scholarly journals Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education

2017 ◽  
Vol 10 (1) ◽  
pp. 42-65 ◽  
Author(s):  
Susan Wright ◽  
Davydd J. Greenwood
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Business Model ◽  
Matrix Form ◽  
The Public

After analysing the organisational pathologies and societal ills created by the neoliberalisation of universities, the article engages in an organisational critique of the pseudo-business model currently in use. It poses as a solution the re-creation of universities as trusts, with a model of beneficiary ownership, a matrix form of organisation and renewed relations with society. For inspiration it looks to beneficiaryrun organisations on the model of the John Lewis Partnership or the Mondragón University. The article explains why such beneficial matrix organisations are superior to current universities and how they offer an opportunity to recreate universities for the public good.

Japan’s higher education and the public good

2021 ◽  
Author(s):  
Futao Huang ◽  
Tsukasa Daizen ◽  
Lilan Chen ◽  
Kiyomi Horiuchi
Keyword(s):  
Higher Education ◽  
Public Good ◽  
The Public

Mobility as a Service Operating Model to Enable Public Policy

2021 ◽  
pp. 036119812110266
Author(s):  
Christina Joy Ditmore ◽  
Angela K. Miller
Keyword(s):  
Public Policy ◽  
Public Sector ◽  
Environmental Impact ◽  
Private Sector ◽  
Public Good ◽  
Business Model ◽  
Operating Model ◽  
The Public ◽  
Equity And Access ◽  
Policy Goals

Mobility as a Service (MaaS) is the concept through which travelers plan, book, and pay for public or private transport on a single platform using either a service or subscription-based model. Observations of current projects identified two distinct approaches to enabling MaaS: the private-sector approach defined as a “business model,” and the public sector approach that manifests as an “operating model.” The distinction between these models is significant. MaaS provides a unique opportunity for the public sector to set and achieve public policy goals by leveraging emerging technologies in favor of the public good. Common policy goals that relate to transportation include equity and access considerations, environmental impact, congestion mitigation, and so forth. Strategies to address these policy goals include behavioral incentivization and infrastructure reallocation. This study substantiates two models for implementing MaaS and expanding on the public sector approach, to enable policy in favor of the public good.

scholarly journals Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Civic Engagement ◽  
Public Good ◽  
Global Citizenship ◽  
Educational Institutions ◽  
Civic Learning ◽  
The Public ◽  
For Profit ◽  
The World

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>

A New Era of Accountability

2020 ◽  
pp. 251-274
Author(s):  
Marilee Bresciani Ludvik
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Performance Indicators ◽  
Institutional Performance ◽  
New Era ◽  
Economic Stimulation ◽  
The Public ◽  
American Higher Education

The clash of whether higher education should serve the public good or economic stimulation seems more alive than ever to some, and to others, it has come to an end. Not agreeing on the purpose of American higher education certainly makes it difficult to know whether educators are being responsible for delivering what is expected of them. Rather than reviewing the important debate that has already taken place, this chapter seeks to merge the two seemingly juxtaposed disagreements and discuss how bringing the two purposes together may influence how we examine accountability. As such, an inquiry model, including ways to gather and interpret institutional performance indicators for accountability is posited. Practical suggestions for implementation of this methodology are provided.

scholarly journals Let’s Celebrate the Humane in the Humanities

Humanities ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 109
Author(s):  
Thomas Willard
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Business Model ◽  
Personal Development ◽  
Institutions Of Higher Education ◽  
Free Society ◽  
Humane Education ◽  
Economic Collapse ◽  
Funding Cuts ◽  
The U.S

The economic collapse in the U.S. during the Covid-19 pandemic has aggravated the problems caused by a generation of funding cuts to institutions of higher education and, with these cuts, the increasing costs for students and their families. The current problems raise anew the questions of what public good is created both by programs in the Humanities and by all forms of higher education. They are not new questions, but the responses often bring out the importance of humane education to a free society. Courses in the Humanities develop more than the skills in communication and critical thinking that employers say they value. Such courses contribute to the personal development, character formation, and emotional intelligence that create a healthy and productive society. The benefits of such education are considerable, but cannot be measured in a strictly business model of higher education such as is often used by institutions balancing budgets, as well as by the overseers to which they report, including regents, politicians, and community affiliates.

If You Build It, They Will Come

2021 ◽  
pp. 207-228
Author(s):  
Rayshawn L. Eastman ◽  
Keith Lanser
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Citizen Engagement ◽  
Democratic Process ◽  
Critical Part ◽  
The Public ◽  
Analytical Skills ◽  
Democratic Engagement

Citizen engagement is a critical part of a democracy. As citizens engage with a democracy, they must possess the skills to critically examine information and couple it with the ability to exercise analytical skills. This will allow them to investigate information to discern truth from lies. In this chapter, the authors argue that higher education has a role in cultivating participation in the democratic process, as education is for the public good. Through democratic engagement, students will gain the skills needed to be informed citizens. Democratic engagement on campus done right has to have the proper infrastructure and intentional inclusion efforts.

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