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This book is essential for all those who study and work in today's colleges and for all those who seek a better education for their children, the nation, and the world. It is recommended for courses in higher education and society, contemporary issues in higher education, philosophy of higher education, academic issues in higher education, leadership and globalization and higher education.
Universities are not only economic engines but societal ones. This book interrogates the embeddedness of Higher Education (HE) systems in national social contracts, and discusses how their renegotiation is at play in the organisation of students’ access to universities. Structured around the central concept of the social contract, the growing recognition of the role of HE in its implementation, and regulations governing both individual and collective access, Higher Education in Societies: A Multiscale Perspective, explores the shifting mission of HE over the years from one thought to produce an elite to one of distributive justice by presenting research at the macro, meso and micro levels. In bringing together researchers from different countries, continents, and disciplines to study the same issue through a multiscale analysis, this book forms the starting line for further theoretical and methodological debate on the value of weaving together different approaches to the study of HE, including historical, comparative, sociological, organisational, institutional, quantitative, and qualitative.
The mass expansion of higher education is one of the most important social transformations of the second half of the twentieth century. In this book, scholars from 15 countries, representing Western and Eastern Europe, East Asia, Israel, Australia, and the United States, assess the links between this expansion and inequality in the national context. Contrary to most expectations, the authors show that as access to higher education expands, all social classes benefit. Neither greater diversification nor privatization in higher education results in greater inequality. In some cases, especially where the most advantaged already have significant access to higher education, opportunities increase most for persons from disadvantaged origins. Also, during the late twentieth century, opportunities for women increased faster than those for men. Offering a new spin on conventional wisdom, this book shows how all social classes benefit from the expansion of higher education.
As higher education has made deliberate strides in recent decades to become more inclusive and accessible, the number of students from non-traditional backgrounds has increased dramatically. There has been much study of the effects of higher education on previously underserved populations, showing that it can lead to higher lifetime income and higher status. But there has been little research on what happens to those students once they are in a university. This book fills that gap, taking a close look at this issue and drawing on case studies from the United States, the United Kingdom, and Australia to illuminate the problems that face non-traditional students, the resources they and their families are able to draw on, and the ways that administrators and staff can help them succeed. This paperback edition is well suited to postgraduate students and practitioners and alike.
This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation.
This comparative text considers models of higher education in the UK and the US and individuals' perceptions about the role of university in society.
Universities were once largely insular institutions whose purview extended no further than the campus gates. Not anymore. Today's universities have evolved into multifaceted organizations with complex connections to government, business, and the community. This thought-provoking book by Harold Shapiro, former president of both Princeton University and the University of Michigan, and Chairman of the National Bioethics Advisory Commission under President Bill Clinton, explores the role the modern university should play as an ethical force and societal steward. Based on the 2003 Clark Kerr lectures, A Larger Sense of Purpose draws from Shapiro's twenty-five years of experience leading major research universities and takes up key topics of debate in higher education. What are the nature and objectives of a liberal education? How should universities address the increasing commercialization not only of intercollegiate sports but of education and research? What are the university's responsibilities for the moral education of students? The book begins with an expanded history of the modern research institution followed by essays on ethics, the academic curriculum, the differences between private and public higher education, the future of intellectual property rights, and the changing relationship between the nation's universities and the for-profit sector. Shapiro calls for universities to be more accountable morally as well as academically. He urges scientists not only to educate others about the potential and limitations of science but also to acknowledge the public's distress over the challenges presented by the very success of the scientific enterprise. He advocates for a more intimate connection between professional training and the liberal arts--in the hope that future doctors, lawyers, and business executives will be educated in ethics and the social sciences as well as they are in anatomy, torts, and leveraged buyouts. Candid, timely, and provocative, A Larger Sense of Purpose demands the attention of not only those in academics but of anyone who shares an interest in the soul of education.
"Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focused upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and 'reclaim' the public purposes of higher education"--
Discussions on globalization now routinely focus on the economic impact of developing countries in Asia, Africa, the Middle East, the former Soviet Union and Latin America. Only twenty-five years ago, many developing countries were largely closed societies. Today, the growing power of “emerging markets” is reordering the geopolitical landscape. On a purchasing power parity basis, emerging economies now constitute half of the world’s economic activity. Financial markets too are seeing growing integration: Asia now accounts for 1/3 of world stock markets, more than double that of just 15 years ago. Given current trajectories, most economists predict that China and India alone will account for half of global output by 2050 (almost a complete return to their positions prior to the Industrial Revolution). How is higher education shaping and being shaped by these massive tectonic shifts? As education rises as a geopolitical priority, it has converged with discussions on economic policy and a global labor market. As part of the Routledge Studies in Emerging Societies series, this edited collection focuses on the globalization of higher education, particularly the increasing symbiosis between advanced and developing countries. Bringing together senior scholars, journalists, and practitioners from around the world, this collection explores the relatively new and changing higher education landscape.
The chronic underinvestment in higher education has serious ramifications for both individuals and society. Winner, Best Book in Education, 2009 PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers Winner, Best Book in Education, PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. In Higher Learning, Greater Good, leading education economist Walter W. McMahon carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit and college premium in the United States and other OECD countries due to technical change and globalization, which, according to a new preface to the 2017 edition, continues unabated. A college degree brings better job opportunities, higher earnings, and even improved health and longevity. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education.