Higher education, bridging capital, and developmental leadership in the Philippines: Learning to be a crossover reformer

The article presents findings from a research project which explored how experiences of higher education supported – or not – the emergence of developmental leadership and the formation of networks among leaders of three political and social movements in the Philippines in the post-Marcos era. Based on life history interviews with key leaders, the study points to the importance of different forms of social capital, especially bridging capital, in navigating a stratified system within this oligarchical democracy. Experiences of higher education were important for leaders' development, but not necessarily in predictable ways

Higher education and development in the Philippines and Malaysia : an analysis of the perception of the main stakeholders in government, education and business

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Social responsibility and engagement in higher education: Case of the ASEAN

This article discusses the role of ASEAN universities in social responsibility and sustainable development. Selected country case studies are presented to describe the changing role of universities situated in a region with great diversity and potential for further economic growth, as we explore the opportunities and challenges in promoting higher education institutions (HEIs) for greater sustainable development of communities. While there is a wide variety of initiatives—including engaging diverse communities in health, education and environmental sustainability projects— social responsibility and sustainability development is still far from being fully integrated into the core activities of the HEIs. This paper will examine the broader capacity of the universities’ engagement in social responsibility, as interpreted within Boyer's framework on the scholarship of engagement. We argue that when HEIs develop an integral socially-responsible collaboration with the broader community, opportunities are created for unique epistemic advances for stakeholders involved. © 2018 Elsevier Lt

Espacio, tiempo y educación

Resumen basado en el de la publicaciónSe discuten las prácticas en el aula de Malasia, como se ve a través de lentes históricas y socioculturales, y el aula como un espacio donde se desarrolla la transformación socio-histórica. El sistema de educación formal de Malasia se basó en gran medida en el sistema colonial británico, y todavía hoy continúa manteniendo gran parte del sistema establecido durante la colonia británica. Los bloques de construcción socioculturales clave también surgieron durante la época colonial, pero estos han dado paso a ideas sociohistóricas decididamente más impulsadas localmente desde la independencia de Malasia en 1957.ES

Socio-historical transformation and classroom discourse in Malaysia

The objective of this paper is to discuss Malaysian classroom practices, as seen through historical and socio-cultural lenses, and the classroom as a space where socio-historical transformation plays out. Malaysia’s formal education system was largely based on a British colonial structure, and still today continues to maintain much of the system established during British colonial rule. Key socio-cultural building blocks also came into being during colonial times, but these have given way to decidedly more locally driven social-historical ideas since Malaysia’s independence in 1957. We explore whether some of these social-historical changes could have contributed to the shaping of contemporary Malaysian classroom discourse. A previous study found that such discourse was almost entirely and persistently monologic, but why was monologic discourse so dominant and so homogenously employed throughout the country? What goes into the shaping of such narrow displays of classroom discourse? This paper examines the socio-historical roots that may have shaped the monologic patterns of contemporary Malaysian classroom discourse. We argue that two far-reaching forces within the macrosystem contributed to shaping classroom practice over time: the first related to the underlying colonial and post-independence rule/government structure, and the second to Malaysia’s particular socio-cultural character

Developmental Leadership in the Philippines: Educational Experiences, Institutions and Networks. Research paper: 39

This paper discusses findings from research that explores the role of higher education in the emergence of developmental leaders and the formation of networks among leaders in the Philippines. The study uncovered highly complex relationships between education, family background, politics and religion, which combined in a range of ways to determine positioning as a leader of reform. However, participants all saw their own education as having played a significant role in their trajectory to becoming a leader, albeit sometimes in unexpected ways. Educational experiences alone were not sufficient to pave the way to a leadership role. Navigating the Philippines’ elitist system requires a mixture of talent, determination and opportunity. Extra-curricular activities and political activism were far more significant than the formal curriculum and pedagogy. They provided valuable political leadership skills, and enabled future leaders to share and discuss different conceptions of development and reform. Emerging leaders were able to draw on a range of educational and other networks as they navigated elite positions and powerful roles. Higher education was for many of the leaders their first opportunity to mix and create networks with people from other backgrounds ('bridging' capital), and this proved a highly significant asset for changemakers aspiring to successful leadership of democratic reform and pro-poor movements. A key implication of these findings is that the purposes of higher education need to be seen ‘in the round’, beyond the current emphasis on teaching and learning

Developmental Leadership in the Philippines: Educational Experiences, Institutions and Networks. Research paper: 39

This paper discusses findings from research that explores the role of higher education in the emergence of developmental leaders and the formation of networks among leaders in the Philippines. The study uncovered highly complex relationships between education, family background, politics and religion, which combined in a range of ways to determine positioning as a leader of reform. However, participants all saw their own education as having played a significant role in their trajectory to becoming a leader, albeit sometimes in unexpected ways. Educational experiences alone were not sufficient to pave the way to a leadership role. Navigating the Philippines’ elitist system requires a mixture of talent, determination and opportunity. Extra-curricular activities and political activism were far more significant than the formal curriculum and pedagogy. They provided valuable political leadership skills, and enabled future leaders to share and discuss different conceptions of development and reform. Emerging leaders were able to draw on a range of educational and other networks as they navigated elite positions and powerful roles. Higher education was for many of the leaders their first opportunity to mix and create networks with people from other backgrounds ('bridging' capital), and this proved a highly significant asset for changemakers aspiring to successful leadership of democratic reform and pro-poor movements. A key implication of these findings is that the purposes of higher education need to be seen ‘in the round’, beyond the current emphasis on teaching and learning