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AbstractPurpose -The purpose of this paper is to explore the dilemmas that challenge reputation management in the context of higher education (HE). Design/methodology/approach -The paper introduces one Finnish multidisciplinary master's degree programme as a case in point. The empirical data comprises a student survey and semi-structured interviews with internal and external stakeholders whose work relates to the master's degree programme in question. Findings -The findings identify different types of dilemmas arising from collaboration between stakeholders of HE. Practical implications -The paper demonstrates how the dilemma-reconciliation method can be used to enhance reputation management in HE. Originality/value -The novelty of the paper is in applying dilemma theory (Hampden-Turner and Trompenaars, 2000) in parallel with reputation theories. Dilemma theory attributes reputation risks to conflicting aims.
Are claims to describe and measure cultural intelligence credible? Three major objections are discussed: (a) Cultures are said to be entirely relative in their values, so holding one culture to be more intelligent than another is discriminatory; (b) cultural studies are said to be a form of postmodernism, whereas to have one central definition of culture is modernist—an imposition of our own dominant beliefs; and (c) attempts to categorize cultures are said to be crude stereotypes lacking subject. The answer to the first objection is the synergy hypothesis: Values are relative, but they are more or less synergistic. The answer to the second objection is the complementary hypothesis: Cultures are different, even polar opposites, yet they converge in a fuller description. The answer to the third objection is the latency hypothesis, for which every value is given face value and its latent shadow lies behind it.
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