Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Transnational higher education (TNHE) has been characterised as a crude form of market-driven internationalisation, often targeting immobile student populations in countries with high demand for international academic degrees. In response to recent scholarship on the role of higher education internationalisation in facilitating and producing diasporic networks, this study examines its inverse: how TNHE services existing diasporic communities in situ by mobilising institutions across borders rather than student bodies. It specifically examines these dynamics within the United Arab (...) Emirates (UAE), simultaneously host to one of the largest concentrations of TNHE globally and a five million-member diasporic community of long-term, yet impermanent residents from South Asia. Drawing on interviews with South Asian students in undergraduate degree programmes at three British international branch campuses (IBCs), it explores how students perceive their IBCs as strategic sources of valuable degree capitals for enhancing employment opportunities in the UAE and securing against precarity and uncertain futures as perpetually impermanent residents. The research implicates the role of TNHE in diaspora policymaking, asking how IBCs function as an extension of a limited social contract between a diasporic community and its ‘host’ state. (shrink)

Criticism of Shakespeare's comedies has shifted from stressing their light-hearted and festive qualities to giving a stronger sense of their dark aspects and their social resonances. This volume introduces the key critical debates under five headings: genre, history and politics, gender and sexuality, language and performance.

This chapter contains sections titled: I II III IV.

Higher education exchange between America and the Middle East is a comparatively recent development, but the colorful history of circumstances and events that preceded the relationship is ancient and deep. Here, Brawner explores the multifarious and intriguing story from antiquity to the end of the twentieth century.

In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines. -/- Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, (...) Malaysia, the Netherlands and the United Kingdom, this volume examines issues inherent in providing interdisciplinary education within the structures of universities and proposes ways in which these issues might be best managed. -/- The book has a dual focus on perspectives and practicalities. Themes covered include: the need for graduates who can work within and across multi-disciplinary and multi-professional teams; interdisciplinary leadership; the critical importance of interdisciplinary thinking to meet global challenges; collaboration in interdisciplinary approaches to teaching and learning; the role of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines; balancing disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Definitional aspects of interdisciplinary higher education and current interdisciplinary practice across a range of contexts are also examined. -/- Contributors represent a wide range of discipline areas, including accounting, academic development, agriculture, food and wine science, biotechnology, employment relations, environmental science, the health sciences, higher education, land and environment, languages and cultures, occupational therapy, science communication, social work and social policy. (shrink)

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, (...) actions are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition. (shrink)

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as (...) other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

This essay is a philosophical construction of an epistemological theory of self-knowledge when one is an autonomous moral agent with right self-guidance. It is called, in Buddhist thought, Attasammāpaṇidhi, which means the characteristics of right self-conduct or right self-guidance. An exploration of the concept is important in Thai higher education because of the related Buddhist precept of Yonisomanasikāra, which are methods of thinking with critical reflections. This chapter considers some explanations of what knowledge might be when one knows (...) that one is capable of proper self-guidance, with specific attention to the university learning environment. The question of Attasammāpaṇidhi is examined in terms of epistemological arguments between moral particularism and moral generalism. The arguments from both of the encampments are mistaken about the status of being a knower. I argue that the knowledge of Attasammāpaṇidhi should be explained as moral self-knowledge from performative understanding in the core idea of knowing. (shrink)

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies. It offers a sustained and detailed close reading of three works that might be understood to fall outside the established body of educational theory. The unconventional methodology and focus promote irreducible difference and complexity, and in this stage a resistance to reductive discourses of managerialism. Questioning the materialism to which all sides of the contemporary pedagogical debate (...) increasingly appeal, the book sets out a challenge to investments in 'excellence', 'transparency' and objecthood. It will be of interest to students and researchers in the fields of education, sociology, and literary theory. (shrink)

This is the second of two volumes which together provide a comprehensive look at the rich and colorful history of higher education exchange between the United States and the countries of the Middle East. Twenty-first century developments, and the current scope and character of higher education exchange between America and the Middle East are explored in this new book.

This work provides a comprehensive analysis of contemporary leadership scholarship that examines how leadership is conceptualized within higher education.

This edited volume offers empirical, evaluative, and philosophical perspectives on the question of higher education as a human right in the Asia Pacific. Throughout the region, higher education has grown rapidly in a variety of ways. Price, accessibility, mobility, and government funding are all key areas of interest, which likely shape the degree to which higher education may be viewed as a human right. Although enrollments continue to grow in many higher education (...) systems, protests related to fees and other equity issues continue to grow. This volume will include scholarly perspectives from around the region for a more extensive understanding of higher education as a human right in the Asia Pacific. (shrink)

Ronald Barnett; Does Higher Education have Aims?, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 239–250, https://doi.org/10.1111/j.

Reflective journal writing has been recognized as an effective pedagogical tool for nurturing students’ lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students’ RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students’ perceptions of their reflective writing experiences. The last aim was to quantitatively measure the (...) link between perceived reflective writing and students’ tendency to use RJs in their future careers and personal lives. This exploratory sequential research included the following steps: First, experts’ review and analysis of 1312 RJ entries were attained. This step led to the design of a theoretical scheme of reflective writing and a 31-item questionnaire, used to gather data from 171 students. Partial Least Squares analysis corroborated the structure suggested by the theoretical scheme: two timelines–reflections regarding the current course assignments and those related to the student’s future development. Students’ tendency to use reflective skills in their future professional lives was highly connected to their long-term reflections, including learning experiences linked to academic, professional, personal, and multicultural development. The current study’s suggested validated generic scheme can be adapted and integrated into different curricula, thereby possibly increasing the potential of infusing RJ instructional strategies into higher education curricula, improving the quality of reflection in student journals, and promoting lifelong learning skills. (shrink)

With higher education around the world in a period of extreme flux, this volume explores its underlying philosophy, a core element of the ongoing debate. Offering a diverse range of perspectives from an international selection of renowned scholars of higher education, the book is full of imaginative insights that add up to a substantive contribution to the discussion. As universities attempt to adapt to a new environment characterized by stiff international competition, networked remote learning, burgeoning student (...) numbers, and comparative performance assessment, how we conceptualize the purpose and ethos of our higher learning institutions is more important than ever. This publication features a multitude of distinctive approaches that illuminate potential solutions to the complex issues universities must grapple with in these uncertain times. Rather than espousing a singular philosophical approach, the editors have assembled views from across the spectrum and from differing national contexts, representing a multidisciplinary response to the situation. This collection of papers aims thus to inspire fresh developments in the way we think about the complexities of, and options available to, higher education. (shrink)

This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism (...) narratives. Xiyuan as the lead author, co-editing with Woraport and Stefan, assigned each section to other authors and successfully devoted themself to organizing, proofreading, and revising the paper. Through a month of collective work, the final version of the paper elaborates on the contribution of East Asian creative universities and the economy as a whole to the knowledge socialism through co(labor)ation, with implications to the creative labors cultivation and shifted roles of students. (shrink)

This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.

Extended Reality (XR) and Large Language Model (LLM) technologies have the potential to significantly influence higher education practices and pedagogy in the coming years. As these emerging technologies reshape the educational landscape, it is crucial for educators and higher education professionals to understand their implications and make informed policy decisions for both individual courses and universities as a whole. -/- This paper has two parts. In the first half, we give an overview of XR technologies and (...) their potential future role in higher education. Then, we discuss the benefits and challenges of adopting and integrating XR technologies into higher education settings. Finally, we offer recommendations for educators, administrators, and policymakers on how to approach the adoption of this set of technologies and set institutional policy to take advantage of its benefits while minimizing its potential negative consequences. -/- In the paper’s second half, we discuss LLMs - specifically Generative Pre-trained Transformers (GPTs). Again, we provide an overview of this rapidly developing technology and examine its unprecedented and potentially disruptive impact on higher education pedagogy. We delve into the benefits and limitations of GPTs, highlighting the pedagogical and ethical challenges they may pose. Finally, we present actionable recommendations for instructors and administrators at both the course level and the university-wide level to guide policy decisions concerning these transformative technologies. (shrink)

The study aims to review the literature that analyses the history andcurrent situation of Higher Education, henceforth known as HE, in Turkeyand to review HE agenda of the Government of Turkey in order to identify theextent to which it has responded to the sustainable development agenda. Thispaper recommends ways to improve and develop HE in Turkey so as to makeit a significant sector which prepares its stakeholders to achieve sustainabledevelopment goals. Multiple sources of information: documents onthe agenda of (...) Turkey with regard to the objectives of HE; the findings ofprevious studies undertaken on different aspects of Turkish HE system; anddocuments prepared by organizations such as YÖK, MEB and the World Bank.The analysis of relevant literature suggests that Turkey aims to upgrade theHE system in line with its goals of becoming a more powerful player in theworld. The initiatives to enhance enrolment of students at HE institutions;strengthen HE Education Curriculum, internationalise the Turkish HE arein line with the directions that support the attainment of SDGs. The findingsprovide an account of the HE system in Turkey, both strengths and weaknesses.It enhances understanding on the current situation of HE in Turkey vis a vis theSustainable Development Goals. The study does not only describe the TurkishHE system, but it provides a case which can be used by HE researchers to studyHE in different contexts. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...) weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates and public sector debates, stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social research. The region should (...) still, after more than two decades of transition and heavy international policy advising, be viewed as a “laboratory of social experimentation”. It is still too risky to suggest generalizations about how Central European higher education and welfare systems fit existing typologies. Consequently, the “transition” period is by no means over: it is over in terms of politics and economics but not in terms of social arrangements. Both higher education and welfare states should be viewed as “work in progress”: permanently under reform pressures, and with unclear future. (shrink)

In recent years, different places in the world have witnessed demands for the decolonization of education. Nevertheless, it is not completely clear how this ought to be carried out. There are various factors that influence what such decolonization may entail, including the geographical place for decolonization and the discipline being decolonized. This requires a specific analysis of each context. In this article, I wish to make a proposal for how to carry out the decolonization of philosophy teaching at the (...) university level in the African context, with a special focus on South Africa. I propose that more African philosophy be included in the curricula, as well as the integration of teaching and assessing methods that reflect African culture. Further, I argue that those seeking for decolonization ought to try to pursue it incrementally, given that it is the best strategy to achieve decolonization. (shrink)

The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees (...) from the Palestinian universities was selected and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The study found the following results: There is an agreement about: the importance of the focus of "organizational structure" with an average approval, the importance of "technological infrastructure" axis with high approval, and the importance of "strategic" with an average approval. The results concluded that the study sample agree on the importance of "organizational dimension" highly. The results showed that the sample believe that the "strategic leadership" level in the universities got medium-approval. There is a fair level agreement about the axis of interest "teams / committees". There is an agreement about the importance of the "human dimension" moderately. The results showed that the sample is highly agreed about the importance of focus of the "knowledge management", and the focus of the "continuing education". They agreed weakly to somewhat about the importance of the focus of "scientific research", moderately agree about the importance of the center of "institutional culture", agree moderately on the importance of "cognitive dimension". The results showed that the sample largely agree on the importance of the focus of "strategic partnerships and alliances". They agree highly on the axis "keep up with the labor market" and on the focus of the importance of "technology incubators". The results showed that the sample moderately agree about the importance of the theme on "consulting and training", the importance of the focus of "social responsibility", and the focus of the "Community dimension". The study found a group of recommendations including: there is a need to provide suitable environment that achieve learning organizations. There is a need to develop the technological infrastructure (hardware, software, networks, databases, and human skills) because of the great advantages that they offer. The universities need to adopt knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments. The establishment of technology incubators in universities to adopt outstanding university research projects, to protect, to supports, and to market them; furthermore, to develop the capabilities and skills of employees in the field of information technology. (shrink)

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose (...) graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility. (shrink)

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, teaching (...) and service – would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, teaching (...) and service – would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

This article addresses the conceptual challenges of articulating the ethical–political limits of ‘higher education as we know it’, and the practical challenges of exploring alternative formations of higher education that are unimaginable from within the dominant imaginary of the higher education field. This article responds to the contemporary conjuncture in which possible futures have been significantly narrowed, and yet these possibilities also appear increasingly unsustainable and unethical. It invites scholars of higher education (...) to rethink the epistemological and ontological frames within which most imaginaries and institutions of higher education are embedded. If we fail to denaturalize these frames, then efforts to pluralize possible higher education futures will risk reproducing existing conceptual limitations and enduring colonial harms. (shrink)

This book explores questions concerning personal identity and individual conduct within neoliberal academe. The author suggests that neoliberal academe is normal academe in the new millennium though well aware of its contested nature and destructive capacities. Examining higher education through a number of ideals, such as austerity and transparency, brings readers on a journey into its present as well as its past. If some of these ideals can be identified and critiqued, there is a chance that the foundations (...) of neoliberal academe can be weakened. This book actively pursues pathways out of the neoliberal abyss--and offers that demanding a role for pleasure in higher education may be one of them. (shrink)

As the value of a university degree plummets, the popularity of digital microcredentials has soared. Similar to recent calls for the early adoption of Blockchain technology, the so-called ‘microcredentialing craze’ could be no more than a fad, marketing hype or another case of ‘learning innovation theater’. Alternatively, the introduction of these compact skills- and competency-based online certificate programs might augur the arrival of a legitimate successor to the four-year university diploma. The thesis of this article is that the craze for (...) microcredentialing reflects (1) administrative urgency to unbundle higher education curricula and degree programs for greater efficiency and profitability and (2) a renascent movement among industry and higher education leaders to reorient the university curriculum towards vocational training. (shrink)

From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here –stemming from a conference (...) on the theme``Higher education, democracy and citizenship'',held at Örebro university, Sweden 2000 –the answer is yes, to some extent, if there isroom for pluralism in different dimensions,opportunities to challenge one's own tradition,and tolerance and respect for the concreteother. (shrink)

ABSTRACTSustainable Development Goals will guide the global development agenda for the coming years. Under this premise, this article explores the role which higher education has been assigned in contributing to sustainable human development, and concludes that the vision of HE offered is too narrow and unable to capture the essence and full meaning of sustainable human development. Moving away from problematic indicators and thresholds that understand HE as a producer of human capital, the article proposes placing the concept (...) of human development at the centre of HE. Particularly, the article argues that its main elements can provide a valuable and sound footing for a more transformative institution. (shrink)

Scholarship on higher education research (i.e., research on the topic of higher education) within the UK has frequently emphasised some of the weaknesses with work in this area, sometimes juxtaposi...

The paper addresses the issue of the potential for Russian higher education to become the core of an innovation-driven economy, an institution for the production of knowledge and its integration into society. In addition to the mission of learning, an indicator of this potential for Russian universities is the level of implementation of research and socio-economic development missions. The genesis of the second and third missions of universities is used as a theoretical basis in this study. The author (...) gives prominence to four historical stages that characterize the University 2.0 development (learning and research) in the formation of a research model of cognitive attitudes. In the context of a comparative analysis of higher education development in Russia and Europe, the article examines the emergence of University 3.0 – the key institution of a knowledge society that fulfills three academic missions (learning, research, socio-economic development). The author proposes the NCI&E-model of University 3.0, which includes the basic models of Network University, Creative University, Innovative, and Entrepreneurial University, and provides a brief description and interrelations of these models. This work discusses issues associated with the failure of the Russian “5–100” project in terms of listing its participants in the top 100 of global university rankings such as THE, QS, and ARWU. The authenticity of the formation of the entry list for the “5–100” project is called into question. A comparative analysis of Russian and foreign universities concerning the implementation of the third mission is provided, including the use of the index of University 3.0 development prerequisites proposed by the author. The author concludes that Russian higher education has low potential for the development of University 2.0 at the global level and for the creation of University 3.0. The author offers recommendations for addressing the problem of Russian higher education modernization, considering the development of its scientific and theoretical base and forming a strategic complex of development programs. (shrink)

For over half a century there have been concerns about increases in the occurrence of academic misconduct by higher education students and this is now claimed to have reached crisis proportions (e.g. Mostrous & Kenber, 2016a ). This study explores the extent to which multi-national faculty judge the effectiveness of higher education institutions in dealing with such misconduct. A survey of multi-national higher education faculty was conducted to explore the perceived barriers to the implementation (...) of academic integrity processes. It asked faculty how likely some hypothetical scenarios of failures of such processes were to occur in the real world of higher education institutions. 63% of our participants perceived there to be institutional and/or faculty barriers to effectively dealing with academic misconduct. Mostly, they blamed the higher education model for this which, in the interests of mass education, has come to prioritise the need for institutions to focus more on their quantity of output as corporate business enterprises than on the integrity of their output as educators. In discussing participants’ comments, about the relationship of faculty to their employing institutions, Schein and Scheins’ ( 2016 ) theory of three levels of organisational culture was used. Participants’ comments suggested that, at the deepest level of organisational culture i.e. basic underlying taken-for-granted assumptions about beliefs and values, inadequate integrity measures have tended to become normalised. Despite the often considerable, efforts of the institutions, organisational barriers were noted which mitigate against faculty behaving professionally i.e. from doing a ‘good job’ in respect of student academic misconduct. Some blame was also placed on faculty. We argue that apparent institutional inability to effectively manage the integrity process, has potentially significant consequences for wider society. We discuss ways in which this situation might be improved including a recommendation that governments regulate this aspect of the corporate social responsibility of higher education institutions as they do other aspects, requiring that it be managed effectively. (shrink)

This book explores the emergence of the modern higher education sector in the independent Irish state. The author traces its origins from the traditional universities, technical schools and teacher training colleges at the start of the twentieth century, cataloguing its development into the complex, multi-layered and diverse system of the early twenty-first century. Focusing on the socio-political and cultural contexts which shaped the evolution of higher education, the author analyses the interplay between the state, academic institutions (...) and other key institutional actors - notably churches, cultural organizations, employers, trade unions and supranational bodies. This study explores policy, structural and institutional change in Irish higher education, suggesting that the emergence of the modern higher education system in Ireland was influenced by ideologies and trends which owed much to a wider European and international context. The book considers how the exercise of power at local, national and international level impinged on the mission, purpose and values of higher education and on the creation and expansion of a distinctive higher education system. The author also explores a transformation in public and political understandings of the role of higher education, charting the gradual evolution from traditionalist conceptions of the academy as a repository for cultural and religious value formation, to the re-positioning of higher education as a vital factor in the knowledge based economy. This comprehensive volume will appeal to students and scholars of the Irish education system, educators and practitioners in the field, and those interested in higher education in Ireland more generally. (shrink)

This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "relationship-centred education". Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways. From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments. In analysing these factors, (...) the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining 'impact', all while retaining focus on the transformative potential of higher education. This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education. Leonie Rowan is Associate Professor in the School of Education and Professional Studies at Griffith University, Australia. (shrink)

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will (...) do so in very different ways. (shrink)

Most Americans believe that higher education is heading in the wrong direction. In Lewis Carroll’s Alice’s Adventures in Wonderland, the eponymous heroine’s tumble into a rabbit hole immerses her in a bizarre, surreal, disorienting universe. Has higher education fallen down the rabbit hole? This paper will examine the many ways that academe has become a peculiar, illogical, and topsy-turvy world where things are often the opposite of what we call them and of what we expect them (...) to be. To restore the credibility of our education system and make it of value to most students, it must be completely reimagined and, in fact, totally rebuilt from the ground up. (shrink)

This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with these (...) institutions to educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. "Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications." "Higher education is being challenged by the nature of knowledge and how it is organized-the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions." Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney. (shrink)

Institutions of higher education in the United States are remarkably diverse in their educational purposes, their organizational structure, and their architectural styles. But underlying all this diversity are two distinct historical models: the decentralized British "collegiate" model of university education, and the centralized Germanic university model. Early American higher education grew out of the British collegiate tradition and emphasized the comprehensive development of students' intellect and character, while the Germanic university tradition, introduced in the late (...) 1800s, shifted the focus to technical scholarship and research. The Germanic university model held sway for much of the twentieth century, but there is now a widespread renewal of interest in the older decentralized British collegiate model, and in universities across the United States and around the world, small "residential colleges" like those at Oxford and Cambridge are now being planned and built. These residential colleges or "houses" (as they are sometimes called) provide small, stable, faculty-led, home-like environments for a few hundred students each, and their social and architectural design seeks to counteract the impersonal bureaucratic experience that students often have in large Germanic-style universities. This revival of the collegiate model of university organization is one of the most important trends in the design of educational communities in the world today. (shrink)

This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training (...) the will. (shrink)

This book sketches the history of higher education, in parallel with the development of science. Its goal is to draw attention to the historical tensions between the aims of higher education and those of science, in the hope of contributing to improving the contemporary university. A helpful tool in analyzing these intellectual and social tensions is Karl Popper's philosophy of science demarcating science and its social context. Popper defines a society that encourages criticism as "open," and (...) argues convincingly that an open society is the most appropriate one for the growth of science. A "closed society," on the other hand, is a tribal and dogmatic society. Despite being the universal home of science today, the university, as an institution that is thousands of years old, carries traces of different past cultural, social, and educational traditions. The book argues that, by and large, the university was, and still is, a closed society and does not serve the best interests of the development of science and of students' education. (shrink)