Leading Higher Education As and For Public Good (eBook, PDF)
Rekindling Education as Praxis
Redaktion: Solbrekke, Tone Dyrdal; Sugrue, Ciaran
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Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities.This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitmen...
Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities.
This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good.
Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.
This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good.
Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.
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