Transform Issue 3: December 2018 | Can the Critically Engaged University of the Future Find Unity in Diversity? - Engagement Australia
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Transform Issue 3: December 2018 | Can the Critically Engaged University of the Future Find Unity in Diversity?

Spring Newsletter Feature Image - Symposium Journal Cover

Transform Issue 3: December 2018 | Can the Critically Engaged University of the Future Find Unity in Diversity?

WELCOME – Can the Critically Engaged University of the Future Find Unity in Diversity?

Spring Newsletter Feature Image - Symposium Journal CoverThis edition is challenged by Professor Glyn Davis’ notable valediction in response to receiving the AFR Higher Education Lifetime Achievement Award to get to the next emerging stage of engagement for Australian universities.

The emerging theme is that ‘engagement’ is a very diverse concept (research, teaching, learning and social analysis are all involved); it is more a framework or a ‘field’ of action and analysis than a single conceptual entity.

Nevertheless it must have form and shape, and its own intellectual definition and integrity, which can bind the diverse and varied content within a focused perspective. Whereas some single institutions have managed this, often as a function and consequence of outstanding leadership (pace Davis and Melbourne) we now face the need to scale up and broadcast what has been learned and to define what needs to be done. This is important if change is to be brought about in a coherent way potentially for the sector as a whole. A number of key themes have emerged from Davis’ reflections over his career as Vice Chancellor that highlight the importance of finding ‘unity in diversity’ and these issues are some of those that face us as we seek to mould the critically engaged university of the future.

Click here to view sneak peek or if your institute is a member click below to view full journal

Summary of Articles

Article 1 – The critically engaged university of the future
Professor Sharon Bell

Article 2 – Community Engagement in Critically Engaged Catholic Universities: Models from Australia and the U.S.
Professor Sandra Jones, Dr Howard Rosing and Dr Matthew Pink

Article 3 – A n.i.i.i.c.e way to assess best practice for critically engaged universities in Australia
Professor Marshall Welch and Professor John Saltmarsh

Article 4 – Interview: Finding Unity in Diversity and a Force for Good in the World
Catriona Jackson, Chief Executive, Universities Australia

Article 5 – VC Viewpoint: Raise the Scarlet Standard High
Professor Glyn Davis AC

Article 6 – Viewpoint: Towards a teaching intensive critically engaged university: fitness for purpose in a knowledge economy
Professor George Holmes

Article 7 – Viewpoint: Social Impact – a framework for critically engaged universities
The Hon Verity Firth

Article 8 – Case Study: Planting seeds to grow through to, for, with, and by
University of Canterbury

Article 9 – Case Study: Citystudio Bendigo: innovation in connecting communities
City of Greater Bendigo and La Trobe University

Article 10 – Case Study: Relate, Relearn, Rebuild: The Community Re-entry Program at Flinders University
Flinders University

Article 11 – Spotlight: One university’s journey to becoming engaged with its communities
CQUniversity