Minerva University’s Post

New Q&A on THE NEW GLOBAL UNIVERSITIES: We think that our colleagues in higher education will find value in the courage and intellectual chutzpah that it takes to start a new college or university from scratch. Leaders of future start-up institutions as well as established universities can learn valuable lessons about fostering innovation and change. The growing legion of entrepreneurs who come from outside the academic tradition can also gain from reading this book: we hope it will help them see more clearly how academic culture and priorities within a start-up university share certain characteristics with industrial start-ups but also have substantive differences—and why these differences matter. Finally, we want to help the general public, both in the United States and globally, better understand the value of a broad, integrated education for unleashing creative capacities and building collective understanding. https://shorturl.at/fJ458

Nice to see this first review by James McDonald of THE NEW GLOBAL UNIVERSITIES: “Penprase and Pickus lead us through a cutting-edge exploration of new, innovative global universities, and one that recenters the powerful teaching-learning approach of liberal education as a transformative experience for individuals, but also the regions and nations in which they serve and contribute.”—New York Journal of Books https://shorturl.at/iTZ17

The program for the 2024 Critical University Studies Conference (formerly, Academic Identities Conference) is now out, and she looks a treat. Hosted by Prof Bruce Macfarlane and colleagues at the Education University Hong Kong from 19-21 June, I am very much looking forward to seeing friends and re-activating our commitment to a set of critical university practices.   Keynotes include: - Dr Liz Morrish,  Independent Scholar, on Academic identities: from tenured autonomy to indentured servitude, - A/Prof Sharon Stein, University of British Columbia, on Redressing Harm and Repurposing the University, - Qinghua Chen, The Education University of Hong Kong, Phoebe Siu, Hong Kong Polytechnic University & Prof Angel M. Y. Lin, The Education University of Hong Kong, on Self-Care Amidst Neoliberal Pressures in Academia: Diverse Voices.   Among the conference program are papers, symposia, roundtables, and performances. There are over 70 presentations. Here are 8 that have caught my eye: 1. The political-economy of the flexible university (Jonah Henkle)  2. Laugh (like a Medusa) at the machine: Hélène Cixous and laughter as critical resistance in the academy (Kirstin Locke & Katrina McChesney)  3. The duty to explain: a positive defence of academic freedom in the social sciences (Bruce Macfarlane & Ivy Xiao Han)  4. ‘Playing the same game differently’: constituting academic identities in four disciplines (Mark Barrow & Linlin Xu) 5. A critical examination of employment policies, cultural nationalism, and marketization in Chinese higher education (Han Xiao Ivy and colleagues)  Reconsidering the nature of learning how to be an academic as situated in Japanese Kenkyūshitsu (Mako Kawano) 6. Who needs critical university studies? Affective practices in research-based interventions in policy enactments (Eva Bendix Petersen) 7. An international study of higher education funding: understanding radical alternatives for a hopeful future? (Richard Watermeyer, Lisa Lucas & Rodolfo Benites Nieves) 8. The role of bibliometrics in academic reward and recognition systems in East Asian universities: critical perspectives (Futao Huang and colleagues). Delighted to be taking a few pots of ideas to the CUS conference for feedback, including work with: (i) the WSU Student Partner team with Samuel Suresh Shivani Suresh and Lilly-Rose Saliba; (ii) Jeanette Fyffe John Hannon Tracy Fortune on meso level collectivities; (iii) Gina Saliba (FHEA) on her PhD related to university professional learning; (iv) and the idea of the University Reading Group, again with Jeanette and John. So many of my colleagues are attached to this conference and each time someone agrees to host it, there's a crew of us who do all we can to continue to love it into existence. Thanks to Bruce Macfarlane and the team at Education University Hong Kong, for this year's version. #CUSConf24 https://lnkd.in/g_dUmi5S

A flagship university refers to the leading or most prominent public university in a state's university system, often recognized for its academic excellence, research output, and broad array of programs. Flagship universities are typically larger, receive more funding, and have a stronger reputation compared to other public universities in the state. They are usually the oldest or most well-established institutions in their state's higher education system. For example: University of California, Berkeley is considered the flagship university of the University of California system. University of Texas at Austin is the flagship of the University of Texas system. Flagship universities often serve as the "crown jewel" of public education in the state, setting the standard for academics, research, and campus life.

A thought: I'm dated. in the 1970s only one generation had been attending colleges and universities: largely the post WWII generation of men many of whom were veterans attending state schools on the GI Bill. Private colleges were known only to the few, well off and connected. Private college's expected tuition up front. scholarships were rather rare though athletes might be considered because alumni donors wanted wins. I was moving between the old prodigy/early study programs once offered at comprehensive universities and a couple Ivy League athletic conference schools. The most admired students hadn't necessarily attended HYPS in the 1960s and 1970s. Many deferred to students by peers were singled out in undergraduate classes for impressive argumentation on a narrow point. The particular scholarly issue may not have been fully resolved by texts or even by journals of record! Some of us were recruited to national T10 universities not named California Berkeley [A very top 1970s/80s school] refused old Havard or reforming Yale. That was chatted about and that carried special prestige. We were too geeky to be content to grow with moneyed elites. I needed to be assured influence in faculty recruitment at Harvard around 1980. I'd hoped to see a bit of the University of Chicago, Cornell and Stanford at Harvard. Nope! Associate professors were overwhelmingly men of WASP background even in 1985. That in itself wasn't the major problem at an inward looking private university. Most Deans/senior faculty were privately educated at all levels. Through the 1980s significant incluschange was wrought at popular Private colleges. They have been quite open to public school talents and have been far better at addressing the financial requirements of enrolled students for three decades. I accept thst the Ivy League has been aspirational to families and to bright light strivers. Attend a better public university, succeed and you'll find that doors open: distinguish yourself in a couple ways at that state university and Ivies may require that you choose where to teach! 😊 Fourty years ago I needed to stop calling HY shots cuts to early career rise and establishment as I'd attended them. They were both improving quickly. Sure aspire to famous private brands with the crowds -- I do understand. Each state school has award winning thinkers, researchers and teaching enthusiasts. No worries! Professor Ron Scott KBE Answer to How does UC Berkeley rank among other prestigious universities in the US, such as MIT, Stanford, Harvard, and Yale? by Brian Dempsey

Isak Frumin and I believe that innovative universities matter. When they get something right, others copy. That's one of the main ways higher education evolves. But more than that, innovative universities change how we imagine academia. They remind us it can be stirring, exciting. Daring. This article is our reflection of Season 1 of the Innovative Universities Webinar. IUW is not your typical scholarly webinar—we ask innovative leaders about tools other innovators can use. We are immensely grateful to our guests: your ideas took us to places we'd never wandered off to before. It doesn't seem that we will ever be impartial to your institutions after this. So we follow what you do, reflect, and get ever more, not less, curious about what higher education can do. Sebastian Springer, Klaus Boehnke, Maxim Khomyakov, Daniel Kontowski, Ken Peach, Dale P. Johnson, Joanne Roberts, Ben Nelson, Rubana Huq, Joshua Broggi, Richard Miller, Marcelo Knobel, Veda Sunassee, Shai Reshef, Aras Bozkurt, Peter Ruppel #InnovativeUniversities

The Russel Group: A Look at the Top Research Institutions in the UK Russell Group is an association of 24 leading research-intensive universities in the United Kingdom. Known for their academic excellence and world-class research, Russell Group universities offer a wide range of undergraduate and postgraduate programs across various disciplines. With a strong focus on innovation and collaboration, these institutions provide students with exceptional learning opportunities and access to cutting-edge facilities. Joining a Russell Group university ensures a high-quality education and opens doors to a vast alumni network and industry connections. #therusselgroup #ukuniversities #topuniversities #research #highereducation #education #learning #students #scholarship #researchinstitutions #academics #faculty #alumni #worldclasseducation #topuniversitiesintheworld #studyintheuk #studyabroad #internationalstudents #futureleaders #knowledge #innovation #creativity #collaboration #excellence #researchexcellence #worldrenowned #globalreputation #toptenuniversities #toptwentyuniversities

In "The New Global Universities," authors Bryan Penprase and Noah Pickus spotlight the role of academic institutions like Soka University and Duke University in driving educational innovation. These universities are not just adapting to changes; they are at the forefront of creating a global educational landscape that is inclusive, interconnected, and innovative. The book examines how such institutions navigate challenges and seize opportunities to make a significant impact. A fascinating read for those interested in the dynamic role of universities in our global society.  #HigherEducation #UniversityInnovation #GlobalImpact #EducationalChange

The Evolving Mission of Universities: Striking a Balance Between Research and Education Universities have long been the epicenters of knowledge and education. However, in the modern landscape, particularly within research-intensive institutions, a palpable shift towards prioritizing research over teaching is observable. This shift, driven by funding, prestige, and the metrics of academic advancement, has profound implications for the quality and nature of education provided. Historical Roots and Modern Shifts Traditionally, the university's dual mission was to educate and generate knowledge. This equilibrium is crucial as it shapes well-rounded individuals capable of societal contributions and advances knowledge through rigorous research. Yet, today's academic environment often sees this balance tilted towards research due to factors like funding opportunities, the allure of global rankings, and criteria for promotions that heavily favor research output. Repercussions on Educational Quality The consequences of this shift are significant. With a primary focus on research, teaching may receive less attention, affecting student learning experiences and potentially leading to a curriculum that mirrors faculty research interests rather than a well-rounded educational framework. Moreover, the development of pedagogical skills among faculty may fall behind, given the greater emphasis on research achievements. Envisioning a Balanced Approach How can universities address this disparity? By rethinking evaluation criteria to emphasize teaching excellence and research achievements, creating career paths that accommodate teaching and research focus, and integrating research into teaching to enrich educational content with cutting-edge knowledge. Emphasizing student-centered learning and problem-solving approaches can also reinvigorate the educational mission and enhance student outcomes. Final Thoughts Contemporary universities face the challenge of honoring their foundational missions without compromise. By fostering a culture that values education and research, universities can ensure their relevance and impact on the individual and societal levels continue to grow. This balanced approach is a strategic imperative and a philosophical commitment to nurturing both knowledge and the learner. #HigherEducation #AcademicExcellence #UniversityMission #EducationReform #ResearchImpact #TeachingInnovation #BalancedEducation #EducationalQuality #StudentCenteredLearning Image credit: DALL.E

"The academic world is often sorted into separate boxes, but the real-word problems we’re facing can’t be neatly filed away. How can we make interdisciplinarity work practically in both teaching and research? Our discussion includes advice on how to implement interdisciplinarity in teaching and research, what students get out of interdisciplinary work, the distinctions between multi- and transdisciplinary work and how they differ from interdisciplinarity, and how universities can promote interdisciplinary learning from the word go."