By Penny A. Pasque (auth.)
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Additional resources for American Higher Education, Leadership, and Policy: Critical Issues and the Public Good
A theoretical sampling process (Strauss & Corbin, 1999) was used where sources were gathered from an extensive and systematic search of library databases, relevant websites, course syllabi, conversations with colleagues immersed in the topic, and select references from relevant articles (Hart, 1998). Themes were inductively compared across articles (Strauss & Corbin, 1999). I created a table as a tool for analysis that changed over the course of the collection of articles to reflect the themes that emerged from various sources; the typology of higher education leaders’ frames presented here emerged from this table.
The authors state that the “crucial function” of civic engagement in and out of higher education is to connect the private good with that of the public good. Their call is in “revolutionizing” the power of our democracy by “transforming people from consumers, victims, and exploiters into responsible citizens, extending their horizons and deepening their understanding, engaging their capacities, their suppressed anger and need in the cause of justice” (p. 48). They further state that “the idea of democracy is the cutting edge of radical criticism, the best inspiration for change toward a more humane world, the revolutionary idea of our time.
5). Such a tradition may be instructive as universities work to restore their civic mission in a way that supports the public good. The concept of social capital as defined by Putnam is mentioned in many of the Public Good conceptualizations. Putnam (1995) states, by analogy with notions of physical capital and human capital—tools and training that enhance individual productivity—social capital refers to features of social organization such as networks, norms, and social trust that facilitate coordination and cooperation for mutual benefit.