Universities
In: Yugoslav survey: a record of facts and information ; quarterly, Band 36, Heft 4, S. 75-110
ISSN: 0044-1341
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In: Yugoslav survey: a record of facts and information ; quarterly, Band 36, Heft 4, S. 75-110
ISSN: 0044-1341
World Affairs Online
In: The annals of the American Academy of Political and Social Science, S. 155-167
ISSN: 0002-7162
In: Sustainability Science
Abstract The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specific professions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute effectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an 'institutional experiment' at the EUR and a concerted and strategic effort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities.
In: Government & opposition: an international journal of comparative politics, Band 25, Heft 3, S. 275-286
ISSN: 1477-7053
Perhaps the allusions and references contained in the first part of this article might not be readily intelligible to someone whose childhood was not spent listening to stories from Lewis Carroll's Alice in Wonderland or to someone not presently involved in the current debates about the finance of United Kingdom universities. Let me therefore offer a few words of explanation.Alice in Wonderland, and its companion Alice Through the Looking Glass, are children's stories which explore the limits of reason in most creative ways. Their author, the Reverend C. L. Dodgson, a nineteenth-century mathematician at Christchurch, Oxford who wrote under the name of Lewis Carroll, used the stories to discuss the nature of limit processes in mathematics, the phenomenon of relative size and aspects of the absurd. In the stories animals speak, playing cards come to life and the heroine, Alice, undergoes many transformations of bodily size. Since I regard the recent research selectivity exercise of the Universities Funding Council (UFC) as beyond the limits of reason, I have drawn upon the Alice stories by way of satire and I have tried to use some typical Carroll literary devices — plays on words, accounts of physical transformations and the like — to emphasize the relevant points.
SSRN
In: International journal of sustainability in higher education, Band 12, Heft 1
ISSN: 1758-6739
In: Journal of Palestine studies, Band 7, Heft 1, S. 171-174
ISSN: 1533-8614
In: Journal of Palestine studies, Band 7, Heft 1, S. 171-174
ISSN: 1533-8614
In: History workshop journal: HWJ, Band 92, S. 264-271
ISSN: 1477-4569
In: Community development journal, Band 51, Heft 1, S. 170-173
ISSN: 1468-2656
In: Index on censorship, Band 41, Heft 3, S. 1-4
ISSN: 1746-6067
In: The European legacy: the official journal of the International Society for the Study of European Ideas (ISSEI), Band 14, Heft 6, S. 717-719
ISSN: 1470-1316
In: The Salisbury review: a quarterly magazine of conservative thought, Band 24, Heft 1, S. 47-48
ISSN: 0265-4881
In: The Salisbury review: a quarterly magazine of conservative thought, Band 20, Heft 1, S. 49
ISSN: 0265-4881