Higher Education for the Public Good E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 596

Veröffentlichungsjahr: 2015

Beschreibung

This important book explores the various ways that higher education contributes to the realization of significant public ends and examines how leaders can promote and enhance their contribution to the social charter through new policies and best practices. It also shows how other sectors of society, government agencies, foundations, and individuals can partner with institutions of higher education to promote the public good. Higher Education for the Public Good includes contributions from leaders in the field--many of whom participated in dialogues hosted by the National Forum on Higher Education for the Public Good. These leaders are responsible for creating successful strategies, programs, and efforts that foster the public's role in higher education.

Leseprobe

Table of Contents

Cover

Title

Copyright

Dedication

Preface

Purpose and Focus

Audience

Organization

Acknowledgments

References

About the Authors

Part One: Exploring the Public Good

Chapter One: The Special Role of Higher Education in Society

Significance of a Social Movement to Strengthen the Public Relationship Between Higher Education and American Society

Summary

References

Chapter Two: Challenges for Higher Education in Serving the Public Good

Losing the Social or Public Charter

Summary

References

Chapter Three: Creating a Metamovement

Civic Education and Fostering a Diverse Democracy

Public Service: Engaged Campus, Scholarship Reconsidered, College-Community Partnerships, and Community Service-Learning

Collaboration: Learning Communities, K–16 Movement, Multidisciplinary Research, Student and Academic Affairs Partnerships

The Current State of Affairs as a Threat to a Social and Public Vision of Higher Education

Closing Thoughts on a Metamovement

References

Part Two: Public Policy and the Public Good

Chapter Four: State Governance and the Public Good

Letting the Market Decide

The Three Paths

Rebalancing Act

A Distinct Difference

References

Chapter Five: Listening to the Public

Choice Work

Another Role for Academics?

Standing in the Practice

Is Civic Engagement a Movement or a Passing Fad?

The Missing Link?

What Legacy?

References

Chapter Six: Trusteeship and the Public Good

Trustees’ Responsibilities

The Context for Higher Education Trusteeship

What Boards Can Do

Bridging the Campus and the Community

References

Chapter Seven: The Public Good and a Racially Diverse Democracy

Shifts in Racial and Ethnic Diversity: The Demographic Imperative

A Revised Social Contract: Integration of the Diversity Paradigm

Confronting Challenges That Impede Integration of a Diversity Paradigm

Giving Voice to a New Diversity Narrative: Building a Tradition of Inclusion

References

Part Three: Cross-Sector Issues and the Public Good

Chapter Eight: Liberal Education and the Civic Engagement Gap

Liberal Education and the Civic Limits of Universalism

Rethinking Liberal Education for a World Lived with Others

Are Students Included in This Civic Momentum?

What Can Be Done?

References

Chapter Nine: The Disciplines and the Public Good

In the Beginning

Recent Developments

Concrete Resources

Outstanding Disciplinary Resources

Conclusion

References

Chapter Ten: Scholarship for the Public Good

New Approaches to Scholarship and the Curriculum: Pasteur’s Quadrant

New Approaches to Research in Pasteur’s Quadrant: Engaged Scholarship

Conclusion

References

Part Four: Institutional Governance and Leadership for the Public Good

Chapter Eleven: Integrating a Commitment to the Public Good into the Institutional Fabric

The Promise of Service-Learning for American Society

Democratic Mission as Core Mission

Obstacles to the Realization of Higher Education’s Democratic Mission

Toward a Strategy to Help Higher Education Practically Realize Its Democratic Mission

A University-Assisted Community School Based on Service-Learning

Community Healthcare as a Complex Strategic Problem to Help Bring About “One University”

Conclusion

References

Chapter Twelve: Rethinking Faculty Roles and Rewards for the Public Good

Faculty Work

Scholarship

Reward Structures to Support the Scholarship of Engagement

Conclusion

References

Chapter Thirteen: Institutional Differences in Pursuing the Public Good

What Evidence Supports This Essay?

International Perspectives on Research, Engaged Scholarship, and Academic Excellence

What Has Experience Revealed About the Scholarship of Engagement?

Conclusion

References

Part Five: Individual Leadership for the Public Good

Chapter Fourteen: Leading the Engaged Institution

Key Questions for Campus Leaders

Key Questions for State Systems Leaders

Key Questions for State Policymakers

Five Cautions Related to Public Engagement

Conclusion

References

Chapter Fifteen: Preparing Doctoral Students for Faculty Careers That Contribute to the Public Good

Highlights from Recent Studies

Abilities and Skills Related to Serving the Public Good

Strategies for Improving Doctoral Education to Prepare Faculty Committed to the Public Good

Conclusion

References

Chapter Sixteen: Let Us Speak

Personal Experience of the Public Good

Defining the Public Good

Responsibility to the Public Good

Developing Voice and Resistance for the Public Good

Students’ Role in the Public Good

Conclusion

References

Chapter Seventeen: Presidential Leadership for the Public Good

The University of Missouri-Kansas City (UMKC)

Leadership Principles

Vision

Values

External Challenges

Conclusion

References

Part Six: Concluding Thoughts on the Public Good

Chapter Eighteen: Creating Dialogue: A New Charter and Vision of the Public Good

A Process for Rethinking the Charter

References

Chapter Nineteen: Pondering the Social Charter

References

Name Index

Subject Index

End User License Agreement

List of Illustrations

Chapter One: The Special Role of Higher Education in Society: As a Public Good for the Public Good

Figure 1.1. The Array of Higher Education Benefits.

Guide

Cover

Table of Contents

Begin Reading

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Higher Education for the Public Good

Emerging Voices from a National Movement

Adrianna J. Kezar

Tony C. Chambers

John C. Burkhardt

Copyright © 2005 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], e-mail: [email protected].

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Library of Congress Cataloging-in-Publication Data

Higher education for the public good : emerging voices from a national movement / [edited by] Adrianna J. Kezar, Anthony C. Chambers, John Burkhardt.

p. cm.

Includes bibliographical references and index.

ISBN 0-7879-7382-3 (alk. paper)

1. Education, Higher—Social aspects—United States. 2. Education, Higher—Aims and objectives—United States. 3. Common good. I. Kezar, Adrianna J. II. Chambers, Anthony C.

III. Burkhardt, John.

LC191.94.H54 2005

378'.015—dc22

2005000719

The Jossey-Bass Higher and Adult Education Series

Preface

Adrianna J. Kezar, Tony C. Chambers, John C. Burkhardt

In this book, we examine what we believe to be one of the most significant challenges confronting higher education: a shift, and perhaps loss, within some institutions and sectors in the role higher education plays in serving the public good. The social charter between higher education and the public includes such commitments as developing research to improve society, training leaders for public service, educating citizens to serve the democracy, increasing economic development, and critiquing public policy. In return for these various social commitments, society provides tangible resources, political support, raw materials, and a guiding influence. The idea that higher education exists to serve the public good has been at the heart of the enterprise since its inception in the United States almost four hundred years ago. Although this commitment has shifted over time, evolving as society’s understanding of what it needs and how best it can be served by colleges and universities has changed, higher education has always had an obligation to serve society in certain fundamental ways. We believe that these historical commitments have helped create a better society and are essential to a healthy deliberative democracy.

So what is happening? Why is this critical charter being altered, lost, or rejected? We believe that, for the most part, this charter is being lost as public policy and institutional decisions unintentionally focus more on revenue generation and the individual benefits of higher education rather than on its broader social role and benefits. The many subtle and small choices that erode the public commitment have cumulative effects. Some leaders may be altering the charter unintentionally as they try to grapple with declining state funds and state goals that may not prioritize higher education. Perhaps a few even reject this traditional charter and want higher education to be less active and involved in society. For these people, the production of workers is the primary goal of higher education. But, for the most part, we believe many of those in higher education too often make ill-considered choices in trying to respond to an environment in which the values and funding have changed. Most people realize the benefits that higher education brings to society and that the social, economic, and political success of the United States is largely attributable to our higher education, which is considered the premiere system in the world. It is considered premiere not because it educates workers, although this is an important component. It is revered around the world for the comprehensive ways it develops society—through knowledge production, leadership development, a literate electorate, and cultural and economic development, to name a few. Will the choices made over the last few decades erode this status as a premiere system of higher education?