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Understanding the entrepreneurial nature of universities—in particular, the relationship between education and health in relation to development and wellness of communities—this volume provides a description/narration of the efforts in how universities can address their shifting contexts while engaging their communities in social change. In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty. Contributors were asked to imagine possibilities for research and outreach by providing salient examples of how higher education can lead and change how we view the role of health and education within institutions and society. Each author writes across common themes that address the problems and possibilities of higher education curriculum and projects aligned with the mission of stewardship. The authors highlight interdisciplinary approaches and projects for faculty work, modification of the Teaching-Research-Service expectations, and community initiatives that can emerge from real-life problems (to impact wellbeing) and create rich and deep research possibilities for practitioners to impact both higher education and society. The process and research approaches used by the authors include imagining the community as part of a process of the change and part of what changes, exploring how community change can build on the strengths of local people, and why community organization and advocacy should revolve around social learning and community capacity theories. Given the diversity of topics and approaches, as editors we have tried to honour both the authors’ words and style in expressing their opinions to provide a forum for the readers to envision stewardship.

Community and college -- United States. --- Education, Higher -- Aims and objectives -- United States. --- Universities and colleges -- United States -- Sociological aspects. --- Education --- Social Sciences --- Education, Special Topics --- Education - General --- Education, Higher --- Health promotion. --- Well-being. --- Universities and colleges --- Social aspects. --- Health promotion services. --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Welfare (Personal well-being) --- Wellbeing --- Health promotion programs --- Health promotion services --- Promotion of health --- Wellness programs --- Education. --- Education, general. --- Public institutions --- Schools --- Quality of life --- Happiness --- Health --- Wealth --- Preventive health services --- Health education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Community and college. --- Aims and objectives. --- Sociological aspects. --- College and community --- Town and gown --- University and community --- University towns

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Higher education --- HO (hoger onderwijs)

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This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000) and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a good doctoral  experience fosters active engagement in reflection on all elements of our work the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors' chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that good doctoral  experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.

Higher education --- HO (hoger onderwijs)