With the ever-increasing clamour for graduating students to be
"job ready," there has been a drift towards an emphasis on the
vocational aspects of higher education and the original aims and
intentions of liberal learning are in danger of being forgotten. At
its core, a liberal education is intended to imbue students with
the habits of mind, practical skills and values necessary for
effective participation in civil society but it has become too easy
to claim that these ideals are less important than a narrower focus
on preparing those students for the world of work.
This book argues that institutions of liberal learning should be
cultivating the art of self-governance and that by practicing what
they teach those institutions are better preparing their students
for both the workplace and an active role in civil society. The
interdisciplinary team of contributors draw on the work of Elinor
Ostrom and others to consider the role of self-governance at the
level of communities and, by extension, institutions. They explore
the management of common pool resources including campus
facilities, financial resources, the curriculum, and institutional
reputation. It is argued that the institutions most explicitly
committed to liberal learning are those which tend to have the most
robust formal and informal rules of civic engagement and therefore
enable this level of self-governance. Drawing on economic theory,
institutional analysis, education studies and more, the book
explores what institutions explicitly committed to liberal learning
can do on a day-to-day basis to provide the intellectual, creative
and physical space in which better self-governance can be both
practiced and taught.
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