Higher Education for the Public Good: Emerging Voices from a National Movement

Abstract

CA: Jossey-Bass. 2005. xxii + 330 pages. ________________________________________________ igher Education for the Public Good is an important and timely text, reminding the reader of the connection between higher education and the fulfillment of a truly democratic society. The authors document the collective thinking and dialogue among participants in a year-long dialogue sponsored by the National Forum on Higher Education for the Public Good, hosted at the University of Michigan-Ann Arbor. The text aspires to articulate an emerging movement, aid leaders to engage dialogue regarding the public good, and offer strategies to nurture the public good in higher education environments (p.xv). Amidst its rich offerings of historical perspectives and contemporary models, program exemplars both within and across institutions, survey research summaries and personal narratives, this text successfully addresses these central aims. Part One explores the connection between the public good and higher education, including the distinctive role of higher education, the challenges faced in our time, as well as the myriad related efforts—civic education, public service, and partnerships—that Kezar suggests indicate a larger gestalt to recommit higher education toward societal good. Part Two addresses matters of public policy, including state governance, public interest, trustee roles, and the commitments of a diverse democracy. Part Three addresses particular segments within the academy, including liberal education, academic disciplines, and scholarship, as they shape and are shaped by the public good. Part Four turns to institutional governance. Benson, Harkavy and Hartley (Ch.11) provide notably practical means to nurture an institutional ethos of the public good. Ward (Ch. 12) offers clarity and insight to faculty roles and rewards; her comprehensive understanding of Boyer's intersecting scholarship domains is complimented by her work on the scholarship of engagement as potentially accomplished in each of Boyer's domain. Part Five addresses the role of leaders in fulfilling institutional commitment to the public good; Votruba (Ch. 14) provides concise yet compelling advice. Austin and Barnes (Ch. 15) make the case for better preparing doctoral students for faculty work toward the public good. Two personal narratives complete this section with the perspectives of a doctoral student (Quaye, Ch 16) and a college president (Gilliland, Ch. 17). Part Six offers closing reflections by Kezar (Ch 18) and Chambers (Ch. 19), who synthesize ideas throughout the text into meaningful future opportunities for visioning and deliberation. The authors clearly recognize the interdependence of higher education with other sectors of society, including K-12 education, foundations, and government. Readers familiar with Boyer's work will find references to his repeated call for higher education to serve all of our society. The continued strength and impact of civic engagement initiatives in the larger academy are also evident. Amidst the various perspectives and ideas throughout the text, there is a sense of H