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Seit der Unabhängigkeit Simbabwes wurde sukzessive die Autonomie der 1952 gegründeten Universität untergraben. Die Autorin (Professorin der Universität) beschreibt detailliert die einzelnen Schritte und Folgen zunehmender politischer Einflußnahme. Mit der Analyse der politisch-motivierten Studentenproteste des vergangenen Jahrzehnts wird deutlich, daß der restriktive "University of Zimbabwe Amendment Act" (1990) den vulgarisierten Lebenswandel (Drogenhandel, -konsum, Diebstahl, Prostitution) nur zum Vorwand einer politischen Gängelung der Universität benutzt. Die Arbeit endet mit einer Solidarisierung von 380 Universitätslehrern mit der Studentenschaft. Die Reaktion der Regierung bleibt abzuwarten. (DÜI-Sth)

Reviews the historical facts of Zimbabwean university governance since the colonial days of the 1950s. It appears that the state (or the party that controls the state) intends to deprive the University of all independent control over who it admits, what and how it teaches and examines them, and the standards of attainment to be applied. They contravene directly the World University Service's 1988 Lima Declaration. (SJK)

Universities occupy a special place in the city's life, the place where centuries-old traditions of the past meet the future. Universities keep their ancestral roots stretching back into the Middle Ages. University rooms and laboratories are the places where the future of science and society is built and discussed.The oldest Siberian University located in Tomsk was included in the City Charter as a city-forming enterprise. Other Siberian cities have not yet come to such deep comprehension of the role of universities. But who can doubt the significance and beneficence of this role?A complex and debatable process of reformation of the Russian higher education has been going on for several decades. Many things are perceived painfully. Irkutsk has been a student city for a long time and ranked second in the percentage of students among citizens. But recently we have lost Irkutsk High Military Aviation Engineering School, nearly lost the MIA High School. Pedagogical University has lost its status of university, and then its independence. Linguistic University has turned into a branch of Moscow University…Besides, external threats still exist and even grow. The lands and the buildings of universities are of keen interest among big businessmen, speculators and developers… Isn't it the reason why the ideas to evacuate universities to suburban campuses arise increasingly frequently?What is the impact of dislocation of universities out of the city historical center? Does it make the city poorer and older? Or safer and more manageable? As usual, we tried to show the challenge and diversity of the main topic of the issue. ; Университет – особое место в жизни города, место, где многовековые традиции прошлого встречаются с будущим. Университеты хранят свои родовые корни, уходящие в Средневековье. В университетских аудиториях и лабораториях конструируется и обсуждается будущее науки и общества.Самый старый из сибирских университетов в Томске вошел в Устав города в качестве градообразующего предприятия. Другие сибирские города пока еще не дошли до столь глубокого осознания роли университетов, но кто же будет сомневаться в значительности и благотворности этой роли?Вот уже не первое десятилетие идет непростой и неоднозначный процесс реформации российского высшего образования. Многое воспринимается болезненно. Иркутск долгое время был студенческим городом и прочно занимал второе место по процентному присутствию студентов среди жителей города. Но в последнее время мы потеряли ИВВАИУ, чуть не потеряли Высшую школу МВД, Педагогический университет потерял статус университета, а затем и самостоятельность, Лингвистический университет превратился в филиал московского вуза.Сохраняют (и даже наращивают) актуальность и внешние угрозы. Земли и здания университетов вызывают острый интерес у крупного бизнеса, спекулянтов и застройщиков. Не потому ли все чаще «всплывают» идеи эвакуировать университеты в загородные кампусы?Как влияет вынос университетов из исторического центра города? Обедняет город, старит его? Делает город более безопасным и управляемым? Как обычно, мы постарались показать главную тему нашего выпуска максимально неоднозначной, спорной, разнообразной.

Section 1: Introduction to the Concept of Universities -- The Historic and the Contemporary University: Myth and Reality by Deborah C. Poff -- Universities as Institutional Constituents: Local and Internationalise Citizenship by Greg Shailer -- The Idea of a University: Experiences from the Field by Susan Clark -- Bending without Breaking: The Role of Higher Education in a Changing Society by Jennifer L Kisamore -- The History and Nature of University Governance, Leadership and Management by Deborah C. Poff -- The Problem of Domination and Subjugation in the Context of Doing Management in University Settings by Scott Grills -- Universities and Corporate Social Responsibility by Deborah C. Poff.Service Leadership as the Backbone of University Social Responsibility by Daniel T.L. Shek -- Mission-Oriented Values as the Bedrock of University Social Responsibility by Loreta Tauginiene -- Section 2: The Faculty, the Students, the Role of Spirituality in the University and Research -- Academic Freedom and the Good Professor by J. Angelo Corlett -- Professoriate and its Relationship to Academic Freedom and Tenure by Deborah Poff -- Faculty as Organizational Change Agents. Organizational Revolutionaries by Cam Caldwell -- Progress and Regress: Diversity, Inclusivity and Incivility in the Political of Epistemological Transformation by Deborah Poff -- Commentary, Critique and Trolling: Academic Responsibility in the Online World by Virginia Barbour -- Preparing Future Citizens: Why University Teaching Needs to Change by Judith Lapadat -- Students and the Importance of Citizenship to Service Learning By Milad Mohebali, Cassie L. Barnhardt and Laila I. McCloud -- Christian Humanism and Catholic Universities by Domenec Mele -- An Islamic Perspective on Ethics in Educational Research by Imran Mogra -- Knowledge Creation and Dissemination: Introduction to the Role of Knowledge Creation and Dissemination by Deborah Poff -- The Ethical Responsibility of Researchers in the Sciences and Social Sciences by Phillip Goernert -- Living in a Material World: Doing Research Ethics and Research Integrity in the Enterprise Culture by Mark Israel -- Corporate Social Responsibilities in Universities through Liberal Education aimed at Sustainable Development by Alex Michalos -- Universities as Agents of Human Rights By Cassie L. Barnhardt -- The University and Social Justice by Frank Cunningham -- Gender Equality and the University: Work in Progress by Maureen Kilgour -- University Education as a Hope for Gender Justice in the World by Deborah Poff -- Summary Discussion and Recommendations by Deborah Poff. .

The purpose of this paper is to discuss the concept of a good university governance. Particularly, this paper discuss the implementation of good governance in Indonesia and the principles used in achieving good governance in Indonesia. Education has developed from time to time and universities as higher education institutions also develop into a dynamic and modern institutions of knowledge. The concept of good university governance provides a guidance for the management of a university and the university should place itself in the middle of the public and the nation. The concept of university governance is originally derived from the good governance concept. The concept of university governance is a guideline for the university to achieve the vision and objectives as a professional institution. There are eight good university governance in Indonesia, namely transparency, accountability to stakeholders, responsibility, independence in decision making, fairness, quality assurance and relevance, effectiveness and efficiency, as well as non-profit. These principles need to be developed in all academic activities and the university management.

University has still been a fundamental institution for the formation of the citizenship and the construction of the public in democratic societies. Focused on the production and reproduction of knowledge, University educates a new generation of citizens, not only on technical-instrumental aspects, but also on ethical-political ones. Although among institutions there is now a current tendency to draw more attention to the first aspect than to the later one. Such ethics-political formation takes place in the particular areas of the academia, where free discussion is encouraged. University, likewise, taking general issues as a subject matter, particularly, the ones related to the organization and development of the society it belongs to. The above provides arguments to enrich citizen discussion on common topics, and even, to propose and carry out actions for the consolidation of the Public in the society. ; Peer Reviewed

University has still been a fundamental institution for the formation of the citizenship and the construction of the public in democratic societies. Focused on the production and reproduction of knowledge, University educates a new generation of citizens, not only on technical-instrumental aspects, but also on ethical-political ones. Although among institutions there is now a current tendency to draw more attention to the first aspect than to the later one. Such ethics-political formation takes place in the particular areas of the academia, where free discussion is encouraged. University, likewise, taking general issues as a subject matter, particularly, the ones related to the organization and development of the society it belongs to. The above provides arguments to enrich citizen discussion on common topics, and even, to propose and carry out actions for the consolidation of the Public in the society. ; Peer Reviewed

A bulletin of information concerning the needs of the University, addressed to the Legislature, and issued every two years. ; Mode of access: Internet.

AbstractDuke University was founded on tobacco wealth, and now it has a tobacco-free campus. How should we understand this change? How can communities around this university, and higher education broadly, reckon with our historical and ongoing complicities with tobacco capitalism? This article examines how the individualized subject has been historically constructed, in response to resistances, through supplementary relations between the university and tobacco industries. With abolitionist university studies, the authors focus on the postslavery university as a key site for these individualizing processes. They situate Duke as a nexus of new means of capitalist accumulation, including, on the one hand, the postslavery university as an institution for disciplining, individualizing, and differentiating wage laborers and, on the other, the tobacco industry's shift to monopolization and mass consumption of tobacco commodities. The long Black freedom movement continues in the post-WWII era with resistances that push capitalism into crisis, while simultaneously, capitalism's coping mechanism of tobacco use has the unintended consequence of mass death. This article explores how, at the site of Duke, part of capitalism's response to resistance movements has been to deepen the individualization processes, charging individuals with taking on responsibility for the costs of both tobacco use and higher education. The authors ask how narratives of smoke-free and tobacco-free campuses could interlink with postracial narratives to obscure how the tobacco companies and universities have accumulated capital through racism, deception, dispossession, and exploitation.