Bibliographic Details
| Title: |
From Multi-versity andMega-versity, Back to University'- The impossible Dream of Changing "Incentive Structures" and "Business Model(s)"? |
| Authors: |
Graff, Harvey J.1 graff.40@osu.edu |
| Source: |
Journal of Educational Thought / Revue de la Pensée Educative. 2024, Vol. 57 Issue 1, p121-144. 24p. |
| Subject Terms: |
*Higher education, Business models, Common good, Slogans, Myth, Collective memory |
| Abstract (English): |
Higher education dailies lead with "The Return of College as a Common Good," never asking what or when it was or defining either "good" or "for whom." Slogans, myths, and isolated anecdotes substitute inadequately for documented history and contextual understanding. Seldom acknowledged is 1) how long it has been going on--at least from the 1960s; and 2) universities' own complicitness in this long, complicated, and contradictory process. Myths intertwine inseparably with slogans to echo yet another "lost cause." Our collective, as well as individual pasts, provide essential lessons if we know how to read and learn from them. More complicated is imagining a plausible better future for universities. Prompted in part by retirement after almost 50 years as a professor, I strive to learn the best and the worst, and much in between--in other words, the lessons of the crucible in which our dissatisfaction forms. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Les quotidiens de l'enseignement supérieur commencent par « Le retour de l'université comme bien commun », sans jamais demander ou définir « bon » ou « pour qui ». Les slogans, les mythes et les anecdotes isolées ne remplacent pas suffisamment l'histoire documentée et la compréhension du contexte. On reconnaît rarement 1) depuis combien de temps cela dure -- au moins depuis les années 1960 ; et 2) la complicité des universités dans ce processus long, compliqué et contradictoire. Les mythes s'entremêlent inséparablement avec des slogans pour faire écho à une autre « cause perdue ». Notre passé collectif et individuel fournit des leçons essentielles si nous savons comment les lire et en tirer des leçons. Il est plus compliqué d'imaginer un avenir meilleur plausible pour les universités. Poussé en partie par ma retraite après près de 50 ans en tant que professeur, je m'efforce d'apprendre le meilleur et le pire, et bien d'autres choses entre les deux, en d'autres termes, les leçons à partir duquel notre insatisfaction se forme. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
