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The author espouses a classroom delivery of organization theory largely based on a "combined" mode of naturalism and phenomenology. Such a mode should take into account the differing assumptions concerning the multifaceted nature of organizational reality, including subjective conceptions. To achieve a useful and truly meaningful delivery, it is suggested that at the initial phases of delivery, we should encourage the propensity to reify constructs as if they were objective entities. Then, depending on how much reification is achieved in the classroom, we should opt for de-reification using the phenomenological approach.

Social innovation became a widely discussed topic in politics, research funding programs, and business development. Recent European and US economic and science policies have set aside significant funds to generate and foster social innovation. In view of current challenges such as digitization, Work 4.0, inclusion or migrant integration, the question of how organizations can be empowered to develop new and innovative approaches and service models to social challenges is becoming increasingly urgent. This especially applies to organizations in the fields of education and social services. In education, implementing new ideas and concepts is usually discussed as educational reform, which mostly addresses changes in policy agendas with consequences for national and international education systems. The concept of social innovation however has a different starting point: the source of new ideas and services are identified new, emergent needs in society or re-conceptualized. Such need-based perspectives might bring new impulses to the field of education. Therefore, this paper identifies important existing strands of social innovation research, which need to be considered in the emerging academic discourse on social innovation in education. Looking at social innovation through an education research lens reveals the close relation between learning, creativity, and innovation. Individuals, teams, and even organizations learn, engage in creative problem solving to create new and innovative products and services. From an organizational education perspective, the questions arise, how social innovation emerges and even more important, how the process of developing social innovation can be supported. After a brief introduction in the concept of social innovation, the paper discusses therefore the sites, where social innovation emerges, social innovators, approaches to foster social innovation as well as promoting and hindering factors for social innovation.

The overseas Indian population has formed a range of migrant organizations, whose activities include mobilizing resources and connections and engaging with numerous development initiatives in India. This text looks into Indian local and transnational migrant organizations and studies their engagement in the healthcare and education sectors in India. The focus of this work lies at the intersection of three key areas of concern: migrant organizations, engagement, and development. The volume discusses how these organizations have evolved, the kind of healthcare and educational projects and activities that are being carried out by them, and how such collective efforts are effecting change in the Indian healthcare and education sectors.

The article examines national models of higher education organization. The analysis is based on the higher education systems of the USA, Germany, the Netherlands, China and Russia. The authors proposed a number of criteria for differentiating the principles of organizing the higher education system in different countries: classifying higher education as private (satisfied on the basis of private effective consumer demand) or collective (patronized) benefits, organizing financing of the higher education system, barriers (filters) for students «at the entrance» and «at the exit», the degree of commercialization of the activities of universities, the role of the academic community.
On the basis of the conducted research, ideal-typical models of the organization of higher education that exist in developed and rapidly developing countries are distinguished: the market for private services, state paternalism, the market for merit goods, the quasi-market and the hybrid model.
It is concluded that the low level of funding and the total commercialization of the activities of state universities give rise to many problems of Russian higher education, first of all, such as the decline in the quality of educational services and the prestige of this education itself.

In the past few years, it has been widely accepted that change is the only constant of modern world. In that sense, the process of globalization has had a significant impact on the contemporary society, as well as on the modern business world. A significant shift of core concepts in technological, social, political and economic subsystems has been the determinant of the 21st century accompanied with organizations transforming through the means of the lifelong learning (hereafter LLL) model. It is also a known fact that human capital is crucial for success in the global market competition, and thus it represents the main competitive advantage of propelling societies. The concept of learning organizations and LLL model are the key components of the new paradigm of the management development. The transformation of organizations, society and economy in the era of knowledge is closely tied to educational organizations as one of the pillars. Education is essential for every society and individual since it creates new and improves current value system in order to improve life of every member of society. All higher educational organizations are established to enable an individual to realize his/hers highest goals. The aforementioned changes are also mirrored in the field of education, and are especially true for higher education organizations, which due to their scope, activities, but also their missions, require a business oriented way of thinking and operating. In other words, concepts of strategy and business have to become a part of their modus operandi. Nowadays, the learning process never ends because it is progressive and dynamic as one's skills and potentials are constantly being improved through formal and informal education. The LLL model is bigger than formal education system; it is a concept of strategic thinking, tactic acting and operational surviving. Paradoxically this paper shows both the complexity and simplicity of the LLL model and its application on higher education organizations. The emphasis of the paper is on the fact that today's higher education organizations have to create and implement a quality management system that follows, supports and improves the philosophy of knowledge management.

There is a growing need for new outlooks on educational innovations. This need is fostered by the belief that traditional innovation strategies—and, in particular, large-scale innovation strategies—are not really suitable to deal with today's educational problems. The first part of this article describes reorientations related to education innovation policies. The second part examines some consequences of those reorientations, including the development of a transfor mational school policy that gives schools a greater opportunity to become strategic organizations. At the end of each section there is a comparison of policies in Western Europe with those in the United States.