- 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
This chapter draws together the arguments, ideas, concepts, recommendations, case studies, and empirical data provided in the preceding chapters built on and around the conceptual framework set up in the first two chapters. The chapter does not attempt to replicate or repeat the many and varied points of view expressed in the detailed and informative work of the author contributions but rather to be summative, reflective, and forward-looking. This handbook has observed that modern times are hard times, changing times, where enactments in higher education have never been more crucial, nor more closely watched. The handbook also argues for critical thinking, for diversity, for social and economic progress as cornerstones of innovation and renewal, thus survival, of the vibrant but troubled ecosystem universities have become. In looking for solutions, reflecting back to when the common and public good was also a cornerstone of why universities existed, helps re-justify their elevated place in all social systems.
Stephen Crump was Pro Vice-Chancellor External Relations and Professor of Education at the University of Newcastle, Australia and is currently Honorary Professorial Fellow at the University of Melbourne, as well as holding adjunct positions at Newcastle and the University of Tasmania. Before taking up senior higher education management positions, Stephen lectured in educational leadership and policy studies, before being appointed as the inaugural Head of the School of Professional Studies at the University of Sydney. His discipline expertise is in education and public policy, leadership/organizational development, philosophy of education, and curriculum reform. Stephen has been awarded over $2 million in research grants, has more than 100 publications and has held positions on government and private boards/councils in Australia and internationally. He has presented in Asia, North America, Europe, and Africa and was a Visiting Fellow at University College London for two years. His most recent reports focus on local educational communities and improving educational and employment opportunities for young Indigenous Australians.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.