Student Activism and Representation via Shared Governance in Higher Education

2021 ◽  
pp. 116-132
Author(s):  
Jesse M. Redlo ◽  
Alec Waight-Morabito
Keyword(s):  
Higher Education ◽  
Common Good ◽  
Shared Governance ◽  
Student Activism ◽  
Student Leaders ◽  
Board Members ◽  
Open Communication ◽  
Collective Wisdom ◽  
The Common ◽  
Governance In Higher Education

Shared governance is an important part of a healthy college or university. Shared governance, like democracy, requires open communication, trust, respect, and the ability to work toward the common good. Using the collective wisdom of faculty, staff, students, and board members, shared governance can unite diverse views and experiences to provide an institution with insight and oversight. This chapter provides an overview of why shared governance is essential to the health, strength, and future of America's colleges and universities. The chapter explores principles and models of shared governance, including the “Student Leaders Principle” and the “Principle of Equitable Representation and Jurisdiction.”

“To Spread Throughout the Land, an Army of Practical Men”

2017 ◽  
Author(s):  
Charles Dorn
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Common Good ◽  
Education Institution ◽  
Colleges And Universities ◽  
The State ◽  
Technical Knowledge ◽  
Antebellum Era ◽  
Agricultural College ◽  
The Common

This chapter discusses the emergence of a social ethos of practicality in higher education by the end of the nineteenth century. Throughout the antebellum era, the expansion of scientific and technical knowledge joined with the rise of political populism to lead existing institutions to add practical studies to their curricula. Many advocates of practical studies, however, were not satisfied with simply incorporating courses or appending schools to already-established colleges and universities. They sought to break with tradition by establishing a new kind of higher-education institution, one that would teach students scientific and investigative principles while also requiring the application of those principles outside of the classroom, both on the farm and in the field. This new institutional type would contribute to the common good by being unprecedentedly accessible and affordable to agrarian and laboring youth. The chapter then looks at the establishment of the Agricultural College of the State of Michigan.

Dynamics of Student Activism'

1977 ◽  
Vol 2 (4) ◽  
pp. 291-296
Author(s):  
Prayag Mehta
Keyword(s):  
Higher Education ◽  
New York ◽  
Leadership Styles ◽  
Student Activism ◽  
Student Leaders ◽  
Comparative Approach ◽  
Political Consciousness ◽  
Economic Background ◽  
The Sixties ◽  
Student Unrest

Student unrest was rampant on the Indian, campuses in the sixties and several studies have been published which probe into the socio-economic background of the student leaders, attitudes and value patterns among students, and leadership styles. Reviewing three works on this subject, Dr. Mehta stresses that student activism in developing countries stems from economic difficulties and that it indicates a desire to reform the educational system to bring it in line with socio-economic aspirations. Ross, Aileen D., Student Unrest in India: A Comparative Approach (Montreal: McGill Queen's University Press, 1969). Altbach, Philip G. (ed.), Turmoil and Transition: Higher Education and Student Politics in India (New York: Basic Books, 1968). Shinde, A. B., Political Consciousness among College Students (Bombay: Thackers, 1972).

scholarly journals Unlocking the Potential of Higher Education by Serving the Common Good

2021 ◽  
pp. 337-343
Author(s):  
Patrick Blessinger ◽  
Enakshi Sengupta ◽  
Mandla S. Makhanya
Keyword(s):  
Higher Education ◽  
Education System ◽  
Common Good ◽  
Well Being ◽  
Learning Needs ◽  
Pedagogical Approach ◽  
Higher Education System ◽  
Modern Age ◽  
The Common ◽  
Democratic Principles

AbstractThe more pluralistic a society, the more diverse its educational system tends to be to address the diverse needs within society. No single institutional type and no single pedagogical approach can hope to address all the diverse educational and learning needs within society. In short, a one-size-fits-all approach to higher education is not well-suited to the modern age, which is increasingly characterized by diversity, complexity, uncertainty, risk, and hyper-connectivity. Furthermore, the democratic principles of inclusion, equity, justice, and rights require a more pluralistic structure to meet the diverse needs of society at all levels and in all segments. Therefore, a diverse higher education system is better able to promote the general well-being of society.

Higher Education and the Common Good

2019 ◽  
Vol 55 (2) ◽  
pp. 294-296
Author(s):  
Elaine Unterhalter
Keyword(s):  
Higher Education ◽  
Common Good ◽  
The Common Good ◽  
The Common

3. On Building a University for the Common Good1

2020 ◽  
Vol 2 (1) ◽  
pp. 45-68 ◽  
Author(s):  
Tim Ingold
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Research Universities ◽  
Common Good ◽  
Teaching And Research ◽  
Precarious Employment ◽  
The Common Good ◽  
The World ◽  
The Future ◽  
The Common

<?page nr="45"?>Abstract Around the world, universities have been converted into agents of globalization, competing for business in the markets of the knowledge economy. To an ever-increasing extent, they are managed like corporations. The result has been a massive betrayal of the underlying principles of higher education. In both teaching and research, universities have reneged on their founding commitment to the pursuit of truth, and to the service of the common good. With their combination of overpaid managers, staff in precarious employment and indebted students, they are manifestly unsustainable. Rather than waiting for them to collapse, however, we need to start now to build the universities of the future, and to restore their civic purpose as necessary components of the constitution of a democratic society. This article first sets out the four principles—of freedom, trust, education and community—on which any university must be built, if it is to meet the challenges of our time. It will then go on to consider the meaning of the common good, and how universities of the future can be of service to it.

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