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This book provides an account of the University of Manchester's struggle to meet the government's demands for the rapid expansion of higher education in the 1950s and the 1960s. It looks at the University's ambitious building programme: the controversial attempts to reform its constitution and improve its communications amid demands for greater democracy in the workplace, the struggle to retain its old pre-eminence in a competitive world where new ‘green field’ universities were rivalling older civic institutions. The book tells the story, not just from the point of view of administrators and academics, but also from those of students and support staff (such as secretaries, technicians and engineers). It not only uses official records, but also student newspapers, political pamphlets and reminiscences collected through interviews.

An introduction

, that we live in. It is a world where greed continues to be celebrated and economic growth stubbornly put forward time and time again. This is the world that our work as researchers, as teachers, as activists, as scholars and intellectuals, as higher education (HE) administrators, must address. Gandhi used a Sanskrit word in his teachings to say that we must measure the success of our work in terms of how it serves ‘Antyodaya’, the last person. This is the challenge of our generation. The organization and structure of this book There has been a significant increase of

in Knowledge, democracy and action
Community–university research partnerships in global perspectives

This book is based on a three-year international comparative study on poverty reduction and sustainability strategies . It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building, and on the theory and practice of community university research partnerships. It also includes lessons on models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations. The book overviews the concept of engaged scholarship and then moves to focus on community-university research partnerships. It is based on a global empirical study of the role of community-university research partnerships within the context of poverty alleviation, the creation of sustainable societies and, broadly speaking, the Millennium Development Goals. The book frames the contribution of community-university research partnerships within a larger knowledge democracy framework, linking this practice to other spaces of knowledge democracy. These include the open access movement, new acceptance of the methods of community-based and participatory research and the call for cognitive justice or the need for epistemologies of the Global South. It takes a particular look at the variety of structures that have been created in the various universities and civil society research organizations to facilitate and enhance research partnerships.

Experiences from higher education institutions

5 Curricular and pedagogical impacts of community-based research: experiences from higher education institutions Felix M. Bivens Introduction Universities no longer monopolize knowledge. Once seen as society’s primary institution for preserving, creating and disseminating knowledge, higher education institutions (HEIs) now find themselves in a world in which knowledge is too commercially valuable and omnipresent to be contained within academy walls. The advent of the knowledge economy has seen the proliferation of other organizations, many profit driven, which

in Knowledge, democracy and action

are chambers for attorneys, notaries, tax advisers, and accountants, but not for business consultants, salesmen, or driver training instructors. Nor are there any chambers for scientific, artistic, educational or journalistic professions.97 Universities and specialized schools of higher education (Fachhochschulen) Institutions of higher education enjoy academic freedom as a constitutional right and have the right of self-government “within the framework of the laws.” In general these are Land laws, but these reflect the provisions of the Federal University Framework

in The Länder and German federalism

This chapter lays out briefly how the work of the Citizenship Development Research Consortium (CDRC) is impacting university curricula and pedagogy across a global selection of higher education institutions (HEIs). The CDRC formed a teaching and learning group which has been experimenting with various ways in which citizenship can be taught within a formal university curricula and a traditional classroom setting. Not all members of the CRDC are university researchers. The Indian non-governmental organization (NGO) in Participatory Research in Asia (PRIA) has been one of the core institutional members of the group. PRIA has been an influential pioneer in participatory action research (PAR) and community-based research (CBR) in the global South. PRIA has designed a two-year MA in participatory development which includes a year of intensive coursework and a year of PAR fieldwork.

in Knowledge, democracy and action
Open Access (free)
Monstrous markets – neo-liberalism, populism and the demise of the public university

– which have shifted from direct public funding of undergraduate higher education to what is primarily fee-based funding via a system of publicly supported student loans – the government retains the ability to determine the revenue received by universities and so can maintain compliance from vice-chancellors and representative bodies, while opening the sector to for-profit providers and allowing the title of ‘university’ to singlesubject, teaching-only entities. In this way, despite the UK government proposing the most fundamental changes to higher education, this has

in Science and the politics of openness
Science shops and policy development

and 2005, Dutch science shops utilized key policy drivers, around renewal of higher education and capacity building on environmental issues, to make the case to the Dutch Ministry of Foreign Affairs to fund a network of science shops focused on environmental issues in Romania. The resulting InterMEDIU centres at universities were seen as important steps in the renewal of higher education, and instrumental in capacity building to tackle environmental issues with domestic resources. As science shops gained momentum through international networking and national

in Knowledge, democracy and action
Effective support structures for community– university partnerships

:16 knowledge, democracy and action duced new programme architecture that sought to make its support of partnered research even more flexible and responsive (SSHRC, 2010). This new architecture is currently being tested. Support for higher education’s social and economic contribution in England The Higher Education Funding Council for England (HEFCE), an arm’s-length body with its own board, began distributing public funds to universities and colleges in 1992. In 2009–10, for example, the Council received about £8 billion from the Department for Business, Innovation and

in Knowledge, democracy and action
Open Access (free)

critically important. The several case studies in our book coming out of the PRIA work in India show a degree of sophistication both in practice and in theory of how a civil society-based research and capacity-building organization has moved not only into the realm of the academic but beyond. The new architecture of knowledge that we speak of is here. In the present formulation, institutions of higher education are expected to serve three missions: teaching, research and service. The mission of ‘service’ is seen independent of teaching (or education) and research (or

in Knowledge, democracy and action