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The University in the Knowledge Society
Abstract
The university has become the subject of much critical debate in the social sciences in recent years. While earlier interpretations, such as those of Weber (see Shils, 1973), Parsons (Parsons and Platt, 1973), Bourdieu (1988, 1996), emphasized the autonomy of the university within the context of a social theory of modernity, the recent appraisals are more critical and call into question the very coherence of the project of modernity in the postmodern and global age. Four debates can be identified.
1. The entrenched liberal critique, which can be called a cultural critique since it is primarily concerned with the university as a medium of cultural reproduction. The liberal idea of the university—associated with the positions of Allan Bloom (1987), who bemoans the attack on the traditional curriculum in the name of diversity, and Russell Jacoby (1987), who regrets the decline of the public intellectual who has disappeared from the university—on the whole looks backwards to the golden age of an earlier university. Despite the different positions within this broad stance that derives from the neo-humanist tradition, the tendency is to see the university in crisis because of the decline of the autonomy of culture, be it the culture of critique or, in its more conservative version, the traditional culture of the canon.
2. The postmodern thesis, associated with Lyotard (1984) and recently restated by Bill Readings (1996), announces the end of the university along with the end of the nation-state. It is claimed that knowledge has lost its emancipatory role and the very notion of universality, or even the very idea of a curriculum, is now impossible, given the fragmentation of knowledge, as in, for instance, the separation of teaching and research.
3. The reflexivity thesis, which is best associated with claims that there is a new mode of knowledge based on a more reflexive relationship between user and producer, offers a less dramatic theory but one nevertheless that announces the obsolescence of the university (Gibbons et al., 1984). As a Mode 2 paradigm around applied knowledge emerges, the university, which is caught up in the more hierarchical and disciplinary-based Mode 1 knowledge production, becomes, it is claimed, increasingly irrelevant to the postfordist economy.
4. The globalization thesis draws attention to the instrumentalization of the university as it embraces market values and information technology. According to various authors, the university is far from irrelevant to capitalism, as the previous thesis would claim, but is in fact fully integrated into it and, as a new manageralism takes over the university, there is a resulting loss of academic freedom (Curie and Newson, 1998; Etzkowitz and Leydesdorff, 1997; Slaughter and Leslie, 1997). This thesis suggests that the university has become a major player in the global market and in information-based capitalism.
What are we to make of these announcements of crisis and even of the decline of the university? I believe a more nuanced interpretation is possible.
... As if to corroborate this analysis, Maistry and Thakrar (2012) observed that most students feel that their spirituality or religiosity has to be considered in a balanced education (Maistry & Thakrar, 2012, p. 71). These views reverberate Delanty (2001), who argued that universities should be treated as flexible societal platforms to reflect the mediation between knowledge as science and culture. In other words, universities must equally produce knowledge from science and culture (Delanty, 2001, p. 151). ...
... Therefore, universities must always find ways to integrate both into their curricula without letting the other dominate in any way. Delanty (2001) puts it more straightforwardly that: 'the university, as a producer and transformer of knowledge as science and of knowledge as culture, cannot be reduced to either science or culture for it is an institution that mediates' (Delanty, 2001, p. 151). In a country like South Africa, where religion plays an important part in the everyday lives of its citizens, it is therefore not possible for any public university to continue teaching and learning without including religion in its curricula. ...
... They stated: 'Universities are now required to contribute to the socio-economic development of communities and to promote students' social and civic responsibilities through community engagement' (Maistry & Thakrar, 2012, p. 58). Similarly, Harkavy (2006) described university role in relation to a democratic society and referred to the core mission of the university, namely the obligation to educate students to be creative, caring, constructive, and democratic citizens in or for a democratic society (Harkavy, 2006, p. 5), qualified by Delanty (2001), who had also argued that the university space must always be characterised by a form of ideological democracy reflecting the inherent tension between national culture and cosmopolitanism, modernity and tradition, religion and secularism, particularism and universalism, knowledge and democracy, culture and power (Delanty, 2001, p. 150). These sit comfortably with the views of Laurillard (2002), who characterised local societies as learning societies that could benefit from university knowledge and further emphasised that such university knowledge should be largely owned by local context and not represent the outlooks of some imported knowledge (Laurillard, 2002, p. 136). ...
The location, acceptance, and tolerance of religious education in public spaces have been fiercely debated since South Africa’s democratic transition in 1994. As a result, South Africa’s constitution now guarantees religious freedom in all public places, including educational institutions. The primary question is, however, how much do these public universities’ theological and religious faculties guarantee that all religious or faith traditions have equal access to their curricula? Simply put, this article examines the theological and religious education programs at universities such as the University of the Free State (UFS), North-West University (NWU), Stellenbosch University (SU), and University of Pretoria (UP) and asks whether they promote justice to the extent that they incorporate all faith traditions into their curricula. Given this, the paper posits that the majority of religious communities are not sufficiently represented in the curricula of South African public universities’ theological and religious faculties. It then advocates, as a practical measure, the establishment of the theological-religious ombudsman to guarantee that students of all faiths have equitable access to theological and religious curricula at South African public universities.
... Others, however, question the relevance, need, or significance of sustainability in business education, as indicated by unequal growth in recent decades (Starik et al., 2010) [34]. Management education, like any other sector, evolves in the recursive, epistemic sociology of key stakeholders (Delanty, 2001) [51]. Although there is much research on the topics of sustainability investigations and case studies or global investigations of management education for sustainability in universities, there is little research with Asia as the focus, even though Asia plays an influential and important role in the world in terms of population and economic development (Yen-Chun Jim Wu Ju-Peng Shen Tsuang Kuo, (2015)) [52]. ...
... Others, however, question the relevance, need, or significance of sustainability in business education, as indicated by unequal growth in recent decades (Starik et al., 2010) [34]. Management education, like any other sector, evolves in the recursive, epistemic sociology of key stakeholders (Delanty, 2001) [51]. Although there is much research on the topics of sustainability investigations and case studies or global investigations of management education for sustainability in universities, there is little research with Asia as the focus, even though Asia plays an influential and important role in the world in terms of population and economic development (Yen-Chun Jim Wu Ju-Peng Shen Tsuang Kuo, (2015)) [52]. ...
Purpose: The purpose of this paper is to broaden the concept of Education for Corporate Sustainability Disclosures and describe its meaning and significance in the present-day Higher Education. The paper studies the literatures published by the researchers in the related areas and arrives at the conceptualisation of a new sub area for future research. It is an emerging need for the future management and accounting professionals, to imbibe the corporate sustainability disclosure aspects as Sustainability Disclosures by Corporates are being mandated in several nations across the globe. Methodology: This paper studies the existing literature to propose a new concept submerging the concept of Education for Sustainable Development (ESD) And Corporate Sustainability Disclosures (CSD). Using the Keyword and Boolean search method in Google Scholar the related articles published in various journals is considered for the study. Findings: Education for CSD is becoming the need of the hour, as it is being highlighted in past several research. ‘Corporate Sustainability Disclosures’ is broader in scope and dimension as compared Sustainability accounting and hence can be adapted to a wider stream of courses rather than professional accounting alone. Originality/ Value: This paper tries to throw light on the Education for Corporate Sustainability Disclosures by the Higher Educational Institutions, with special focus to the Management, Commerce and Accounting streams of study.
... Second, IHEs should serve as focal sites in the public sphere (Calhoun 2006;Delanty 2001) in which stakeholders, such as policymakers, business leaders, and concerned citizens, can come together to debate the compatibility between the 4IR and habitable Earth. Precisely because both the 4IR and climate change are vastly complex phenomena, HE-based researchers will likely produce heterogeneous and even contradictory knowledges -this is why it is imperative for IHEs to refrain from imposing 'facts' on the stakeholders, in this way short-circuiting their 'pluriversal diplomacy ' (cf. ...
... This role of IHEs as the facilitators of pluriversal diplomacy points to the second kind of their public contributions, i.e., to serve as focal sites in the increasingly global public sphere for critically debating the compatibility between the 4IR and habitable Earth (cf. Calhoun 2006;Delanty 2001). This is possible because, as UNESCO (United Nations Educational, Scientific, and Cultural Organisation) (2022:20, 60 of 101) rightly recognised, HE is institutionally 'open to novel and critical thinking [and therefore] the ideal setting for pluralizing views of the world… by way of dialogue with different sectors of society and with different ways of knowing.' ...
The Fourth industrial Revolution (4IR) is forcing higher education (HE) into a new era where it must either actively and positively contribute to innovation, sustainability, and development or become obsolete and redundant. HE must leave its ivory tower and forge links and partnerships with society, industry, and governing bodies by delivering graduates that are holistically educated and trained to bring positive innovation and change and to address the challenges that humanity is facing in the 21st century.
... Confucius over 2000 years ago said the common people were not ready to receive the preserved knowledge to govern and the noble elite must gain the preserved knowledge and govern the common people (Confucius, 2015;Qian and Taysum, 2021). This is supported by Plato who identifies it will not be possible to build a bridge between Higher Education Institutions and the tax payers/common people (Delanty, 2001). Plato (2017, p. 16376) at around the same time as Confucius stated in Timaeus: 'You Hellenes are never anything but children, and there is not an old man among you'. ...
... Theorising the relationship using the principle of pressure as force per unit area drawing on the disciplinary praxis of physics and equilibrium/stasis Harris (2002, p.3) states: "skills and knowledge that shape leadership practice have not directly focused upon the improvement of instruction and student performance". Dialogue to build cultural alignment through a rich vocabulary and capital for accessing preserved knowledge, could open up opportunities for democratisation of knowledge (Delanty, 2001;Taysum, 2016). Hall (1997) calls "confronting the taken for granted...where [sic] understanding leaders and managers in education means understanding them as people" (p.312). ...
Short) The aim of this paper is to present a new contribution to knowledge that describes and generates new understandings of how one primary school developed an inclusionary community through dialogues with a focus on narrowing achievement gaps to optimise i) secure bonds of attachment to build capacity for psychologies of trust, ii) distribution of power and knowledge for equilibrium or democratisation of knowledge in the organisation to build capacity for philosophies of trust and iii) mobilise preserved knowledge held by Higher Education Institutions (HEIs) libraries of psychologies, philosophies and ethics of trust within and between Departments and their associated professions using A Blueprint for Character Development for Evolution (ABCDE) to build capacity for trust and cultural capital to support education for democracy. Abstract (Policy Briefing Summary)
... University has revolutionized since the past decades to create a social values bearing the perspective of social entrepreneurship in mind (Shahrir & Lerner, 2006). In addition, university has re-delineate its purpose and role to improve the society well-being (Kuratko and Hodgetts, 2007;Delanty, 2001). The term social entrepreneurship is not in it embryonic concept as it has been around for a very long time ago (Okpara & Halkias, 2011). ...
The aim of this research is to establish mathematical models using multiple linear regression (MLR) technique to determine (1) challenges faced frequently by social entrepreneurs, and (2) priorities of social enterprise. Methods: In this research, the secondary data were taken from the bulletin of State of Social Enterprise in Malaysia 2014-2015. In this research, stepwise method is used where several significant models will be developed. Results: The results show that there are two models developed where the independent variables explain 100% of the dependent variables (R-square=1.00, p-val=<0.05). Conclusion: As a conclusion, these results verify that fs/QCA could assist researchers in finding out the contributing factors of the dependent variables, determine whether or not there are necessary conditions or sufficiency conditions and have a more objective analysis tool to interpret the causal correlation of small samples. There are innovatively adopted in their approaches for the future capability improvements for reduce inequalities its might even provide a business model for rebalancing the control of money and power in their business operations in line creating beneficial impact to society and the environment.
... Graduates have realized that a Ph.D. degree is no longer a passport to a lifelong job. They need to acquire transferable and flexible skills that can in turn adequately condition them to be prepared for the changing academic market (Delanty, 2001). Doctoral students thus oscillate between the development of a professional identity (which is critical to career success) and that of a professional scholar (which is critical to academic success), moving between different roles and expectations and trying to form both identities (Austin and McDaniels, 2006). ...
Emerging evidence suggests that the Impostor Phenomenon (IP) among doctoral students is a serious problem worldwide academic. Although previous studies demonstrate that IP can endanger doctoral students’ academic advancement and psychological well-being, limited studies systematically and comprehensively explore the IP among those population. Thus, the fundamental goal of this study is to conduct a scoping review of IP among doctoral students so as to clarify the reality of their situation. Systematic searches were conducted using 5 databases: Springer, Google Scholar, Web of Science, PubMed, and JSTOR for empirical studies published from 1978 to 2023. Two reviewers independently carried out the literature search, study selection, data extraction and assessment of study; disagreements were resolved by a third reviewer. Thirty empirical studies covering four specific domains were include in current research, including the characteristics of IP among doctoral students, factors contributing to IP among doctoral students, correlation of IP with doctoral students’ mental illness, and measurement of IP. The findings of this study may provide insight to improving the comprehension of IP among doctoral students and establishing the groundwork for future research in this field.
... Many researchers have argued for the role of higher education, particularly universities, in contributing to national development and innovation. Delanty (2001), for example, stated that universities play a central role in the global transition to modernity that began in Europe and America before spreading to the rest of the world. Altbach (2013) similarly noted that universities, especially research-oriented ones, are the catalyst for the development of a knowledgebased society. ...
The Cambodian Journal of Educational Research (CJER) is a peer-reviewed academic journal initiated and managed by the Cambodian Education Forum (CEF). CJER publishes English manuscripts in the field of education, which would be of interest to Cambodian or international readership. All manuscripts must be original and have not been previously published or are currently under publication consideration elsewhere. All manuscripts submitted to CJER will go through an initial screening by the CJER editorial team. The editorial team will then decide whether or not to send a manuscript for a blind peer review by two invited reviewers.
CJER publishes two issues annually (the first issue will be published in June and the second issue in December). Submissions to CJER can be made throughout the year following the CJER submission guidelines. Accepted manuscripts will be published online first and will later be included in one of the two issues.
... Many researchers have argued for the role of higher education, particularly universities, in contributing to national development and innovation. Delanty (2001), for example, stated that universities play a central role in the global transition to modernity that began in Europe and America before spreading to the rest of the world. Altbach (2013) similarly noted that universities, especially research-oriented ones, are the catalyst for the development of a knowledgebased society. ...
Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.
... Many researchers have argued for the role of higher education, particularly universities, in contributing to national development and innovation. Delanty (2001), for example, stated that universities play a central role in the global transition to modernity that began in Europe and America before spreading to the rest of the world. Altbach (2013) similarly noted that universities, especially research-oriented ones, are the catalyst for the development of a knowledgebased society. ...
Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.
... Many researchers have argued for the role of higher education, particularly universities, in contributing to national development and innovation. Delanty (2001), for example, stated that universities play a central role in the global transition to modernity that began in Europe and America before spreading to the rest of the world. Altbach (2013) similarly noted that universities, especially research-oriented ones, are the catalyst for the development of a knowledgebased society. ...
The Cambodian Journal of Educational Research (CJER) is a peer-reviewed academic journal initiated and managed by the Cambodian Education Forum (CEF). CJER publishes English manuscripts in the field of education, which would be of interest to Cambodian or international readership. All manuscripts must be original and have not been previously published or are currently under publication consideration elsewhere. All manuscripts submitted to CJER will go through an initial screening by the CJER editorial team. The editorial team will then decide whether or not to send a manuscript for a blind peer review by two invited reviewers.
CJER publishes two issues annually (the first issue will be published in June and the second issue in December). Submissions to CJER can be made throughout the year following the CJER submission guidelines. Accepted manuscripts will be published online first and will later be included in one of the two issues.
... Universities not only produce knowledge but also disseminate that knowledge to students and thus perform a public role in the sense of bringing people together in what is increasingly an individuated world (Beck and Beck-Gernsheim 2002). We have seen an increased emphasis on the civic or moral duties of universities to serve the communities in which they operate, alongside changing ideas about their value and role in society (Delanty 2001). For some commentators the most valued role of universities is as sites of knowledge diversity in a world in which the legislators seek order (Bauman 1989). ...
... Individual student characteristics can strongly impact the originality of their work (Backhouse, 2019). For example, doctoral education demands that doctoral students work independently in uncertain environments (Delanty, 2011). Health program cultures should encourage risktaking by students within the doctoral education environment and the context of the field of study (Denicolo, 2013). ...
... The employment of PhD students in the non-academic environment is a necessary condition for companies in order to benefit from technology transfer (Mangematin, 2000). Therefore, doctoral study programs in universities must train graduates not only for a career in the academic environment and research centers (Delanty, 2001;Jairam & Kahl, 2012), but need to change their approach so that PhD graduates can follow a professional career both in academic and non-academic context (Conti & Visentin, 2015;Domínguez & Gutiérrez, 2016;Enders, 2004;Gu et al., 2018;Nerad, 2009). ...
... How do they cope with accusations of academic fraud? There is already considerable research on this theme, be it that most studies do not address it from the perspective presented above (Delanty, 2001 offers a profound analysis of the knowledge crisis, without explicitly using any of the terms of our model) or focus on one or two elements of the proposed model (Gulbrandsen, 2011). ...
This paper proposes an extension of the concept of organizational actorhood. This concept is very useful to understand contemporary higher education institutions, but it pictures these organizations as relatively passive, subject to normative pressures. The conceptualization lacks attention to dynamic agency of higher education institution. Using notions of accountability, legitimacy and identity, a reconceptualization is proposed. That reconceptualization stresses the agentic potential of higher education institutions to pro-actively test the boundaries of legitimacy and accountability and its capacity to continuously (re)negotiate its position in institutional contexts. Suggestions are offered for further research.
... This is termed as "societyscience connect" which calls for collaboration between universities and communities to identify problems and develop scientific and technological solutions for them. The interactions between scientists and society can facilitate two-way flow of facts, knowledge and ideas, which in turn can benefit both science and society (Delanty, 2001;Fagerberg, Landström, & Martin, 2012). ...
The international university rankings are now increasingly used for various purposes, including for funding decisions. Various stakeholders trust ranking assessments which are based on narrow set of criteria namely teaching, research, knowledge transfer, global outlook. However, the role of university in the contemporary scenario have evolved to include societal functions. This paper presents an analysis on the need for updating the ranking frameworks in the context of changing functions of the Universities. In depth literature review and thorough study of popular ranking frameworks (QS, THE and ARWU) were utilized for identifying areas whose inclusion may be beneficial towards addressing the new university functions. The study presents a case for inclusion of five criterion to expand the scope of university ranking framework besides their usual criticism.
... For example, life-long learning means shifting responsibility for education and learning from the public sphere to the private and civil... life-long learning also means a shift of responsibility from the state to the individual (Säfström, 2005). In this transformation process the role of university is to link the requirements of industry, technology and market forces with the demands of citizenship as well as giving society a cultural direction and enable people to live more effectively in a complex world (Delanty, 2001). As in the emerging knowledge societies the relationship between industries, its occupational groups, and the state are changing; and this will change the organization of higher education systems in the direction of what public authorities, businesses, academic institutions and students define as their knowledge interests and what kind of alliances they will form in the future (Bleiklie, 2005). ...
... Mitigations for risk can be analysed which inform evidence based interventions in current time with and by teachers and students and communities (Taysum, 2019). Educational Professional and Credentialed Experts need to support teachers' and communities' research and their credentialing comes from doctoral-study supported by the professoriate situated in the academy which is a site of the democratisation of knowledge (Delanty, 2001). ...
p style="text-align: justify;">Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.</p
... The university is the place where professors and students share their learning, and generate constant critical discourse in a process of pursuing knowledge rather than transmitting knowledge from professors to students as a product (Delanty, 2001). It appears that in teaching universities, there is a tendency of 'transmitting knowledge as product' in part due to a lack of the active atmosphere of critical discourse. ...
The Mongolian higher education sector has experienced a massive expansion in the past two decades, with changes in the student body as well as academic staff. There are increased pressures of teaching loads and administrative requirements for a relatively young community of academic staff in Mongolian Higher Education Institutions. Academic staff is also required to increase their research profile while delivering excellent teaching. The effect of faculty professional development on student learning is seen as one of the solutions to improve the quality of teaching and research which would have an overall impact on student learning and employability of graduates. Consequently, the faculty professional development in Mongolian higher education is high on the agenda of the Ministry of Education and Science of Mongolia. To develop a national policy for the professional development of higher education teaching staff, the Mongolian Institute of Educational Research conducted the baseline survey which focuses on identifying faculty professional development needs of Mongolian HEIs and finding out challenges and solutions to the issues around faculty professional development. The survey was conducted in January 2018 and was designed to elicit information about how academic staff conceives their professional development needs, what challenges they encounter in their professional development, and what they suggest to address the issues.KeywordsProfessional developmentFaculty membersNeeds analysisBaseline survey
... Mitigations for risk can be analysed which inform evidence based interventions in current time with and by teachers and students and communities (Taysum, 2019). Educational Professional and Credentialed Experts need to support teachers' and communities' research and their credentialing comes from doctoral-study supported by the professoriate situated in the academy which is a site of the democratisation of knowledge (Delanty, 2001). ...
Ursula von der Leyen identifies diverse classrooms have different knowledges and 'epistemologies'. A typology of epistemologies for democratising knowledge 'A Blueprint for Character Development for Evolution' (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students' self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform 'DocEnhance' is recommended to inform effective and efficient investment into high quality education and training.
... Such a managerial and entrepreneurial reorientation would have been seen in the past as antithetical to the traditional ethos of the university of providing knowledge for its own sake. Delanty (2001) notes that 'with business schools and techno science on the rise, entrepreneurial values are enjoying a new legitimacy …the critical voice of the university is more likely to be stifled than strengthened as a result of globalisation' (Delanty 2001: 115). It can be said that globalisation may have an adverse impact on the higher education sector, and education in general. ...
The topic of globalisation and education reform has assumed immense importance in the discourse and policies of many bodies and agencies across the international arena. An increasing number of countries and governments have concluded that globalisation, education and policy research approach to learning and teaching should be instituted and deployed as one of the main lines of attack on some of the major problems needing to be addressed in the future. The policy documents and statements of the UNESCO, OECD, the European Parliament, the Nordic Council of Ministers and the Asia-Pacific Economic Co-operation Forum (APEC) reveal a commitment to globalisation and education reforms. There are other regional alliances that are grappling differently with issues of anti-globalisation trends of Brexit, in the Global South and in developing and underdeveloped nations also.
... Coda sobre el futuro de la Universidad Para finalizar, es importante afirmar que debatir sobre la formación y el rol de investigador educativo y, por extensión, de la investigación educativa, abre la oportunidad para analizar la transformación de la universidad, pues en términos de Gerard Delanty (2001), es pertinente observar la comunicación entre la universidad y la sociedad, entre las diferentes profesiones científicas, y entre la ciencia y el Estado, para vigorizar la democracia y la ciudadanía. Justamente se hace urgente modificar esta concepción porque "uno de los peligros a los que se encuentra expuesta la universidad contemporánea se relaciona con el de convertirse en un centro proveedor de servicios para la empresa privada y el olvidarse que se debe por entero a la sociedad civil" (Castro-Gómez, 2011, p. 51). ...
The article exposes historical elements that have influenced the configuration of educational research in Colombia in recent decades to show how this context has influenced the educational researcher. In the first place, it describes gaps present in educational research works. From there, the analysis focuses on the contemporary university and the effects that cognitive capitalism and commodification have had on these institutions, which are one of the scenarios where educational research is conducted. Thirdly, it shows the incidence of mercantile logic in the training of educational researchers. Finally, the article proposes elements to stress the field and influence the training of future researchers and the practices of current researchers, so as to achieve a reorientation of the parameters, which determine the educational field.
... While the dominant trends in analyses of today's universities emphasize technical and scientific rationality, "the idea of excellence," and other ideas that can be bundled under the framework of "corporate university," there are also alternative metaphors, such as deliberative democracy, critical professionalism (Barnett 1997), professional responsibility, and civic professionalism (Sullivan 2005). Readings (1996) and Delanty (2001), for example, both emphasize the importance of the university as a community of disagreement. "The objective is to institutionalize dissensus and to make the university a place of public debate... a crucial actor in the public realm, so strengthening the democratization of knowledge," Delanty says briefly (Delanty 2001, pp. ...
Universities' Third Mission: from the entrepreneurial view to the deliberative one.
... The issue of cultural diversity is particularly salient in view of the contemporary massification and globalisation of HE and the need to equip students for studying, living and working in multicultural settings (McNamara & Harris, 1997;Blight et al, 2000;Delanty, 2001). Concomitant with widening participation is the diversification of the student intake. ...
This paper offers a preliminary synopsis of recent scholarly literature (such as case studies, overviews and theoretical frameworks) related to meeting the challenge of student cultural diversity in higher education. It seeks to actualise teaching scholarship, proposing a model that encapsulates the main approaches to education in a multicultural context, as a scheme for interrogating academic practice. This field is analysed in terms of the goals, assumptions and pedagogies associated with different approaches to dealing with cultural diversity. Three broad approaches are identified: assimilative, inclusive and transformative
... Nel contesto della cosiddetta knowledge economy, la creazione e la diffusione di conoscenza sono considerate ingredienti imprescindibili per il perseguimento di sviluppo economico e sociale (Drucker, 2012). In linea con questa prospettiva, negli ultimi trent'anni crescenti attenzioni hanno investito l'Università -istituzione che gioca un ruolo cruciale nella generazione, tra-350 sformazione, accumulazione e propagazione del sapere (Delanty, 2001) -alimentando un articolato dibattito che ha contribuito a ridefinirne la funzione sociale (McArthur, 2011). Inedite aspettative hanno interessato le politiche, gli strumenti e le pratiche che riguardano la formazione e la ricerca, che tradizionalmente costituiscono le principali missioni degli Atenei. ...
This paper examines the evolution of doctoral training in Italy over the last 20 years. The analysis pays attention to the regulatory interventions that modified doctoral training settings and presents data that allows us to observe the impact of these interventions on the number of active PhD programmes and positions
... Decolonisation is defined by Harvey and Russell-Mundine (2018) as eradicating the barriers that prevent indigenous and non-Western voices from participating in the thinking and practice issues. This is a barrier to what Delanty (2001) calls the democratisation of knowledge to support Education for Democracy. Dewey (1916) calls democracy in education a system that works to develop communities of learning networks that pass on wisdom and expertise as Science, Social Sciences, Arts and Humanities with and for the people (Dewey, 1916, Taysum andBeutner et al (2020). ...
There is a gap in the knowledge regarding preparation Higher Education Institutions (HEIs) Heads of Departments (HoDs) require decolonising curriculums, thoughts and practice issues. This prevents HoDs leading their departments and professions for democratic education to deliver HEIs civic mission to mainstream new knowledge in the quadruple helix for sustainable health, economic, social and ecological wellbeing with and for the people. This study of sixteen HoDs in a Ghana HEI reveals before their appointments there was i) no HoD leadership preparation, ii) no prior discussion of professional or personal criteria mapping to a job description and iii) appointment was based on seniority and not leadership knowledge, skills and behaviours. HoDs with Postgraduate training in Social Sciences and Humanities (SSH), prior to appointment, knew how to mobilise democracy in education through learning communities' participatory talk with and for their Departments and Professions. The talk built descriptions and understandings of psychologies, philosophies and ethics of trust required to support Education for Democracy to decolonise Departments and associated professions to deliver HEIs, National and African Union Strategic Plans. A Blueprint for Character Development for Evolution (ABCDE) is presented to prepare HoDs with HSS training needed for democracy in education.
In recent years, the role of universities in the development of societies has increased. In Iran, as in other countries, universities have made changes to their programs, but it still seems they need some new policies to strengthen the impact of universities on the development of society. While explaining the reasons for the formation of existing universities at the international level, this article attempts to use the framework of Sadra's philosophy to present a new type of university called “wisdom-oriented” university. This university activates the four functions as follows: Graduate education, Development of technology and technical knowledge, Problem-solving and communicating with society (such as industry, government institutions, etc.), and Producing and disseminating of knowledge content. If the wisdom-based university is formed and institutionalized, the following characteristics could be expected: “Avoidance of particularity”, “attention to comprehensiveness and gradual shift to specialization”, “scientific moderation and attention to wisdom”, “fostering creativity, production and accumulation of knowledge content”, “duty-oriented interaction with society”, “unbounded activity”, “continuous effort to come closer to God” and “optimal use of science and technology.”
Universities and industry are in need of cooperation and communication with each other for the social and economic development of the country. The purpose of this study was to explore the constraints in the establishment of university and industry collaboration in Pakistan, specifically in Punjab Province. This study also provides some suggestions to strengthen this linkage. Quantitative and qualitative methods were used to explore the University-Industry (U-I) collaboration constraints and strengthening mechanisms. The total sample of the study for the quantitative part has consisted of 1070 faculty members of the universities of the Punjab province. Qualitative part of study consisted of 11 ORICs member and 12 industrialists. Data were analysed by using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings of studies shows that various constraints identified in establishment of linkage between university and industry, including paucity of infrastructure, low motivation, trust deficit, lack of interest and missing policy regarding linkage. It has recommended that to strengthen this connection, it is necessary to provide research and development funds from the government and cooperation agencies, and industry co-funding will be encouraging.
Introduction: This study aimed to study the comparison of fifth generation universities in higher education in Iran and selected countries in a qualitative and comparative way. Method: In this research, the Kandel method was used to identify the components of the fifth generation university, and the Boley method was used to analyze the data to extract common and non-common components. The data collection method was web-based and purposive sampling. By checking the keywords in the databases, the articles that were published in both English and Farsi in the field of the components of the fifth generation university until September 21, 2022 were selected and carefully studied and analyzed Results: With thematic analysis of 23 components of the fifth spiral model to¬ as the base model of the fifth generation university.5 Components that were abundant between one and 3 countries were removed and the effective components that were abundant in more than 5 countries remained. After the merger of the component, which was of a single nature, 3 similar components (sensitive to the environment) were. The developer of environmental sustainability and the use of fashion 3 for the production of knowledge and innovation and 15 components between selected countries and Iran were extracted as differential components. Conclusion: Finally, according to the results of this research, in order to reach the fifth generation university, the need to design and present appropriate strategies by managers and decision makers، To reduce the distance of differential universities with the leading universities in this field.
This chapter outlines key historic curriculum influences on UK higher education taking an intersectional approach to describe how the legacy of colonialism reproduces inequalities. It questions the absence of curriculum concerns in national policies to widen participation and argues for its centrality in tackling longstanding inequalities.
According to social forecasters, society and the economy are moving towards new forms of organization (Harari, 2018). This new stage has received the monikers of a digital, knowledge-based, or post-modern society (Bauman, 1992). These descriptions show that knowledge is increasingly important in the economy and society. If one considers universities as knowledge factories (Enarson, 1973), it is fundamental that they adjust to new societal and economic demands (Delanty, 2001). Information and communication technology (ICT) is vital in this transition (Mokyr, 2002). According to Fuchs (2017), "ICTs are means that humans use for creating, disseminating, and consuming information about the world. The computer and networked computer systems are particular technologies that, unlike traditional media (radio, television, newspapers, etc.), allow not just the consumption of information but its production, coproduction, and dissemination." (p. 2433).With ICT, teaching and learning could become far more efficient, dynamic, and accessible using learning platforms, MOOCs, and others (Centre for Educational Research and Innovation, 2005). These expectations have led universities and governments to invest in these technologies since the 1980s (Cuban, 2001; Oppenheimer, 2003; Ramirez & Casillas, 2014). After decades of investment, the impact of ICT on the university seemed to be disappointing (Zemsky & Massey, 2004; Ramírez & Casillas, 2014). Some universities had embraced distance education or some form of blended learning, but most continued to teach in the traditional way (Allen & Seaman, 2017). In Mexico, by 2019, only 15% of higher education students had had some experience with online classes (Statista, 2023). The COVID-19 pandemic radically changed the situation. By March 2020, all universities were in lockdown; nearly all had moved their activities online and become fully digitalized. But are these fundamental changes or temporary adjustments to a passing crisis?This article explores the impact of ICT in Mexican universities from three analytical perspectives: educational, organizational, and academic capitalism. Each perspective focuses on distinct aspects of academic work: the process of teaching and learning, organizational arrangements, and the ownership of knowledge. Thus, analyzing the impact from different perspectives allows for a broader view of possible changes. The use of ICT may affect not only teaching and learning but also organizational structures or labor conditions.
Based on various indicators such as dynamic cities, world cities, top cities, livable cities, creative cities, quality of life and competitiveness, Tehran has not gained a worthy position among the cities of the world, despite having the necessary potential and capability. This is while the capacity of human, intellectual and symbolic academic capital and effective interactions and interaction with the field of urban management, can be effective in creating and promoting the network of smart cities and their creative relationship with regional and global networks. And lead to national and local development. Lack of effective interaction between universities, with public organizations such as urban management, has led to reduced productivity and efficiency in this area. In this research, the strategy of integrated and multiple methodology has been used. This methodological strategy itself consists of four approaches of positivism, pragmatism, instrumentalism and persuasion. And research, the third and fourth integrated approach and the reference theory used is the social exchange theory regarding the interaction of two institutions. The result of these approaches and theories is the presentation of the "knowledge-city- University" model. The different parts of this model are described in detail from the stakeholders of both the university and the city, as well as the supply and demand of the desired and applied knowledge.The result is that if startup strategies and complementary and executive projects are used alongside this operational model, the mentioned indicators about the city will definitely improve and its position in the world rankings will be greatly improved.
This study examines the perspectives of Cambodian provincial university students about Cambodia’s vision to transform itself into a knowledge-based society. The study employed a qualitative approach to gather data to answer three research questions. Based on in-depth interviews with 21 university students from three provinces, including Battambang, Siem Reap, and Svay Rieng, it was found that Cambodian university students had a superficial understanding of the term knowledge-based society. They were ambivalent, expressing both optimism and pessimism, when it came to Cambodian universities’ contributions to supporting Cambodia’s development into a knowledge society. The study also revealed a number of challenges facing university students in provincial Cambodia, such as limited access to educational resources and opportunities, inadequate opportunities for gaining practical knowledge and skills needed for the job market, and other issues of various nature. The study sheds light on how Cambodian university students perceive Cambodia’s aspirations for becoming a knowledge-based society and has implications for policy, practice, and future research.
The raw material for sound and evidence-based public policy is knowledge. Relevant knowledge comes from research. Thus, research and knowledge are very essential for public policymaking, yet it is often argued that researchers as knowledge producers and policymakers often travel in parallel solitudes, locked in their silos, and hardly talk to each other. What is the relationship between research knowledge and public policy in Ghana and other African countries? In what ways are researchers able to influence policymakers? How relevant is research to evidence-based policymaking? What makes for a positive or negative relationship between researchers and policymakers? What channels exist for researchers and policy to interact and share ideas? This chapter analyses the relationship between policymakers and researchers in Ghana by exploring their respective cultural worlds, examining their orientations and perspectives of themselves and of each other and the extent to which those understandings affect the use of knowledge in the policy process.
Universities are knowledge institutions. Compared to several other knowledge institutions (e.g. schools, government research organisations, think tanks), research universities have unusual, anarchic organisational features. We argue that such anarchic features are not a weakness. Rather, they reflect the special standing of research universities among knowledge institutions. We contend that the distributed, self-organising mode of knowledge production maintains a diversity of approaches, topics and solutions needed in frontier research, which involves generating relevant knowledge under uncertainty. Organisational disunity and inconsistencies should sometimes be protected by institutional structures and procedures in order for research universities to best serve their purpose as knowledge institutions. The quality control for the knowledge produced stems from knowledge fields, clusters of knowledge and research that exist beyond the confines of individual organisations. The diversity of epistemic contributions is therefore kept in check by the order imposed by the internal logic of science as a social practice. Our argument provides a new defence for the autonomy of research conducted at universities.
In 2020, the global pandemic caused by the Covid-19 virus severely disrupted higher education. The impact was particularly felt on the provision of learning and teaching involving a very rapid move from face-to-face to on-line delivery. The sudden shift in delivery mode took place within the wider constraints imposed by the pandemic, including rapidly enacted national laws and educational regulations. This chapter employs an auto-ethnographic lens through which to explore the impact of the changes from the perspective of three actors in the learning and teaching domain—an academic manager, a member of academic teaching staff and a student. The chapter uses the New Public Management structure/approach to understand the constraints imposed upon the actors and their experiences and responses to the higher education reaction to the Covid-19 pandemic. Attention is paid to the way common themes were experienced from different perspectives, highlighting similarities and differences.
Abstract/Summary
Background
Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010). Within this context, it is vital to examine the perspectives of higher education stakeholders, especially university students, regarding Cambodia’s aspirations to become a knowledge-based society and how Cambodian universities can support such a vital goal.
Aims and research questions
This study is the outcome of a fellowship programme managed by the Centre for Educational Research and Innovation (CERI) of the Cambodia Development Resource Institute (CDRI). It aims to examine the role of Cambodian universities in supporting the country’s aspirations to become a knowledge-based society from the perspectives of Cambodian university students. A knowledge-based society is defined as a society that relies on the acquisition, creation, utilization and dissemination of knowledge to enhance socioeconomic development (UNESCO 2016). The study seeks to answer three research questions:
How do Cambodian university students perceive the concept of a knowledge-based society?
How do Cambodian university students perceive the role of Cambodian universities in supporting Cambodia to become a knowledge-based society
What suggestions do Cambodian university students have regarding Cambodia’s aspirations to become a knowledge-based society?
Methodology
This study was designed as a qualitative inquiry, guided by a constructivist view of reality and knowledge creation. It employed semi-structured interviews as a data collection tool, supported by document analysis. There were 20 university students (seven females) who participated in the one-on-one interviews. Among them, there were eight students with bachelor’s degrees, eight with master’s degrees and four doctoral degree students. Their ages were between 18 and 52 years old, and eight (40%) of them were enrolled in science, technology, engineering and mathematics (STEM) majors. These students were purposefully selected from four universities (three public and one private) in Phnom Penh, Cambodia’s capital city. Four interviews were conducted face-to-face, and the rest (80%) were held via Zoom. The interviews were carried out in Khmer and lasted between 22 and 40 minutes. The data were assessed using thematic analysis, supported by qualitative data analysis software NVivo 12, while ethical guidelines were adhered to throughout the research.
Findings
The study found that Cambodian university students who took part in this research had a varied and limited understanding of a knowledge-based society. Some of them had never heard of the term prior to participating in the interviews. The participants tended to associate the concept of a knowledge-based society with keywords such as education, knowledge, human resources, educated people and research. They believed that Cambodian universities had a moderate contribution to supporting the development of a knowledge-based society in Cambodia, although they also acknowledged positive developments in Cambodian higher education in recent years. The participants believed that universities should not only provide students with education, knowledge, and hard skills but also develop their character, morality, and soft skills. They offered several recommendations to help Cambodia realise its aspirations to become a knowledge-based society. The recommendations included improving education quality, improving facilities and resources, increasing higher education enrolment, promoting STEM education, providing capacity building for university teachers, providing internship opportunities for students, promoting research, developing a clear plan and policy for promoting research and education quality and promoting stakeholder involvement in Cambodian higher education.
Conclusion and recommendations
The study examined Cambodian university students’ perspectives on Cambodia’s aspirations to become a knowledge-based society. It answered three research questions that aim to understand how university students perceive the concept of a knowledge-based society, how they perceive the role of Cambodian universities in supporting Cambodia’s aspirations for a knowledge-based society and what suggestions they have for Cambodia to realise this vision. In light of the findings, the present study has six recommendations as follows:
Invest in higher education: Although the Ministry of Education, Youth and Sport has increased funding in higher education to improve the sector in recent years, more investment is needed. The investment should focus on establishing an ecosystem that supports and improves teaching, learning and research. To improve the quality of teaching and learning, it is important to introduce reforms to the curriculum and assessment, improve teaching and learning facilities and provide capacity building opportunities for university teachers and staff. To promote research, it is essential to introduce and implement an academic career pathway, a proper reward system, a competitive research grant scheme and a research capacity-building programme.
Increase higher education enrolment: To develop a knowledge-based society, it is essential to build an educated or high-skilled workforce that can contribute meaningfully to Cambodia’s aspirations for a knowledge-based society. Thus, concerned stakeholders, particularly the government and HEIs, including those providing technical and vocational education and training, should focus their attention on creating an enabling environment for a higher level of higher education enrolment. This can be achieved through various means, for example, establishing a clearer and smoother linkage between general education and higher education, as well as providing technical and/or financial support for high school graduates to better transition into higher education.
Provide capacity building for academic staff : With ample professional development opportunities that focus on teaching techniques, effective teaching methods, research and publication skills and other tailored or personalised training programmes, academic staff will be able to improve their knowledge and skills. When academic staff or lecturers can increase their research engagement, their teaching will likely be better-informed by research. Therefore, they may provide higher quality or more up-to-date learning content to their students. This may in turn improve students’ learning outcomes and employability after graduation. Therefore, it is imperative to provide in-service capacity-building and professional development opportunities for university teachers to enhance their teaching knowledge and skills, research capacity and ability to teach in 21st-century classrooms.
Provide internship opportunities for university students: Internship or on-the-job learning activities are essential to develop students into well-rounded and skill-equipped graduates needed to drive Cambodia’s socioeconomic development. In addition, internship opportunities will contribute to establishing a better link between universities and industries, enabling each party to better understand their needs and limitations, which in turn makes it easier to improve the current level of university-industry linkages.
Promote research: With better research capacity, Cambodian universities and HEIs will be able to contribute more effectively to society, particularly in terms of producing new knowledge and stimulating innovation needed to drive socioeconomic development in the context of a knowledge-based economy. To promote research in Cambodian higher education, it is crucial to ensure a clear vision and policy for research, revise any existing research policies that do not provide clear steps in promoting research, introduce and implement mechanisms that encourage and/or support research, and create an environment that enables research to develop.
Promote stakeholder involvement in higher education: Finally, active involvement from concerned stakeholders, particularly the government, HEIs, think tanks, research institutes, the private sector and university lecturers are essential to improve higher education in Cambodia. If the vision to transform Cambodia into a knowledge-based society is not shared by all key higher education stakeholders, it will be difficult, if not impossible, to realise such a vision. Thus, greater efforts and actions are needed to promote stakeholder involvement and collaboration in higher education to make a difference in the sector and support Cambodia’s aspirations to become a knowledge-based society.
An evaluation of the National Strategy for Higher Education to 2030 from the perspective of the Institutes of Technology. This is a diachronic and synchronic comparative study using Hyatt's policy analytical framework and semi-structured interviews.
En este artículo sobre la gobernanza universitaria y su relación con el territorio, en primer lugar, se presentan los dos modelos tradicionales de gobernanza universitaria: la instrumental y la compartida o de "civic engagement". En un segundo momento, se presentan las bases conceptuales de un tercer modelo emergente de "gobernanza del bien común", basadas en las teorías del bien común, la propuesta de la UNESCO de la "educación como bien común mundial" y la carta de Ciudades Educadoras. Un modelo en el cual las universidades devienen un bien común de la ciudad que puede y debe contribuir de manera notable al derecho a las educaciones de toda la ciudadanía. El artículo debate las fortalezas y debilidades mostradas por los tres modelos y sus implementaciones más relevantes. Para finalizar, se presenta una propuesta para el debate académico y social de cinco ámbitos de actuación en los que se podrían concretar las relaciones entre universidades y ciudades basadas en el modelo de "gobernanza del bien común": el formativo; el productivo-económico; el de co-construcción de conocimiento; del de investigación y transferencia de conocimiento; y uno final de elementos transversales. Palabras clave: Gobernanza, gobernanza universitaria, gobernanza urbana, bien común. Abstract The paper aims, first of all, to present the traditional models from which university governance related to community are thought and enact: the "instrumental governance" and the "shared governance or civic engagement". Secondly, the article shows the theoretical bases of the emergent model of "the common good university governance" based on both the "common good" approach, the Education Cities chart and the UNESCO rapport about education as a global common good. The emergent model of "common good university governance" transforms high education institutions nature and orients them to contribute relevantly to the right to education for all citizens. The paper discusses strengths and weakness of the three models and of some of their most well-known implementations. The paper finishes with a proposal of social and academic debate about five dimensions of this university-community relationship from the common good model: tracking; economy-production; cooperation in knowledge production; research and knowledge transfer; and some transversal issues.
The issue 2/2022 of the Journal Education Science & Society aims to deepen the important topic of Special Didactics and trace the state of the art of the reflections and practices implemented aimed at the creation of an innovative school and, in a broader sense, of a community inclusive. The purpose of the issue is in fact to document the framework of research and studies aimed at promoting innovative paths and projects for school, university and social inclusion.
The number of students with disabilities enrolled in Italian and foreign universities is constantly increasing. We cannot overlook the fact that this phenomenon presents some criticalities that do not always result in the active participation of the most vulnerable in university life. The present work aims to provide a relevant testimony by the author in the Latin American academic context. In particular, the article focuses on the experience of academic activism that has been taking place in Chile for thirty years and, specifically, at the UNESCO Chair Inclusion in the Higher Education (University of Santiago de Chile USACH) and through the CINESUP Foundation (International Centerfor Equity and Inclusion in Higher Education), on the thought of Prof. Francisco Javier Gil (1951-2021) whose objectives are: the equitable and permanent access of students with excellent academic performance and students with disabilities to university higher education.
In recent decades, there have been significant changes in management in general, and in particular in the management of education, which is associated with such processes as globalization, commercialization, public sector reforms and the emergence of the knowledge economy and society. The article discusses the main theoretical approaches developed by researchers in recent years, including the main models of management of the development of higher education. It is concluded that the applicability of a particular management model in countries is determined by the role and place of the education system in them, the historically established interaction of the education system and society. None of the considered models makes it possible to identify its advantages over other models, therefore, the development of education management models needs further development.
The municipality of Ahuazotepec presented a complex food insecurity scenario, mainly because there are limitations regarding food supply/local maize production and the inhabitants so their access to food can be disrupted quite easily. A transdisciplinary approach and methodology were adapted to analyze, design, implement, and evaluate an agricultural intervention to improve agroecosystems in the region using agroecological practices. The experimental results indicated that the application of agroecological fertilization management improved soil fertility indicators, grain yield, benefit-to-cost ratio, and the resilience of the system. For the intervention, when a transdisciplinary scheme in which collaboration between actors was intensified, the benefits are greater than in a conventional scheme, where only economic or in-kind aid is provided, even when based on similar practices.
From a critical theory perspectives and critical discourse analysis, social, cultural, economic, political dimensions, reflecting social and educational inequality, result in discriminations, discriminatory practices and social injustice. Discriminations, which produce inequalities, are defined and maintained by the existing structural-functionalist paradigm of power, domination, and control of socially valued commodities, such as power, occupation, class, status, income, wealth, and education. Critical theory and critical discourse analysis remains a central theoretical and analytical framework in research for critical analysis of inequality, human rights, and social justice, which are all relevant to discourses of discriminations.
Learning as condition humana is a precondition for human survival and
development, which implies that lifelong learning represents an evolutionary product of human society and culture. As a concept, lifelong learning has always been adaptable to the social, political, educational and ideological interests of certain societies, organizations, cultures and traditions. In times of world pandemic caused by a deadly virus named Covid 19, education and learning are the one of the most
powerful “fighting weapons” against the problem. Human kind is relying on the knowledge and skills of the scientist to find the solution for the problem that has put the whole world in hibernation. On the other hand, the pandemic has emphasized the differences in learning and education opportunities for children and adults for participating in electronic modes of education (e-learning). Despite the differences of
technical and financial nature, there are some substantial differences among students which are competencies for self-learning and self-education that are in the main core of the concept of lifelong learning. These differences are leading reasons for students’ educational and learning success, as well as for their personal fulfilment. The purpose of this research paper is to present the possession of the learning
to learn competence among university undergraduate students in the framework of the lifelong learning concept, which are crucial for educational success as well as continuous learning and education throughout peoples’ lives. Results of the research will imply the correlation between the success of the studies and possession of several
components of learning to learn competence.