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From multiversity to postmodern university

From multiversity to postmodern university

Donovan, Claire ORCID: 0000-0002-6105-7794 (2016) From multiversity to postmodern university. In: Cote, James E. and Furlong, Andy, (eds.) Routledge Handbook of the Sociology of Higher Education. Routledge, London, UK, pp. 85-93. ISBN 978-1315772233 (doi:https://doi.org/10.4324/9781315772233-8)

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Abstract

This chapter outlines the idea of the multiversity and of the postmodern university, and describes their defining features. It explores these concepts using three examples: the university community, university governance, and the role of the university within wider society. The chapter concludes with a discussion of the strengths and weaknesses of the concepts of the multiversity and postmodern university, what they do and do not share in common, and what questions these competing visions of the university raise for the understanding of higher education institutions (HEIs) today. The term multiversity denotes a group of elite research universities in United States, which he viewed as located at the heart of national and international economic growth and social, political and cultural development, and whose characteristics set them apart from traditional late-modern idea of university. Teaching and learning are marked by heterogeneity and change, with innovative uses of technology, mass lectures, and remote learning creating a more individualised educational experience.

Item Type: Book Section
Uncontrolled Keywords: multiversity, postmodern university, Clark Kerr
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Related URLs:
Last Modified: 09 Oct 2020 15:22
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/29622

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