes help us explain interrelated educational trends that affect the state–university–student relationship: the globalization, “massification,” and stratification of higher education; the redefined role of the state in university governance and management; higher education marketization and privatization; and the quest for meaning and (e)quality in and through higher education. Our general argument is that during the “socialist” period the main relationship central to higher learning was between the state and students. Universities were agents of the state; from a legal point of view, indeed, universities did not have an independent status from the state. In the “post-socialist” era the university–student relationship has become more significant. We examine this reconfiguration through two case studies, one on the development of college student grievance and rights consciousness, and the other on reforms in higher education student services administration. When looked at from the point of view of the state, we see that appropriation and implementation of policies and regulations shaping student rights and services are in partial contradiction with state policies to accelerate economic growth and bolster party authority. From the point of view of universities, we see institutions grappling with how to deliver on forward-looking structures and actions while navigating between the state's policy mandates and growing expectations and demands of its student and business stakeholders. From the point of view of students, we see how constrained agency, uncertainty, and the power of the credential motivates social praxis. At all levels of the state–institution–student relationship actors are employing a kind of pragmatic improvisation (one of the salient features of post/socialism) captured by the well-known Chinese proverb “groping for stones to cross the river.” This saying is an apt metaphor for the tentative searching by state, institution, and individual for a safe foothold in the post/socialist world.

The purpose of this paper is to examine motivations of social activists in informal initiatives and to understand why they opt for this more spontaneous and self-organized activism while openly defying the hitherto established way of founding non-governmental organizations.

On the basis of a case study of Poland, which had one of the most vibrant civil societies in the socialist region, it is argued that the characteristics ascribed to the functioning of civil society after the toppling of socialism are not reflected in its more recent state. A broader definition of civil society and social activism is suggested to include new types of informal activism, which tend to be over-looked and under-studied. The analysis is built on qualitative and quantitative data gathered in 2014-2015.

The argument put forward is that un-institutionalized engagement is qualitatively different from its formal and institutionalized counterpart. The recent growth of informal activism is indicative of a rebirth of communitarian engagement in Polish civil society and a reaction to the underside of its institutionalization.

In spite of the seminal role played by societal self-organization in the overturning of the socialist system in Eastern European countries, the development of civil society in the region after 1989 has been repeatedly described as passive and characterized by distrustful or individualist attitudes. However, these civil societies have been changing since, and these more recent developments have been neglected by scholars.

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.

The purpose of the paper is to explore the interrelations between organizational trust and ethics management tools as well as ethical organizational practices in a post‐socialist context.

A conceptual framework of the interrelations among organizational trust, ethics management tools and ethical organizational practices is reasoned and the interrelations among the variables are explored using quantitative methods of data analysis. The method of data gathering is a questionnaire survey that was carried out in Lithuania which is taken as an example of a post‐socialist society where trust is rather low. In total, answers from 519 respondents were collected.

The empirical findings confirm the interdependence of the variables. A significant dependence of organizational trust on ethical organizational practices has been established.

The research findings imply that ethics management tools just weakly predict emergence of organizational trust in the organizations operating in a post‐socialist context. Rather, organizational practices which integrate ethical principles are considerably more important to building organizational trust. This is a peculiarity of a post‐socialist context where people were used to the relativity of the declared values and ideas, therefore, tend to search for evidence of value realization in practice. However, since post‐socialist societies differ in their socio‐historical past, this claim is not a generalization.

The paper provides managerial implications how to advance organizational trust in a post‐socialist context.

The research paper provides empirical evidence on the interrelations among organizational trust, ethics management tools and ethical organizational practices, which is scarce in the existing literature on organizational trust. In particular, neither the interrelation between ethics management tools and organizational trust nor a combined effect of ethics management tools and ethical organizational practices on organizational trust has been empirically tested. Thus, the paper fills in this gap in the related literature.

This paper seeks to demonstrate that gender research is crucial to understanding post‐socialist transformations and wider changes in social life. Focused on employment experiences and gender identities of two generations of Bulgarian women, it aims to highlight the complex intertwining of social structure and individual agency and to point out how processes of continuity and change constitute the post‐socialist transformation and individual life journeys.

Informed by feminist analyses of gender and citizenship, generation theory and qualitative interviews, the paper employs the notion of gender imaginaries in comparing continuity and change in gender policy and individual experiences.

The paper argues that significant changes occurred after 1989 in the ways official gender imaginaries were constructed through law, policy, and public discourses. In comparison to this, individual women's gender imaginaries entailed not only change but also sustained attachment to paid work, rejection of domesticity, and continued feelings of gender equality. This suggests that stable and often unquestioned notions of gender had a significant role for individual imaginaries. In addition to this, some of the most considerable changes were manifested in the notions of risk and uncertainty, which have become central aspects of the post‐socialist gender imaginary, particularly in relation to paid work.

The paper engages in a comparison of employment experiences of two generations of women thus directing its enquiry to the combination of individuals' agency in crafting one's life journey and the constraints of social structures and existing gender inequalities. Thus, transformations in individual lived lives of women are seen as interrelated with social change and historic location.

This chapter offers a survey of education development in the Baltic region and the dynamics of global forces in the three Baltic states’ contexts. First, a brief overview of the incoming new-liberal global trend that impacted the education in the Post-Socialist European region will be provided, followed by a discussion of similarities and differences in the development of education in Baltic states as co-shaped by contextual contours of the post-socialist region at whole. It shows that the contextual social and cultural realities of Estonia-Latvia-Lithuania not only have a powerful mediating role on the impact of global forces but are in their own right an agency in shaping the education response of Post-socialist societies of this region. Second, the knowledge of the interrelationship between education and societal cultural contexts in the Baltic region will be explained, stressing the lack of research on informal settlements or the informal economy and its intersection with education. The International Comparative Education research agenda will not only be of significance for the Baltic states but to the entire world. Many aspects of the contextual architecture of the region are becoming increasingly evident world-wide tending the neo-liberalism in education as distinct from liberalism insofar as it does not advocate market-economic policy but instead is highly constructivist and approve a strong state to bring reforms in every aspect of society transforming the education and teaching labor market.

In this chapter, we advance an understanding of entrepreneurial resourcefulness in relation to context by focusing on challenging and sometimes outright hostile environments and the way they shape, and are shaped by, entrepreneurial resourcefulness. Drawing on selective evidence from several projects in post-socialist countries in both Central and Eastern Europe and Central Asia and other published research covering these countries, we argue for contextualized conceptualizations of resourcefulness. More specifically we emphasize that temporal, historical, socio-spatial, and institutional contexts are antecedents and boundaries for entrepreneurial behavior, while at the same time allowing for human agency. This is visible in individuals’ actions to negotiate, reenact, and cross these boundaries, and as a result, intentionally or inadvertently contributing to changing contexts. We suggest that resourcefulness is a dynamic concept encompassing multiple practices, which change over time, and it results from a close interplay of multiple contexts with entrepreneurial behavior. We also propose that from a theoretical point of view, resourcefulness not only needs to be contextualized, but it also needs to be explored together with its contextual outcomes – the value it creates and adds at different levels of society.