By Ronald Barnett
ISBN-10: 0415881927
ISBN-13: 9780415881920
Winner of the Comparative and overseas schooling Society greater schooling detailed curiosity crew top publication Award for 2014!
As universities more and more have interaction with the realm past the school room and the campus, those that paintings inside of larger schooling are left to ascertain how the university’s challenge has replaced. authentic reports and debates usually disregard to inquire into the needs and tasks of universities, and the way they're altering. the place those issues are addressed, they're not often pursued extensive, and infrequently transcend present conditions. those that care in regards to the university’s function in society are left searching for a renewed experience of goal concerning its ambitions and aspirations.
The destiny college explores new avenues commencing as much as universities and tackles basic matters dealing with their improvement. participants with interdisciplinary and foreign views think how you can body the university’s destiny. they give thought to the background of the collage, its present prestige as an lively participant in neighborhood governments, cultures, and markets, and the place those trajectories might lead.
What does it suggest to be a school within the twenty-first century? What might the college develop into? What obstacles do they face, and what possibilities may well lie forward? This quantity within the overseas reviews in better schooling sequence deals daring and innovative percentages.
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Additional resources for The Future University Ideas and Possibilities (International Studies in Higher Education)
Sample text
In short, participation is about power, and higher education continues to play a dominant role in reproducing social privilege. Widening participation targets of 50% in 2010 in the UK are in the process of being repealed. It was always a highly contentious policy intervention, even though the target has almost been met with a current 45% participation rate (BIS, 2010). Widening participation policies unproblematically construct higher education as a social good, and become a formulaic or techno-rational prescription for economic 30 Louise Morley and social development, and for adding capital to members of marginalised groups.
How is it possible to separate mere opinion, rumor and innuendo from genuine critical expression when hundreds or thousands of internet users come out of cyberspace? How is it even possible to summarize this mountain of commentary as if deciding upon the purchase of an automobile? Finally, it is necessary to make a point about institutional leadership in contributing to the national and global race for an advantage. So prevalent is the search for standing, and the rewards associated with rank, that campus leaders market their institutions as products superior to others in some specified way, often in a way that has little do with core missions.
There is a lot of talk about how higher education can contribute to wealth creation. The University of the Future should also consider opportunity and wealth distribution. PART II Global Possibilities 3 ACCESSING KNOWLEDGE IN THE UNIVERSITY OF THE FUTURE Lessons from Australia Leesa Wheelahan Introduction Durkheim argued that theoretical knowledge is society’s “sacred” knowledge— the knowledge that it uses to think about itself. Universities have, since medieval times, been a key site for mediating access to the sacred, but do they continue to do so in mass and near universal, stratified systems of higher education?
The Future University Ideas and Possibilities (International Studies in Higher Education) by Ronald Barnett
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