Universities with a Social Purpose : Intentions, Achievements and Challenges

• Autore: Shephard Kerry
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (164 pages)
• Disciplina: 378.015
• Altri autori: SanthakumarV
• Nota di contenuto: Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1: Prologue: Social Purpose, Challenges to Achievement, the Possibility of Universities with Specific Social Purposes, and a Response -- 1.1 Limitations of Conventional Universities in Meeting Specific Social Purposes and the Roots of the Desire to Have Universities with Social Purposes -- 1.1.1 Conventional Universities are Elitist, or Those Which Meet the Needs of Elites -- 1.1.2 The Perception That Conventional Universities are Inadequate to Meet Certain Social Needs -- 1.1.3 The Persistence of Poverty and Underdevelopment -- 1.1.4 Persistence of Marginalised Social Groups and Their Need for Higher Education -- 1.2 Universities with Social Purpose: Different Examples -- 1.3 Should There Be Universities for Social Purposes? What About Other Institutes? -- 1.4 Socioeconomic Challenges of the Universities with Specific Social Purposes -- 1.5 Idea Versus Implementation -- 1.6 Inadequate Resources -- 1.7 Lower Private Returns from Education for Social Purposes and the Consequent Challenges -- 1.8 Who May Seek Admission in Universities with a Social Purpose? -- 1.9 Who Becomes Teachers in Universities with a Social Purpose? -- 1.10 Homogenisation of the World Economy and the Consequent Homogenisation of Education -- A Response and Suggestions for the Structure of Our Book -- Reference -- References -- 2: Universities and Their Social Purpose -- 2.1 Purposes of Primary, Secondary and Tertiary Education and What Distinguishes University Education -- 2.1.1 Educational Sectors -- 2.1.2 Diversity of Higher Education in the UK, New Zealand and India in the Twenty-First Century -- 2.1.2.1 The UK with a Focus on England -- 2.1.2.2 The Structure of Education in India -- 2.1.2.3 Aotearoa New Zealand -- 2.2 The Idea of a University. ; 2.2.1 The Idea of an Undergraduate Degree, Intellectual Independence and Social Purpose -- 2.3 Theoretical Underpinnings for the Analysis of Social Purpose -- 2.4 Case Studies of Social Purpose in Action -- 2.4.1 On Widening Participation in Higher Education Institutions in England -- 2.4.2 How Is India's New Education Policy Attempting to Address the Challenges in India's Education? -- 2.4.3 Addressing Treaty of Waitangi Obligations and Demographic Inequities in Aotearoa New Zealand -- 2.5 Conclusions -- References -- 3: Participation, Social Mobility and Social Purpose -- 3.1 Higher Education and Social Stratification -- 3.2 Societal Ambitions to Widen Participation -- 3.3 Causes of Higher Education Elitism -- 3.4 Some Philosophical Considerations -- 3.5 How Societies and Universities Are Seeking to Widen Participation in Higher Education -- 3.5.1 Positive Discrimination -- 3.5.2 Addressing the Costs of Widening Participation -- 3.5.3 Systemic Changes within Universities -- 3.5.4 Rural Under-Developed Areas, Rural Doctors and Teachers, Bonds and Preferential Selection -- 3.5.5 Which Students Are Adequately Prepared to Participate in our Universities and What Should Universities Expect of Them? -- 3.6 Institutions with Special Social Purposes -- 3.6.1 Participation Trends in India -- 3.6.2 Early Efforts in Colonial India -- 3.6.3 Demands by Caste Groups -- 3.6.4 Teachers as Participants in Institutions with Specific Social Purposes -- 3.7 How Are We Doing So Far? -- References -- 4: Teaching in Universities and Specific Social Purposes -- 4.1 Introduction -- 4.2 What Kinds of Teaching Would Be Useful for Specific Social Purposes: Historical and Current Educational Research and Development on Teaching for Social Justice -- 4.3 What 'Meaningful Education' Means in the Context of Universities' Social Purposes. ; 4.4 Some Examples of Teaching and Learning Programmes that Address Specific Social Purposes -- 4.4.1 Conventional Universities and Category B Students -- 4.4.2 What Institutions with Specific Social Purposes Are Attempting -- 4.4.3 Category A: Teaching Disciplines to Understand the Real Life of Students -- 4.4.4 Category A and B Students: Testing the Ability to Apply the Knowledge -- 4.4.5 Category C Students: Education Programs to Address Local Issues -- 4.4.6 Category A, B and C Students: Teaching Courses with a Specific Social Purpose -- 4.5 So, How Well Are Universities Managing to Address Their Social Purposes? -- 4.5.1 Research Approaches to Measure Change -- References -- 5: Research in Universities and Its Connection with Social Purpose -- 5.1 Introduction -- 5.2 Traditional Drivers for University Research and Their Links to Social Purpose -- 5.2.1 Research on Generalisable Insights and Its Usefulness for Specific Social Purposes -- 5.2.2 Ideology and Research for Social Purposes -- 5.2.3 Research in Conventional Universities Is Often Driven by the Need for Theory -- 5.2.4 What Determines Desirable Research Within Disciplines and Between Disciplines? -- 5.2.5 Quantitative Research Paradigms Dominate Some Research Fields But Limit the Research Questions That Can Be Asked -- 5.2.6 What About Consulting by Academics? Does That Help Specific Social Purposes? -- 5.2.7 Summarising Traditional Drivers for University Research and Their Links to Social Purpose -- 5.3 Specific Social Purposes and Knowledge Claims -- 5.3.1 Different Knowledge(s) in Different Contexts? -- 5.3.2 Do Specific Social Purposes, in Specific Educational Contexts, Also Involve Nurturing a Knowledge Which Is Different from That of Conventional Universities? -- 5.3.3 How Is Knowledge for Specific Social Purposes Valued and Used by Our Universities?. ; 5.4 The Impact Debate and Its Impact on the Social Purposes of Universities -- 5.5 What Could Be the Nature of Research in Universities with Specific Social Purposes? -- 5.5.1 Research to Connect with Practice -- 5.5.2 Using Research Skills for Social Purposes -- 5.5.3 Research for Specific Social Needs: A Few Examples -- 5.6 Conclusions -- References -- 6: Community Engagement and Social Purpose -- 6.1 Introduction -- 6.2 Service Learning, Internships, Placements and Field-Practice -- 6.3 Examples and Experience from India -- 6.3.1 Internships -- 6.3.2 Developing Links Between University Courses and Field Practice -- 6.3.3 Successes and Limitations -- 6.4 Educational Theorising About Community-Engagement -- 6.4.1 Co-construction of Knowledge and the Boundaries of Disciplinary Knowledge -- 6.4.2 How University People Conceptualise Their CE Activities -- 6.4.3 Service Learning, Community Service, and Changing the World in Your Own Time -- 6.4.4 Scholarship as a Framework to Understand University Teachers' Community Engagement -- 6.5 Social Change that Does Not Overtly Benefit from Engagement with Universities, But Perhaps Should -- References -- 7: Competitive Individualism, Intellectual Independence and Imagining some Alternatives and Consequences -- 7.1 Introduction -- 7.2 What Are Critical Thinking and Intellectual Independence, in Broad Terms? -- 7.3 How Realistic Is it to Expect our Graduates to Always Think for themselves? -- 7.4 Is Intellectual Independence Context, or Discipline, Specific? -- 7.5 What Educational Objectives Might Be Incompatible with Seeking Intellectual Independence as the Principal Aim of Universities? -- 7.6 Concerns About the Development of Intellectual Independence as the Principal Aim of Universities -- 7.6.1 Liberalism -- 7.6.2 Individualism -- 7.6.3 Cultural and Linguistic Relativism. ; 7.6.4 Positioning Self-Interest, Competitive Individualism, Cooperation and Intellectual Independence -- 7.6.5 Does the Pursuit of Specific Social Purpose Require a Compromise on Intellectual Independence? -- 7.6.6 So, if We Are Serious About the Social Purposes of Universities, What Should We Be Doing About It? -- A Response from Santha -- References -- 8: Governance of Social Purpose -- 8.1 Kerry to Santha -- 8.2 Santha to Kerry -- 8.3 Kerry to Santha -- 8.4 Diverse Factors Contribute to the Decisions That Universities Make About What They Teach -- 8.4.1 Santha to Kerry -- 8.4.1.1 What Employers Want and How This Affects What Universities Teach -- 8.4.1.2 Academic Freedom of University Teachers -- 8.4.1.3 Disciplines Dominate University Teaching -- 8.4.1.4 Limited Resources -- 8.4.1.5 Postgraduate Specialisation, Vocational Learning and the Notion of the 'Ideal' in Conventional Universities -- 8.4.2 Kerry to Santha -- 8.5 Teaching Social Purposes May Need Changes in the Way Disciplines are Taught -- 8.5.1 Santha to Kerry -- 8.5.1.1 How We Teach What We Teach -- 8.5.1.2 Social Purposes May Need More Multidisciplinary and Interdisciplinary Learning -- 8.5.2 Kerry to Santha -- 8.6 Teacher Identity, Development and Progression -- 8.6.1 Santha to Kerry -- 8.6.1.1 Who Becomes Teachers in Universities and Its Impact on Teaching for Social Purposes -- 8.6.1.2 Practitioners as Teachers in Universities with Specific Social Purposes? -- 8.6.2 Kerry to Santha -- 8.7 What Is to Be Learned and Who Is to Teach It? -- 8.7.1 Santha to Kerry -- 8.7.2 Kerry to Santha -- 8.7.2.1 The Roles of Institutions with Specific Social Purpose in "Giving He to Students from Poorer and Marginalised Groups" -- 8.7.2.2 A "Social' (or Environmental) Orientation in All Students". How Would We Know? -- References -- 9: Epilogue. ; 9.1 A Brief Summary of the Ideas Developed in This Book.
• Titolo autorizzato: Universities with a Social Purpose
• ISBN: 981-9989-60-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910799235303321
• Lo trovi qui: Univ. Federico II
• Serie: Sustainable Development Goals Series