- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
The concept of citizenship needs to be redefined in the twenty-first century to emphasize the notion of cooperation amongst individuals, as the institutional action that often results can have a crucial importance in politics, the economy, and culture, at the local, regional, global, and individual levels. This requires the shaping of new societal consciousness. Education, especially higher education, has to assume major responsibility in this process, as it has done historically. This may well entail a revised concept of citizenship—not only through curricular changes but also through institutional practices. Responsible citizens should act in coordination with each other following the new requirements of a modern knowledge-based society reacting to global challenges. This is in line with another mission of the university—that of public good—providing individuals with access to knowledge so that citizens develop professionally, acquire new skills, and become competitive in local and global labour markets. In a century of transformational global change, it is now more than ever the mission of higher education institutions to cultivate citizens capable of tackling local and global challenges in an innovative but also cooperative manner.
Mehmet Murat Erguvan has 25 years of teaching and administrative experience in various countries and positions such as Program Coordinator, Dean, and Vice Rector for External Affairs. He has been with the International Black Sea University (IBSU) since 2012 and is the Vice Rector for Science and Research and Head of Strategic Development and Planning Office. He earned his doctoral degree in Education Management: ‘A Framework for Implementation of Total Quality Management in Georgian Higher Education Institutions in the Context of International Black Sea University’. He currently offers Quality Management classes, supervises the work for university-wide strategic planning, and takes part in producing information system modules through process improvement and developing database structures.
Nikoloz Parjanadze has worked for several different universities, among them Akaki Tsereteli State University, Kutaisi, Georgia, Georgian Agrarian University, Tbilisi, Georgia, and American University of the Middle East, Kuwait City, Kuwait, being in charge of various responsibilities throughout his professional career. He completed three MA programmes—English Philology, Business Administration, and Educational Leadership and Management, and acquired a PhD degree in English Philology. Currently employed by International Black Sea University he holds an academic position of Affiliated Professor at the Faculty of Education and Humanities and coordinates BA English Philology and MA English Philology programmes. He delivers lectures in linguistics, educational research, educational leadership, management, and administration. He is involved in academic programme development, education journal editing, and university projects aiming at education enhancement and capacity building. His publications reflect his scholarly interest in Anglo-American linguistics, education leadership, and management research and practice.
Kevin Hirschi is currently the English Language Fellow with the Office of English Language Programs at the US Department of State, currently serving in Tbilisi, Georgia.He has worked as support staff and an instructor in higher education institutions in the United States, Central Asia, and the Caucuses. As support staff, he helped facilitate university-wide internationalization efforts, developed support systems for international students from underprivileged backgrounds, and advised both domestic and international students. Kevin has taught courses in education, academic writing, and research methods to pre-service teachers as well as English as a second language and French as a foreign language. In addition to delivering courses, he has created professional development programmes for instructors. Kevin has presented at conferences around the world, including keynotes and research presentations on building global understanding through service learning, embracing intelligibility in accents over adherence to native-speaker models, and promoting academic skills in language learners.
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