Ending Poverty: How Universities Can Help

International Development, 2014

This chapter traces the origin of the modern university and its role in economic growth and development. From institutions primarily concerned with reproducing existing knowledge, universities have evolved into a crucial element in the advancement of the knowledge society by providing education, research, and third mission activities. With the recognition of the endogenous nature of technological progress in mainstream development theory, the importance Arocena, Göransson, and Sutz Universities and Higher Education in Development Chapter 34 Page 2 of universities and indigenous capacity building has significantly impacted the development strategies of international organizations and the donor community. To realize their full developmental potential, universities need to transcend the narrow confines of being marketdriven knowledge producers and evolve toward developmental universities aiming at putting their knowledge at the service of social goals at large.

Edukasiana: Jurnal Inovasi Pendidikan, 2023

This study examines the role of universities in promoting change in developing countries, despite facing constraints such as inadequate finance, outdated infrastructure, and the lack of comprehensive frameworks. The methodology of the study will employ a descriptive approach, focusing on direct observation and the recording of social change efforts in universities in developing countries. A selective sample will be chosen, and qualitative data will be evaluated using thematic analysis. It analyzes existing programs, provides a holistic framework for long-term social change, and investigates the role of universities in bringing about real change. This study empowers universities in low-income countries to address societal concerns using their intellectual capital, research capacity, and human resources. It examines contextual limits, best practices, and development areas, acknowledging limitations and highlighting the importance of future research for effective solutions and societal transformation in developing countries. This study explores the challenges universities face in promoting social transformation in developing nations, adding to the ongoing debate on higher education's capacity. It offers a holistic framework for long-term social change and has significant implications for policymakers, educators, and stakeholders interested in using universities' capacity for genuine social change. The study reached important results, which represented, first, a multifaceted approach to social transformation by playing a decisive role in facilitating social transformation by adopting a multifaceted approach. Then adopting a people-centered approach yields positive results, leading to positive social transformation and long-term growth. This is followed by emphasizing that global cooperation is vital and important in collaborating with global partners and international organizations in addressing complex societal issues and benefiting from diverse knowledge.

Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the 'anatomy' of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, 'value'—the extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, 'function'—the role of the university in terms of storage, transmission, production or application of knowledge; third, 'interaction'—the flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities' potential impact on development in low-and middle-income countries in the context of these contemporary trends.

Universities, Society and Development: African perspectives of university community engagement in secondary cities, 2022

The conception and scope of the broader society in which the university is located depends on many factors including the mandate, resourcing and capacity, locality, and interests of the university and university-based actors. Moreover, the needs and the pressures universities experience may be understood in the context of the forces of globalisation; the emergence of knowledge economies; the fast advancement and uptake of new digital technologies; and the swings in the global political economy, all of which are greatly affecting the functioning of universities (OECD, 2012). Extending Cloete et al.'s (2002) argument, as much as institutional transformation results from complex interactions between state, universities and society, the specific developmental orientations of universities should be understood as a complex interplay between multiple factors, including national development and sectorspecific policy, the perceptions, capacities and resources of university-based actors, as well as stakeholders and communities external to higher education. '… let us be quite clear; the University… has a very definite role to play in development in this area, and to do this effectively it must be in, and of, the community … The University of East Africa must direct its energies particularly towards the needs of East Africa … it's in this manner that the university will contribute to our development … … In this fight the university must take an active part, outside as well as inside the walls'. (Nyerere, 1963, cited in Walters & Openjuru, 2013:143) 1 2017-Community engagement at Rhodes, a manifestation of Ubuntu (ru.ac.za).

2000

The author of this article argues that the Task Force behind the Peril and Promise report created a document that represents a silent compromise between what he calls "UNESCO values" and what is seen as "World Bank values." In the years after the report was written, development has been mostly shaped by WB values. The question is raised whether this is partly due to a weakening of UNESCO as an oppositional force to the hegemonic trend of neoliberalism and academic capitalism. In conclusion, the article advocates that we need to opt again for a development of universities based on UNESCO values. We have to engage in an analytical evaluation of the present hegemony of academic capitalism, and argue more strongly for the alternative: higher education and research as part of culture and the public space, and as a precondition for strengthening democracy through academic freedom. L'auteur de l'article soutient que le Groupe de Travail responsable du rapport « Périls et Promesses » a réalisé un document qui représente un compromis tacite entre ce qu'il appelle "les valeurs de l'UNESCO" et ce que l'on considère comme "les valeurs de la Banque mondiale". Dans les années qui ont suivi la publication du rapport, le développement a été principalement influencé par les valeurs de la Banque mondiale. La question posée ici est de savoir si ceci serait dû en partie à un affaiblissement de l'UNESCO en tant que force d'opposition à l'hégémonie croissante du néolibéralisme et du capitalisme académique. En conclusion, l'article préconise de remettre les valeurs de l'UNESCO

University World News, 2024

This note provides a critical review of the initial measures taken by the government of Javier Milei regarding universities, within the context of the conditions surrounding his rise to power, alongside the support of 56% of the votes in the second round. The note aims to go beyond the measures taken as part of profound austerity policies aimed at reducing the fiscal deficit. It intends to highlight the lack of clarity, even in the event of an improvement in economic variables, regarding the country's development model. Within that framework, universities should play an important role if Argentina decides to move away from being a primary economy based solely on an agro-export model.

2006

eadi.org

demonstrating that effective universities cannot be removed from society's aspirations.

The Introduction to this Special Issue locates the discussion of Canadian universities’ engagement in international development within the current discourse on “internationalization”. The paper argues that the push for internationalization of universities does not necessarily address international development unless universities demonstrate a strong commitment to make development work, and its related goals of poverty reduction, social justice and global citizenship, central to their teaching, research and outreach functions. Two case studies based on project experiences in Brazil and Vietnam are used as background to discuss the insights emerging from the nine paper contributions to this Special Issue. The final section presents the overall conclusions about the lessons for project partners, universities and donor agencies to harness the potential of universities to do more for international development.

Philosophical Inquiry in Education

The idea of the ‘developmental university’ was popularised on the African continent in the post- independence period, but has recently returned to view on account of the positioning of the university in the newly agreed United Nations Sustainable Development Goals. The developmental model is characterised by service to society, application of knowledge, non-academic benefit and prioritising the most marginalised. Yet to what extent are these goals and characteristics coherent and viable given the nature of the university as institution? While the developmental model per seis limited to a few experiences, the implications of these questions are much broader, given the public service mission held by many if not most higher education institutions around the world. After outlining its historical emergence, this article presents a conceptual exploration of the model, highlighting three major limitations, in spite of its highly positive intentions: its positioning of the university as an ...