The new design as a catalyst for systems change: Forging new relationships with universities and governments

Abstract

The idea of university-assisted community schools (Harkavy and colleagues chapter), together with the other chapters that attest to the importance of higher education institutions in the development of community schools, community learning centers, extended service schools, and multi-service schools, recommend a particular way of thinking and planning. Systems thinking and systems planning models proceed with the quest to identify and connect all relevant parts of a system; and with the expectation that each part influences and is influenced by the others. Higher education overall and the universities in particular merit a fresh look with this systems perspective in mind, while keeping in view a compelling idea: Closing two achievement gaps entails preparing more young people to enter and complete postsecondary education with advanced competence. To maximize postsecondary education's contributions to this important international agenda, while also benefiting higher education institutions in myriad ways, the idea of “outreach and engagement” has gained international salience. Examples of outreach and engagement strategies are provided, including many derived from the model of university-assisted community schools. A new idea called the “Quadruple Helix” builds on the idea of higher education institutions as economic development drivers and incubators for innovative public policies. Perhaps above all, the idea of “the community school-assisted university” opens new avenues for needed changes in higher education, starting with the schools, colleges, and departments of education and extending to schools and departments of social work, counselling, nursing and other professional schools. The preparation of partnership and collaboration specialists is a top priority, and it provides important opportunities for innovative programs, policies and research agendas. Another need is for tailor-made professional development programs for higher education faculty members because: (1) Most faculty lack preparation for the new school design; and (2) Until such time as faculty are prepared and modify their preparation programs, preservice education programs will remain out of step with the new school design featured in this book, constraining progress and slowing scale-up and scale-out initiatives.