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In this response, we address the thoughtful commentaries by Chen and Tsui, and Erez and highlight three overarching themes emerging from their contributions. First, we address the challenge of balancing complexity and parsimony in our model of values, HRM practices and fit in cross-cultural contexts. Second, we provide further explanations of the linkages between societal and organizational values. Third, we address the question of whether culture and climate should be treated as separate constructs in the model. In doing so, we hope to stimulate future progress in multi-level and cross-cultural perspectives of HRM and fit.

This chapter discusses the strengths and challenges posed by the chapter by Aumann and Ostroff entitled, “Multi-Level Fit: An Integrative Framework for Understanding HRM Practices in Cross-Cultural Contexts.” In addition, this chapter proposes an alternative multi-level model of culture, which consists of structural and dynamic dimensions with culture's strength as a moderator of the top-down bottom-up dynamic processes. This model assumes that there is a fit between the value system and the HRM practices, as they represent two layers of culture – visible and less visible. Yet, the fit can be interrupted when HRM practices are transferred across cultures. The chapter further discusses when HRM practices are rejected and when they are accepted despite the misfit.

The aim of this chapter is to: (1) model culture as a configuration of multiple values, (2) identify different culture archetypes across the globe, and (3) empirically demonstrate heterogeneity in culture archetypes within and across 52 countries. We use Schwartz values from the World Values Survey (WVS) and the archetypal analysis (AA) method to identify diverse culture archetypes within and across countries. We find significant heterogeneity in culture values archetypes within countries and homogeneity across countries, calling into question the assumption of uniform national culture values in economics and other fields. We show how the heterogeneity in culture values across the globe can be represented with a small number of distinctive archetypes. The study could be extended to include a larger set of countries, and/or cover a broader range of theoretically grounded values than those available in the Schwartz values model in the WVS. Research and practice often assume cultural homogeneity within nations and cultural diversity across nations. Our finding of different culture archetypes within countries and similar archetypes across countries demonstrates the important role of culture sharing and exchange as a source of reducing cultural conflicts between nations and enhancing creativity and innovation through interaction and integration in novel ways. We examine culture as a configuration of multiple values, and use a novel AA method to capture heterogeneity in culture values within and across countries.

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.