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The changing face of higher education - economic and democratic imperative

Universities have existed as centres of higher learning and research in very different parts of the world since the first millennium ad (records in Bologna University in Italy and Fez in Morocco date back to at least 1050). Debates about their focus and mission have persisted for much of that time, and include whether they should primarily be for ‘public’ or ‘private’ good (Watson, Hollister Stroud, & Babcock, 2011, p. 24) and prioritise the development of individuals, the creation of new knowledge or the delivery of service to society. These three areas of activity, often referred to as a university’s tripartite mission, have coexisted, incorporating some kind of contribution to the ‘broader good’ ; expressed either in relation to the ‘development of godly gentlemen’, service to the church or notions of citizenship (Bourner, 2008). However, since the end of the last century a university’s relationship and engagement with society have become increasingly evident in global debates around forms of higher education appropriate to a new millennium.

higher education economic and democratic imperatives

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