Leading Higher Education As and For Public Good
Relationship-rich education, generous thinking, and the public good
Peter Felten, Executive Director of the Center for Engaged Learning, Assistant Provost, and Professor of History, Elon University
In her 2019 book "Generous Thinking" Kathleen Fitzpatrick argues that the academy "should focus less energy on educating for leadership and more on educating for community" (p. 213). Building from that charge, I will explore implications of recent research a colleague and I conducted by interviewing some 400 students, faculty, and staff across U.S. higher education. In these interviews, we document the many ways relationship-rich undergraduate experiences influence student learning at university and the lives of graduates for years to come. Our research raises questions about the purposes, practices, and policies of education, and suggests possible avenues for positive change.
Introduced by Molly Sutphen, UiO
Comments by Katarina Mårtensson, Lund University
Academic development and public leadership: a tale of three cities
Ronald Barnett, Emeritus Professor of Higher Education at University College London Institute of Education
The story of the university over its past 900+ years could be said to be a tale of two cities, the cities of academe and of work. Can a third city be espied that might offer both the cities of academe and work their due place, as thriving suburbs and yet contributing to a much great whole? Yes: a third city of the public can be glimpsed, where the city of academe would have a new role to play, in promoting public reason (as a public good). Academics would lead within their pedagogic and research roles and promote public reasoning among their students and as public intellectuals. The foundations would be laid among students, as critical-creative thinkers, who, as we see today, so many younger students are already assuming right across the world.
Introduced by Tomas Englund, Örebro Univeristy
Comments by Thomas de Lange, UiO