In this chapter we return to the present to argue for the urgency of a new approach to ethics education and to the place of ethical reasoning in the university as a whole. We note the rise of the literature of the corporate university and criticisms of the moral compass of the university that make teaching ethics to students more difficult. We suggest the deep heritage of the humanities can be brought to bear on this problem.

The higher-education system in Israel is governed by The Council for Higher Education and is mainly merit-based. This chapter discusses the practices used in Israel for admissions into higher education institutions, the use of the Bagrut Certificate as part of admissions, and fairness and psychometric issues related to the admissions examination, the Psychometric Entrance Test. The chapter also describes challenges surrounding Psychometric Entrance Test and the various reform efforts.

Higher education participation rates in Africa remain the lowest in the world, averaging around 7 percent of the eligible cohort. But the continent is also experiencing an increase in the number of youth, an increase in the demand for access to higher education, and a crisis of graduate unemployment. These issues have, in turn, resulted in a complex mix of policies that regulate admission and standards. This chapter discusses these issues and highlights the key prevailing trends in admissions and implications on access and equity in higher education admissions in Africa.

The chapters in this part provide an overview and critical discussion of the types of assessments used to help inform admissions decisions. Examples include assessments that measure academic preparation (either general or subject-specific skills), tests of language proficiency, and assessments of noncognitive and personality traits. These assessments may or may not be required of all applicants, depending on the type of institution students apply to, educational model higher education institutions use, and rigor of the admitting institution’s selection criteria, among other factors.

Different principles guide how students are selected when there is competition in college admissions. A merit based approach is most common: If there is competition, the candidate with the best qualifications, or merits, "wins." The way merit is defined and measured is a complicated matter that has to do with validity and views of fairness.Systems where desirable positions are promoted based on merit are sometimes called meritocratic, but this term can be interpreted in both positive and negative sense. This chapter describes and discusses principles for allocation of study places where individuals are promoted or selected on the basis of their merits; challenges of such models; and consequences for individuals, higher education institutions, and society at large.

The educational system in the Republic of Cyprus is highly centralized. The Ministry of Education and Culture is responsible for enforcing education laws and the preparation of new legislation relative to public and private education at all levels; formulating curriculum and determining textbooks for all subjects in grades K–12, and organizing the examinations for higher education admissions. The University Entrance Examinations, also referred to as the Pancyprian Examinations, are used as the sole criterion for entry into the public universities in Cyprus. This chapter summarizes the content covered by the examinations, the test development process, and the psychometric properties of the examinations.

This chapter describes noncognitive assessments that measure skills and traits such as leadership, moral character, empathy, social consciousness, and civic responsibility that may be used in admissions decisions. The traditional measures of noncognitive factors, such as letters of recommendation, as well as more modern tools such as situational judgment tests and biodata, are described, and existing research, possible sources of bias, and concerns related to their use reviewed. Recommendations for using practice for the various assessments are discussed.

In this chapter, we discuss the rationale, practice, evidence, and effects of character-based college admissions from both a US and a European perspective. With the increasing globalization, it is important to discuss and evaluate recent developments with respect to selective college admissions. This chapter discusses the rationale for implementing character-based admission criteria in admission testing, admission practices in several European countries, the empirical evidence of the validity and fairness of character-based admission tools, and how academic- and character-based admission criteria are combined.

Engaging the work of Emmanuel Levinas this chapter introduces the importane of a Liberal Management Education to the renovation of ethics education both in business schools and in the univeristy, an argument that will be extend in a later chapter

This chapter presents a case study on Singapore Management University and its ambitious attempts to create a Liberal Management Education. It examines a key course, called the Capstone, and its curriculum. We also explore the future of Liberal Management Education at SMU and include and in depth interview with the current President of the university, Dr. Lily Kong.

For many countries, ensuring a well-educated population is a top priority. Higher levels of education result in benefits to both individuals and society at large. College admissions generally reflect societal values of a country. The underlying philosophy regarding who should be allowed to go to college or university, the criteria believed to be importantin determining which applicants get in and which do not, and how fairness and diversity are perceived often contribute to the shape of admissions procedures. The chapters in this section detail country-specific higher education admissions practices for a sample of countries and address a number of common themes such as access to college, diversity and fairness, and the validity of decision-making criteria.

This chapter reviews major revisions of admissions testing in Vietnam. It begins by providing a brief history of higher education and then summarizes some more recent changes in higher education. The chapter describes the various reforms related to admissions testing and the development of a unified testing system, including challenges and concerns about the system. The chapter ends with some policy recommendations for improving admissions testing in Vietnam.

We argue in this chapter that the rise of social movements and the emergence of more popular forms of management, including the appeal of the management guru should be linked. In reading these histories together, especially around the environmental movement and the work of Peter Drucker we find resources for building our Liberal Management Education.