Beyond the university : higher education institutions across time and space

This chapter makes the case for a history of higher education institutions which looks beyond the university. Building on recent historiographical developments, it argues that the history of higher education must not be limited to the history of the university, an institution fixed in space and time, but must rather adopt a transnational and transhistorical approach. It also argues for a broader definition of “institution” which includes concepts, ideas, and practices which have become “institutionalized” alongside traditional understandings of institutions as sites with fixed locations and physical forms. Beginning with an exploration of higher education and learning across the globe in the ancient world, it goes on to study significant developments in higher education during the medieval, Renaissance, Enlightenment, and modern periods. While considerable attention is paid to the development of the university in Europe and around the world, the role and significance of other higher education institutions are stressed throughout. Particular weight is placed on the importance of learned societies and academies as sites of research development and training in the late eighteenth and nineteenth centuries. The chapter concludes with reflections on the ways in which the prominence of the research university since the Second World War has shaped the writing of the history of higher education in recent years, most notably, the dominant position given to the university as institution. Potentially fruitful directions for future research are also discussed, in particular, the need to focus on alternative higher education institutions

Management education and the theatre of the absurd

In this paper we adopt a humanities perspective to reflect on the nature of business schools and management education (Vargish, 1991; March & Weil, 2005; Adler, 2006; McAuley & Sims, 2009). Business schools have been criticised for becoming the “hired hands” of business (Khurana, 2007) to the detriment of a higher purpose, institutions that champion a utilitarian morality, the shallowness and indeed the dangers of which are revealed in various business scandals and especially the financial crisis of 2007-8, the effects of which cast a long shadow over today’s economic and social landscape. This has led to the criticism that business schools have lost part of their essential “philosophic connection” to issues of humanity and human identities (Augier & March, 2011: 233-4). We argue that one way to encourage philosophical reconnection is to expand management education’s engagement with the humanities (Czarniawska & Gagliardi, 2006)