Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money.

The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...) task becomes to help humanity learn how to tackle problems of living in increasingly cooperatively rational ways, so that we may gradually discover how to make progress towards a better, wiser world. (shrink)

This paper is an attempt to explicate Jürgen Habermas’s discourse on education vis-à-vis his political project of a democratized society. Arguably, Habermas sees in the structures and processes inherent in the universities an ideal place for self-reflection and communicative action. Thus, his idea of a university is tied up with the potentials of establishing an emancipated, enlightened society. The agencies of selfreflection hinge with democratic practices and processes, and the facility of communicative action even in a differentiated and specialized (...) learning practices and processes in a bundled lifeworld in the universities boost the prospect of a democratized society. Together with other institutions that promote, enhance, and safeguard avenues of discourses free from domination, university education contributes to the realization of the democratization project. (shrink)

My intentions here are fourfold. First, I aim to provide an overview of the ethics-related activities that are regularly taking place in our universities today, looking initially at teaching in particular, and then considering the broader picture. Second, I want to consider what professional ethics does and should involve, and to raise certain questions about the relation between its concerns and the sorts of teaching the university can legitimately provide. Third, the current emphasis in professional ethics with the virtues, (...) a focus borrowed from academic philosophy is, I’ll argue, not altogether well suited to what is needed from professional activities and expertise. I end, fourth, with some suggestions, first, as to how a compromise moral theory might better suit the needs of the professions and, second, how professionals might best involve themselves in ethical debate and decision-making. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to (...) the pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and (...) effective ways. That, this book argues, is the key disaster of our times, the crisis behind all the others: our failure to have developed our institutions of learning so that they are rationally organized to help us solve our problems of living — above all, our global problems. Having universities devoted almost exclusively to the pursuit of knowledge is a recipe for disaster. Scientific knowledge and technological know-how have unquestionably brought great benefits to humanity. But they have also made possible — even caused — our current global crises, above all the impending crisis of global warming. In this lucid and provocative book, Nicholas Maxwell argues convincingly that we need urgently to bring about a revolution in universities round the world so that their basic aim becomes wisdom, and not just knowledge. (shrink)

This article about collaborative research approaches between professors at Chinese universities and teachers in public schools examines theory–practice relationships and the cooperative interaction...

Nigel Blake; Intellectual Freedom and the Universities: a reply to Anthony O'Hear, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 25.

American universities, which were pale copies of European counterparts before World War II, afterwards exploded into pragmatic centers of research and teaching. Previous isolationism turned into concern with foreign affairs. Change is now the slogan for many aspects of American society.

The paper assesses Knowledge Management Maturity(KMM) in the universities to determine the impact of knowledge management on performance excellence. This study was applied on Al-Azhar University and Al-Quds Open University in Gaza strip, Palestine. This paper depends on Asian productivity organization model that used to assess KMM. Second dimension which assess performance excellence was developed by the authors. The controlled sample was (610). Several statistical tools were used for data analysis and hypotheses testing, including reliability Correlation using Cronbach’s alpha, (...) “ANOVA”, Simple Linear Regression and Step Wise Regression. The overall findings of the current study suggest that KMM is suitable for measuring performance excellence. KMM assessment shows that both universities maturity level is in level three. Findings also support the main hypothesis and it is sub- hypotheses. The most important factors effecting performance excellence are: Processes, KM leadership, People, KM Outcomes. Furthermore the current study is unique by the virtue of its nature, scope and way of implied investigation, as it is the first comparative study in the universities of Palestine explores the status of KMM using the Asian productivity Model. (shrink)

This paper aims to identify the decision support systems and their role on the strategic management development in the Universities- Case Study: Islamic University of Gaza. The descriptive approach was used where a questionnaire was developed and distributed to a stratified random sample. (230) questionnaires were distributed and (204) were returned with response rate (88.7%). The most important findings of the study: The presence of a statistically significant positive correlation between the decision support systems and strategic management in the (...) Islamic University in Gaza, and this shows that there is a role for decision support systems in strategic management development. The senior management is convinced of the importance of strategic management of the organization, and this conviction paid to clearly understand the process of the development of strategic management and thus led to a commitment to this process to improve its performance. There is an impact on the strategic management of the capabilities available for the use of decision support systems, and the type of decision support systems used, while there is little effect of top management support for the use of decision support systems. Also, the results showed that there were no statistically significant differences between the averages of the respondents answers attributed to personal data. The research also concluded a series of recommendations: The Islamic University of Gaza need to develop its infrastructure of decision support systems when it develops the strategic management. It should increase its interest in organizational potential through the necessity of a separate unit for decision support systems. As well as increased interest in the physical and technical capabilities available to decision support systems through continuity in keeping pace with technological means and techniques, continued support of senior management in the organization of strategic management for its positive role on decision support systems, that senior management will continue in the organization in creating a culture of strategic management, and it should encourage employees to participate in the strategic management process. (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected (...) and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

The changing context and increasing professionalization in higher education have ushered in challenges for liberal arts education worldwide. Situated this discourse in the context of Chinese universities, this paper explores Why do we need a liberal arts education that has been accused of being elitist in the twenty first century? Should an effective or ideal liberal arts education evolve with time and context? If yes, what needs to be taken into account to conceptualize a twenty first century model of (...) liberal arts education? How is a twenty first century liberal arts education defined and featured at Chinese universities and elsewhere? Drawing on an analytical framework constructed with the German concept of Bildung and the Confucian perspective on knowledge, this paper contends that a twenty first century liberal arts education for universities in China and elsewhere needs to absorb meta changes and movements in society at home and around the world, while ideally rooted in a knowledge tradition respectively. Specifically, it should comprise three essential pillars: humanism education, cognitive education, and global education. (shrink)

Universities have long played an important role in preparing thinkers and leaders who go on to have significant impact around the world. But if the world needs wise thinkers and good leaders, then how might modern universities educate leaders of character, particularly in a pluralistic context where many educators are reluctant to see the university as a site of moral formation? This article shares insights from one specific program, the Oxford Global Leadership Initiative, an extra-curricular program that seeks (...) to help diverse cohorts of graduate students develop the ethical qualities of character needed for leaders to serve the common good. Drawing upon qualitative data collected over three years of program activity to illuminate and illustrate our argument, we address three questions: Can virtues of character necessary for good leadership be cultivated in a university setting among a culturally diverse group of students? How can a character-based leadership program meet the particular developmental needs of “emerging adults”? and How might the program’s impact translate into society and culture? We conclude that a program integrating character and leadership can make valuable contributions to the ethical and professional development of postgraduate students. (shrink)

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around (...) the world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. (shrink)

“Ontario and its Universities” embodies the views, on several central issues in higher education in Ontario, of members of a seminar which met regularly in the autumn of 1973 and early winter of 1974. The seminar was initiated by a group of professors from the University of Toronto and York University. They invited a number of their academic colleagues and several interested and informed persons from the wider public to discuss with them the responsibilities and essential requirements of the (...) contemporary university in Ontario. (shrink)

_One of the strongest arguments against hate speech legislation is the so-called Argument from Political Speech. This argument problematizes the restrictions that might be placed on political opinions or political critique when these opinions are expressed in a way which can be interpreted as ‘hateful’ towards minority groups. One of the strongest free speech scholars opposing hate speech legislation is Ronald Dworkin, who stresses that having restrictions on hate speech is, in fact, illegitimate in a liberal democracy. The right to (...) express oneself freely concerning any political decision is, according to Dworkin, a core democratic principle; it is what self-governance – and hence liberal democracies – are built upon. Dworkin and many other free speech scholars based in the United States see hate speech legislation as a threat to expressing oneself freely and critically. I argue that Dworkin and other US-based free speech scholars tend to overlook actual hate speech legislation in countries where such laws have been implemented and have functioned for decades. Furthermore, I argue that the real threat against political speech lies not in hate speech legislation but rather outside of the law, namely, in private institutions such as universities and museums. Restrictions on political speech in various societal circumstances have been on the rise over the last decades – first and foremost in the US. I analyse why these restrictions on political speech are more widespread in the only Western country without laws against hate speech than they are in countries with implemented hate speech laws._ _Keywords_: political speech, hate speech, hate speech legislation, private institu-tions, universities, USA. (shrink)

This paper aims to measure Knowledge Management Maturity (KMM) in the universities to determine the impact of knowledge management on high performance. This study was applied on Al-Quds Open University in Gaza strip, Palestine. Asian productivity organization model was applied to measure KMM. Second dimension which assess high performance was developed by the authors. The controlled sample was (306). Several statistical tools were used for data analysis and hypotheses testing, including reliability Correlation using Cronbach’s alpha, “ANOVA”, Simple Linear Regression (...) and Step Wise Regression.The overall findings of the current study suggest that KMM is suitable for measuring high performance. KMM assessment shows that maturity level is in level three. Findings also support the main hypothesis and it is sub- hypotheses. The most important factors effecting high performance are: Processes, KM leadership, People, KM Outcomes and Learning and Innovation. Furthermore the current study is unique by the virtue of its nature, scope and way of implied investigation, as it is the first comparative study in the universities of Palestine explores the status of KMM using the Asian productivity Model. (shrink)

This book explains why universities, and academics within them, must engage with the diversity of knowledges and knowers that exist in the world. Through philosophical perspectives, theoretical frameworks and practical examples from around the world, the book searches for opportunities for renewal and inclusion in universities. It explains how higher education can better serve the purposes of social justice by re-evaluating the types of knowledge it promotes. Going beyond the identification and analysis of injustices in ways of knowing (...) in academia, the book offers insights and examples of practices in teaching, research and work with the community which aim to move towards justice on an epistemic level. It argues that inclusion in the domain of knowledge can lead to the generation of knowledges and understandings that are more robust and better equipped to address the pressing needs of the plural worlds outside the university. Contributions are included from authors working in varied disciplinary and cultural contexts in universities, who describe and explicate their work towards identifying epistemic injustice and finding spaces to advance knowledge justice in theory and in practice. The book will be beneficial to academics and those with an interest in the role of universities in serving the public good. (shrink)

In the wake of the information technology (IT) revolution, the paper describes the changing role of universities to promote IT education in India to generate qualitative and competitive manpower in the face of the mushrooming of private institutions in the field of IT. The rapid growth of private teaching initiatives reflects inadequacies of the public educational system to the needs of the emerging IT environment, especially considering the high prices charged by private training. It is pointed out that the (...) emerging knowledge society and the economy are not going to be based on IT alone, but will depend on the development of both IT and basic research in domain areas. Any policy on IT education should ensure that basic disciplines are not ignored. Universities should develop new and innovative programmes for students from different basic disciplines to give training for high-end jobs. To promote IT education a new innovative concept of earning while learning has recently been introduced. Some of the initiatives started by Delhi University to modify/improve course programmes for IT education are highlighted, looking at the needs of the industry. (shrink)

Justifying higher education is a political exercise in which representatives of universities advocate for resources from the state while also seeking autonomy to manage their own affairs. This analysis builds upon Collini’s identification of the conflict over the value of higher education in the UK. It sets out the ‘worlds of worth’ typology to explain the basis of conflicting justifications in UK higher education policy debates. It elaborates the six worlds of worth and links them to pragmatic justifications utilised (...) in higher education, varying according to situated contexts. It explains the conflicts between the worlds and how they play out in practical ways in higher education policymaking. The Research Excellence Framework constitutes a compromise between multiple worlds of worth. Debates around ‘low value’ courses are centred around conflicts between the industrial and market worlds. It concludes that the worlds of worth model offers a productive framework for the analysis of pragmatic policy conflicts and illuminates political struggles about what universities are for, embedded in power struggles for autonomy and control. (shrink)