Higher Education in the World 5: Knowledge, Engagement and Higher Education: Contributing to Social Change

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9780230535565: Higher Education in the World 5: Knowledge, Engagement and Higher Education: Contributing to Social Change

GUNi Series on the Social Commitment of Universities Higher Education in the World 5 Knowledge, Engagement and Higher Education: Contributing to Social Change We are living through a crisis of scale that affects all systems and that requires a new understanding of human progress and a new conscience that supports a new way of being in the world. The fifth edition of the GUNi Report, entitled: Knowledge, Engagement and Higher Education: Contributing to Social Change, explores the critical dimensions in our understanding of the roles and potential roles of knowledge, civil society and higher education institutions (HEIs) as active players in contributing to the creation of more just and sustainable world. The creation and dissemination of relevant knowledge could contribute to transforming the paradigms and beliefs established in social, economic and political systems and to moving to creative and innovative way of thinking and imagining new realities. Knowledge could help in raising ethical awareness and facilitating the civic commitment of people and professionals. In this sense, this Report will call upon policy-makers, scholars and leaders of HEIs around the world to rethink the social responsibility of HE. The Report provides visibility and critically examines the theory and practice of engagement. It approaches the challenge of Community-University Engagement (CUE) in an integrated manner. It explores ways in which engagement enhances teaching and learning, research, knowledge mobilization and dissemination. It approaches engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement. The Report offers elements of a vision for a renewed and socially responsible relationship between higher education, knowledge and society. It is a product of three years research, in which 73 authors from all the world regions have contributed. GUNi has previously published four issues of the Higher Education in the World report (2006, 2007, 2008, 2011), plus a synthesis (2009) committed by UNESCO for the II World Conference on Higher Education held in Paris in 2009. www.guninetwork.org

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L'autore:

THE GLOBAL UNIVERSITY NETWORK FOR INNOVATION (GUNi) is composed of Higher Education UNESCO Chairs and other institutions that are highly committed to innovation in higher education. It was set up by UNESCO, the United Nations University (UNU) and the Technical University of Catalonia (UPC) Spain, which hosts the secretariat. GUNi works for the application of the decisions taken at the World Conference on Higher Education (WCHE, Paris 1998). Its mission is to contribute to the reinforcement of higher education worldwide, by putting into practice the decisions adopted at the WCHE, specifically improving quality in teaching, promoting innovation in higher education and strengthening the social commitment of universities.

Contenuti:

I: Team Involved in the Preparation of the Publication
II: List of Figures, Tables and Maps
III: List of Abbreviations Used in the Publication
IV: About the Authors
V: GUNi Presentation
VI: Map 1 Number of GUNi Members Per Country
VII: UNESCO's Introduction; Paulina Gonzalez-Pose
VIII: United Nations University (UNU)'s Introduction; David Malone
IX: Universitat Politècnica de Catalunya (UPC)'s Introduction; Antoni Giró
X: 'A poem for the great turning'; Budd L. Hall (Canada)
XI: Editors' Introduction. Knowledge, Engagement and Higher Education: Contributing to Social Change; Cristina Escrigas (Spain), Jesús Granados (Spain), Budd L. Hall (Canada), Rajesh Tandon (India)
PART I: THE CONTEXT
I.1. Global Challenges; Rajesh Tandon (India)
I.2. Rio +20: 'The Future We Want.' The First Global Agenda of the XXI Century; Cristina Escrigas (Spain)
I.2.1. Rio+20: Dynamics, Governance and Sustainable Development Goals; Maria Ivanova (Bulgaria)
I.3. The World We Imagine; Melba Claudio (Puerto Rico) and Crystal Tremblay (Canada)
I.4. Personal Transformation and the Consciousness Revolution. Conscious Life Design in the Holistic-biocentric Evolutive Model; Daniel Lumera (Italy)
I.5. Higher Education in the World: Main Trends and Facts; Simon Marginson (Australia) and Anna Smolentseva (Russia)
Map 2: Higher Education Enrolment Ratio (GER) by Country and Human Development Index (HDI), 2011
I.6. Main Statements on Community-University Engagement of Higher Education
PART II: GLOBAL ISSUES ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION
II.1. Community-University Engagement
II.1.1. Community-University Engagement – Global Terms and Terrain; Lorraine McIlrath (Ireland)
II.1.2. Engagement and Partnership of Higher Education Institutions with Society: Experiences, Learning and Worries; Carlos Cortez Ruiz (Mexico)
II.1.3. The Architecture of Engagement: Financing the Institutional Structures that Support Community-University Partnerships; Edward T. Jackson (Canada)
II.2. Knowledge in a New Era
II.2.1. Redesign Progress Now! The Use of Knowledge for a Reconceptualized Human Progress; Claudia Neubauer (Germany) and Matthieu Calame (France)
II.2.2. The Challenges of Knowledge in a Knowledge Democracy; Jesús Granados (Spain) and Cristina Escrigas (Spain)
II.2.3. Enlarging the Conception of Knowledge: the Dialogue between Ancient Knowledge and Sciences; Manuel Ramiro Muñoz (Colombia) and Paul Wangoola (Uganda)
II.3. Knowledge for and with Society
II.3.1. Knowledge Democracy, Cognitive Justice and the Role of Universities; John Gaventa (USA) and Felix Bivens (USA)
II.3.2. Community and Civil Society as Sources of Knowledge; Rajesh Tandon and PRIA Team (India)
II.3.3. Shifting to Intelligent Societies; Daniel Innerarity (Spain)
II.4. University Social Responsibility: a Rational and Mature Definition; François Vallaeys (France)
II.5. Engagement beyond the Third Mission: the Experience of Albukhary International University; Dzulkifli Razak (Malaysia) and Evangelos Afendras (Greece)
II.6. Rebuilding University Social Engagement; Juan Ramón de la Fuente and Axel Didriksson (Mexico)
Map 3: CO2 Emissions and Higher Education Enrolment Ratio (GER) by country, 2011
PART III: RESEARCH ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION
Community University Engagement initiatives: trends and progress; Jesús Granados (Spain) and Gemma Puig (Spain)
PART IV: REGIONAL DEVELOPMENTS
IV.1. Moving Beyond the Ivory Tower: The Expanding Global Movement of Engaged Universities; Lorlene M. Hoyt (USA) and Robert M. Hollister (USA)
IV.1.1. Global Networks on Community-university Engagement
IV.2. University-Community Engagement in Africa; Shirley Walters (South Africa) and George Openjuru (Uganda)
Inside View
IV.2.1. Community-university Engagement in South Africa; Jerome Slamat (South Africa)
IV.2.2. Knowledge, Engagement and HE in Eastern Africa; Janice Desire Busingye (Uganda)
Spotlight Issues
IV.2.3. Theatre for Development in Support of Health Service Delivery in Rural Nigeria; Oga Steve Abah (Nigeria)
IV.2.4. Implementing the Third Mission of Universities in Africa: Contributing to the Millennium Development Goals; Julia Preece (South Africa)
IV.2.5. Women's Empowerment and Community Engagement; Julia Preece (South Africa)
IV.2.6. Networks on Community-university Engagement in Africa
IV.2.7. Good Practices
IV.3. The Role of Higher Education in Societal Transformations in the Arab States; Barbara Lethem Ibrahim (Egypt)
Inside View
IV.3.1. The universities of Palestine and regional engagement; Keith Hammond (United Kingdom) and Hatem Ali-Elaydi (Palestine)
IV.3.2. Knowledge, engagement and higher education in Qatar; Uday Rosario (India)
IV.3.3. University Initiatives in the Arab World: spotlight on Jordan; Danielle Feinstein (USA)
IV.3.4. Knowledge, engagement and higher education in Morocco; Brian Seilstad (USA) and Alice Barnsdale (USA)
Spotlight issues
IV.3.5. Poetry, higher education and social movements; Soheila Pashang (Morocco)
IV.3.6. The inclusive neighborhood project as a case study of civic engagement in Beirut, Lebanon; Cynthia Myntti and Mounir Mabsout (Lebanon)
IV.3.7. Networks on Community-engagement in the Arab States
IV.3.8. Good Practices
IV.4. Knowledge, Engagement and Higher Education in the Asia-Pacific Region; Carol Hok Ka Ma (Hong Kong) and Rajesh Tandon (India)
Inside View
IV.4.1. The Nexus between Knowledge, Engagement and Higher Education in Australia: Responding to the Complex Challenges of our Time; Michael Cuthill (Australia)
IV.4.2. Knowledge, Engagement and Higher Education in India; B. Devi Prasad (India)
IV.4.3. Community-based Learning: Context as Text; Betty Cernol-McCann (The Phillipines)
Spotlight Issues
IV.4.4. Addressing Ageing Issues through Elder Learning in the Asia-Pacific Region; Alfred Cheung-Ming Chan (China), Carol Ma Hok Ka (Hong Kong) and Alice Liu Cheng (China)
IV.4.5. Networks on Community-university Engagement in Asia and the Pacific
IV.4.6. Good Practices
IV.5. Knowledge, Engagement and Higher Education in Europe; Paul Benneworth (The Netherlands) and Michael Osborne (UK)
Inside View
IV.5.1. Knowledge Production, Regional Engagement and Higher Education in Poland; Marek Kwiek (Poland)
IV.5.2. Community-university Engagement and Social Responsibility: Community Service Practices by Turkish Higher Education Institutions; Ayhan G. Hakan (Turkey), Seçil Kaya (Turkey) and Elif Toprak (Turkey)
Spotlight Issues
IV.5.3. The Experience of the National Coordinating Center for Public Engagement in the UK; Sophie Duncan (UK) and Paul Manners (UK)
IV.5.4. OECD Reviews of Higher Education in Regional and City Development; Oscar Valiente (Spain)
IV.5.5. Networks on Community-university Engagement in Europe
IV.5.6. Good Practices
IV.6. Knowledge, Engagement and Higher Education in Canada and the USA; Hiram E. Fitzgerald (USA)
Inside View
IV.6.1. Research and Training beyond the University Walls; Sylvie B. de Grosbois (Canada) and Yves Mauffette, (Canada)
Spotlight Issues
IV.6.2. Bringing Community and University Scholars Together on a National Stage: The Canadian Community University Exposition Experience; Joanna Ochocka, (Canada)
IV.6.3. Strategic Initiatives to Impact the Institutionalization of Community Engagement at a Public Research University; Andrew Furco (USA)
IV.6.4. Networks on Community-university Engagement in North America
IV.6.5. Good Practices
IV.7. The Engaged University in Latin America and the Caribbean; María Nieves Tapia (Argentina)
Inside View
IV.7.1. Knowledge, Engagement and Higher Education in The Caribbean; Patricia Ellis (Barbados)
IV.7.2. Extramural Studies and Experiences of Learning and Service-Learning Against the Logic of University Marketization in Brazil; Katia Gonçalves Mori (Brazil)
IV.7.3. The Social Responsibility of Higher Education in Chile: Aequalis, the Higher Education Forum; Mónica Jiménez de la Jara (Chile)
Spotlight Issues
IV.7.4. The Role of the University in the Transformation of a Territory of Poverty; Paulo Speller (Brazil), Sofia Lerche Vieira (Brazil) and Stela Meneghel (Brazil)
IV.7.5. The Social Entrepreneurship Lab; Luz Arabany (Colombia)
IV.7.6. The Indigenous Intercultural University Network (IIU) – a Place for Dialogue on Knowledge; Claudia Stengel (Bolivia)
IV.7.7. Networks on Community-university Engagement in Latin America and the Caribbean
IV.7.8. Good Practices
PART V: FUTURE VISIONS AND AGENDA FOR ACTION
Transformative Knowledge to Drive Social Change: Visions for the Future; Budd L. Hall (Canada), Cristina Escrigas (Spain), Rajesh Tandon (India) and Jesús Granados (Spain),
PART VI: FURTHER READING
Recommended Bibliography on Community-University Engagement (CUE); Melba G. Claudio-González (Puerto Rico) and Jesús Granados (Spain)

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