What Knowledge is Needed in the New Millennium?

Abstract

Identifying what kind of knowledge is appropriate for the citizen of the new millennium is of special concern in developing countries. They face two simultaneous challenges: carving out niche areas of innovation within the competitive global arena while meeting the basic development needs of the majority of their increasingly marginalized and impoverished populations. Against this background, our article examines the question of appropriate knowledge in the globalizing world of the new millennium. We analyse some of the risks for teaching and learning entailed by recent assumptions regarding the changing social nature, production and dissemination of knowledge. In the final section, we critically examine one of these new knowledge production practices—community-based academic service learning—in light of these risks.

Managing obligations to society. Case of best ranked universities in social responsibility

“…The bulk of research on community-campus partnerships has focused more on the experiences of universities, leaving a gap in the real understanding of community experiences (Afshar, 2005). There has also been a strong emphasis on partnerships or relations that the universities can develop with the outside world, that lead to knowledge creation and a beneficial exchange (Muller and Subotzky, 2001;Mtawa et al, 2016).…”

Examining obligations to society for QS Stars best ranked universities in social responsibility

“…However, researches on community-campus partnerships acknowledged a gap in regards to real understanding of community experiences (Afshar, 2005). They put a strong emphasis on mutual beneficial relations that the universities can develop with the outside world with the purpose of knowledge creation and exchange (Muller and Subotzky, 2001;Dima et al, 2013;Mtawa et al, 2016).…”

The scholarship of university-community engagement: Interrogating Boyer's model

“…an outward) may weaken teaching, learning and research (Cloete et al, 2011). Embedded in the latter observation, this paper argues that the core functions of universities can and should not be weakened if CE is understood and practiced in the context of knowledge production and exchange (Muller and Subotzky 2001). Through such framework, CE may be informed by and conversely informs teaching and learning, and research (Bender, 2008: 89).…”