Suchergebnisse

Community leaders, administrators, non-profit organization leaders, graduate students, local government officials, and college and university faculty are invited to attend Virginia Tech's "The Community Calls Forth the University, the Fourth Annual University-Community Partnership Conference."

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.

Abstract
Founded in 2008 through a partnership between Northwestern University and Qatar Foundation for Education, Science and Community Development (QF), Northwestern University in Qatar (NU-Q) educates creative, ethical, and impactful communicators, and contributes both to Northwestern's excellence and the rise of Qatar as a knowledge-based society. NU-Q's vision is multidisciplinary, multimodal, multilingual, and focused on the Global South as an intellectual and creative space for research and teaching. NU-Q positions itself as an "embedded institution" in which U.S. higher education overlaps with regional and "Southern" circuits of academic exchange that catalyze critical debates on enduring and emerging issues, and enables a relationship between the university and the world that is globally competitive and locally resonant. NU-Q is a distinctive university dedicated to that vision.

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.