Should universities promote employability?

Employability is becoming increasingly central to the mission and functioning of universities, spurred on by national and supranational agencies, and the demands of marketisation. This article provides a response to the normative dimensions of the question, progressing through four stages: first, there is a brief consideration of the meaning and manifestations of employability and the historical conditions underpinning its emergence; second, the question is addressed of whether employability is a desirable societal and individual aim per se; third, there is a discussion of the fundamental purpose of the university, drawing on the well-known accounts of Newman and Collini, before – fourth – addressing the principal question of whether and in what way employability might fit within that purpose. It is argued that employability is a valid aim of universities only in so far as it is consistent with the central purpose of the institution to foster human understanding through open-ended enquiry. Further questions are discussed, namely, whether other social institutions are better equipped to promote employability, possible costs for the university, the ethical dimension and differences between public and private institutions

Quality of higher education in Kenya: Addressing the conundrum

Despite the consensus amongst all stakeholders of the critical need for action in the higher education sector in Kenya, national and institutional drives for quality have had limited impact. This study aims to assess the barriers to enhancing quality in Kenyan higher education, drawing on interviews, observations and documentary analysis as part of a three year study. Three types of barrier are identified in the data: resources (staffing and infrastructure), governance (organisational structures and stakeholder participation) and pedagogical culture (social hierarchies and approaches to teaching, curriculum and assessment). On the basis of these findings, it is argued that a ‘three-pronged’ response is needed: reforms in policy and practice must address simultaneously the material conditions of universities, the forms of institutional organisation, and the cultural relations of teaching and learning

Forging Radical Alternatives in Higher Education: The Case of Brazil

In recent years, new forms of higher education have emerged that challenge many of our assumptions about what a university is. In Brazil there has been a particular flowering of these alternative universities, on account of the wave of popular mobilisation following the end of the military dictatorship, aided by political support from the centre. These new institutions are characterised by distinctive aims or missions, whether relating to a particular ethnic or cultural group, a social or political movement, regional unity and intercultural exchange, or a spiritual calling. This article assesses the role and prospects of these institutions and analyses the ways in which they have positioned themselves in relation to the mainstream. The two factors of resources and recognition are found to be critical elements in ensuring their viability and success. However, dependence on funders and conformity with accreditation requirements also constrain the possibilities of embodying their distinctive vision. Finally, broader implications are drawn out for understandings of educational institutions, in light of Illich’s deschooling critique

Three dimensions of equity of access to higher education

Concerns over equity of access to higher education are widespread, but there is significant disagreement over what should constitute a fair system. This article assesses diverse conceptualisations of equity and explores the ways in which they embody themselves in the policies of three systems, those of England, Brazil and Kenya. While showing significant disparities of income level and enrolment ratio, all three have made concerted efforts to expand higher education access, accompanied by increasing stratification in terms of the quality and prestige of institutions. Analysis of policy options and outcomes leads to a proposal of three principles for understanding equity of access: availability, accessibility and horizontality. The third of these principles addresses the little-acknowledged safeguard that disadvantaged students should not be confined to lower-quality institutions, while at the same time allowing for diversity of ethos and disciplinary focus

Universities and the post-2015 development agenda: an analytical framework

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

The impact of universities on climate change: a theoretical framework

Universities have a crucial role to play in addressing climate change, but the complex and multifaceted nature of the issue presents challenges for the traditional functioning of the institution. While there is a growing body of work on campus sustainability and climate issues in the curriculum, there is a need to understand more holistically the forms of influence that universities have on society and the environment. This paper puts forward a framework for understanding the impact of universities on climate change, involving four stages: the modalities of university action (education, knowledge production, public engagement, service delivery and campus operations); direct engagement with bridging actors; the broader influence on societal understandings and practices; and finally impact on the ecosphere. Specific pathways of impact are identified, involving either mitigation of or adaptation to climate change. This framework serves as an analytical tool to identify the trajectories of impact already in evidence, but also presents normative implications for the role of higher education institutions in addressing the current climate crisis