Transformation of the University imagines preferable futures for the university, building hope for the institution’s necessary transformation. It transcends old criticisms and presents fresh ideas on how the institution might be conceived, organised and put into practice while safeguarding that which makes it a university – the pursuit of knowledge. This book is divided into three main parts: Part One – ‘Knowledge’ assumes the role of the university in generating knowledge for the benefit of society; Part Two – ‘Cultural Growth’ expands on how the university might contribute to and benefit from the cultural growth of society, with both explicit and implicit connections to social and epistemic (in)justice; and Part Three – ‘Institutions’ focuses on imaginative processes for enacting the university as an institution that meets the unforeseen future challenges facing societies around the world. With contributions from scholars across the world, Transformation of the University is an essential read for all academics, practitioners, institutional leaders and broad social thinkers who are concerned with the future of the university and its contributions to society.
Based on extensive research at eight universities - Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley - Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed.
Campus leaders describe how community colleges, publicly funded universities, and private liberal arts colleges across America are integrating sustainability into curriculum, policies, and programs. In colleges and universities across the United States, students, faculty, and staff are forging new paths to sustainability. From private liberal arts colleges to major research institutions to community colleges, sustainability concerns are being integrated into curricula, policies, and programs. New divisions, degree programs, and courses of study cross traditional disciplinary boundaries; Sustainability Councils become part of campus governance; and new sustainability issues link to historic social and educational missions. In this book, leaders from twenty-four colleges and universities offer their stories of institutional and personal transformation. These stories document both the power of leadership—whether by college presidents, faculty, staff, or student activists—and the potential for institutions to redefine themselves. Chapters recount, among other things, how inclusive campus governance helped mobilize students at the University of South Carolina; how a course at the Menominee Nation's tribal college linked sustainability and traditional knowledge; how the president of Furman University convinced a conservative campus community to make sustainability a strategic priority; how students at San Diego State University built sustainability into future governance while financing a LEED platinum-certified student center; and how sustainability transformed pedagogy in a lecture class at Penn State. As this book makes clear, there are many paths to sustainability in higher education. These stories offer a snapshot of what has been accomplished and a roadmap to what is possible. Colleges and Universities Covered Arizona State University • Central College, Iowa • College of the Menominee Nation, Wisconsin • Curriculum for the Bio-region Project, Pacific Northwest • Drury University, Missouri • Emory University, Georgia • Florida A&M University • Furman University, South Carolina • Green Mountain College, Vermont • Kap'olani Community College, Honolulu, Hawaii • Pennsylvania State University • San Diego State University • Santa Clara University, California • Slippery Rock State University, Pennsylvania • Spelman College, Georgia • Unity College, Maine • University of Hawaii–Manoa • University of Michigan • University of South Carolina • University of South Florida • University of Wisconsin–Oshkosh • Warren Wilson College, North Carolina • Yale University
This book explores some of the major forces and changes in higher education across the world between 1945 and 2015. This includes the explosions of higher education institutions and enrollments, a development captured by the notion of massification. There were also profound shifts in the financing and economic role of higher education reflected in the processes of privatization of universities and curricula realignments to meet the shifting demands of the economy. Moreover, the systems of knowledge production, organization, dissemination, and consumption, as well as the disciplinary architecture of knowledge underwent significant changes. Internationalization emerged as one of the defining features of higher education, which engendered new modes, rationales, and practices of collaboration, competition, comparison, and commercialization. External and internal pressures for accountability and higher education’s value proposition intensified, which fuelled struggles over access, affordability, relevance, and outcomes that found expression in the quality assurance movement.
The large scale publicly funded system of postsecondary education in Ontario developed in the 1960s has been largely successful in fulfilling important societal needs in the areas of education, human resource development, and research. Existing approaches, however, are unlikely to be sufficient to address the challenges of the coming decade. Academic Transformation: The Forces Reshaping Higher Education in Ontario examines the developments that are re-shaping the province's post-secondary system, including higher enrollment, further development of a knowledge-based economy, increased demands for research focused on competitiveness and productivity, and Ontario's transition to a multicultural, internationally connected, urban, and aged society. Universities and colleges are also adjusting to internal changes in the composition of the student body and staff, faculty work profiles, and funding arrangements. The authors consider possible changes in the system's structure, policy, and governance that may be helpful in dealing with the anticipated changes in societal needs, and expectations related to post-secondary education.
This guide to school transformation sends a wake-up call about the out-moded current school system. As educator and advocate during a sixty-year career, Wayne B. Jennings, PhD, writes in this revolutionary new text that our educational system remains stuck in the past. Jennings argues that the system should skip Band-Aid reforms and go for a full reboot! Jennings captures critical aspects of change. In School Transformation, he advances: · understanding the true purpose of education, · realizing we live in a new era, · seeing the fundamental flaws in the system, · bringing schools into the twenty-first century, · preparing students for an unknown future, · examining recent efforts to reform the system, · taking specific steps for transformation, and · considering examples of transformed schools. Jennings' experience as a teacher, principal, school board member, and university facility member energized him to start eight schools during his career. He believes community members, teachers, and students can respond to educational challenges and transform their schools. He describes specific steps and processes to follow and provides examples of transformed schools. He believes that transformed schools will make school an exciting, enriching experience for an entire generation of independent, innovative thinkers.
The book is a must read for policy makers, academics, university administrators and post graduate research students in the broad field of education and in higher education studies in particular. The book brings together a wealth of information regarding the imperatives of transformation in Africa’s higher education systems. Not only do some of the chapters provide critical discussion about the conceptualisation of transformation, the majority of the chapters reflect on empirical evidence for transformation in diverse fields of mathematics, science, gender, the training of doctoral students and the governance and management of universities. This central theme of sustainable change and reform runs across the chapters of the book. For students, the book provides exemplars of practical research in higher education. For scholars in higher education and policy makers, specific issues for reform are identified and discussed.
The "cold war university" is the academic component of the military-industrial-academic complex, and its archetype, according to Rebecca Lowen, is Stanford University. Her book challenges the conventional wisdom that the post-World War II "multiversity" was created by military patrons on the one hand and academic scientists on the other and points instead to the crucial role played by university administrators in making their universities dependent upon military, foundation, and industrial patronage. Contesting the view that the "federal grant university" originated with the outpouring of federal support for science after the war, Lowen shows how the Depression had put financial pressure on universities and pushed administrators to seek new modes of funding. She also details the ways that Stanford administrators transformed their institution to attract patronage. With the end of the cold war and the tightening of federal budgets, universities again face pressures not unlike those of the 1930s. Lowen's analysis of how the university became dependent on the State is essential reading for anyone concerned about the future of higher education in the post-cold war era.
ÿWritten by pioneers in the field of online learning,ÿLeading the e-Learning Transformation of Higher Educationÿis a professional text that offers insights and guidance to the rising generation of leaders in the field of higher education. It explains how to integrate online learning into an institution during a period of rapid social and institutional change. This important volume: ? Shares success stories, interviews, cases and insights from a broad range of leadership styles ? Reviews how technology is transforming higher education worldwide ? Provides an overview of how distance education is organized in a range of institutional settings ? Breaks down current leadership challenges in both unit operations and institutional policy This volume launches the new Stylus series that is aimed at the online learning and distance education market. It offers readers the opportunity to benefit from the collective experience and expertise of top leaders in the field. All of the contributors have held leadership roles in national and international distance education organizations. Five of the contributors have been recognized as Sloan Consortium Fellows in 2010 and they have all collaborated with the Institute for Emerging Leaders in Online Learning. These contributors have helped pave the way and now share their insights, advice, and broad vision with the future leaders of the field.ÿ
