When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research & Occasional Paper Series: CSHE.1.2022

Autor/in	Douglass, John Aubrey
Institution	University of California, Berkeley. Center for Studies in Higher Education (CSHE)
Titel	When Are Universities Followers or Leaders in Society? A Framework for a Contemporary Assessment. Research & Occasional Paper Series: CSHE.1.2022
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Universities; Change Agents; College Role; Social Change; Leadership; Political Attitudes; Political Influences; Nationalism; Authoritarianism; Futures (of Society); Educational Trends; Higher Education; Educational History; Power Structure; Activism; Social Action; Freedom of Speech; Civil Rights; Social Class; Social Differences; Guidelines; Leadership Role + Suchen Sie Ihr Suchwort? University; Universität; Sozialer Wandel; Führung; Führungsposition; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Nationalismus; Autoritarismus; Future; Society; Zukunft; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Aktivismus; Politischer Protest; Soziales Handeln; Redefreiheit; Bürgerrechte; Grundrechte; Zivilrecht; Social classes; Soziale Klasse; Sozialer Unterschied; Richtlinien
Abstract	In assessing the current and future role of universities in the nation-states in which they are chartered and funded, it is useful to ask, When are universities societal leaders as societal and constructive change agents, and when are they followers, reinforcing the existing political order? As discussed in the book, "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education," the national political history and contemporary context is the dominant factor for shaping the leadership or follower role of universities -- what I call a political determinist interpretation. We often think of contemporary universities, and their students and faculty, as catalysts for societal progress -- the Free Speech and Civil Rights movements, Vietnam War protests, the anti-Apartheid movement, Tiananmen Square, and more recently the pro-democracy demonstrations in Hong Kong. Universities can be, and have been, the locus for not only educating enlightened future leaders, but also for opposing oppression and dictatorships. But universities have also proved over their history to be tools for serving the privileged, and reinforcing the social class divisions of a society; they also have been factories for errant theories that reinforce the worst of nationalist tendencies. Universities are both unique environments for educating and mentoring free thinkers, entrepreneurs, and citizens with, for example, a devotion to social change, or for creating conformists -- or all of the above. How might we assess whether universities are followers or leaders in their societies? This essay considers this question, offering a framework for evaluating the follower or leader role, and with particular attention to the emergence or, in some cases, re-emergence of neonationalist leaders and autocratic governments. (As Provided).
Anmerkungen	Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01