Abstract
Based on participation in the State of Oregon on the Oregon Education Investment Board, OEIB, political leadership for a pre-K through post-doctoral system suggested that an economic return on investment including calculations and wider discussion of the growth for communities. Here, despite a renewed sense of populism in Europe and the US, this case suggests that the efficacy of academia in purposefully building social capital should remain a goal of the university and faculty scholarship. It challenges held ideas that the benefit and gain of post-secondary education accrues mainly[solely] to the individual and perhaps family; suggesting that public support is a significant aspect of the interaction between higher education and local communities. By cohesively examining university participation, regional innovation and capacity-building as an illustration of adjusting public policy through the building of social capital, this case addresses multiple challenges as the means to alter the traditional roles and structures which ultimately change both policy and action within the university and in the local region. In the US, a major obstacle in K-12 school reform has been in getting and maintaining the transformational leadership for sustaining change. This case details the participation of the academy through providing institutional support for faculty to serve in leadership roles with local/state government change, which resulted in more than 300 public policy changes, increased services to children and youth and structuring reforms to increasing educational opportunity for children of communities of color.
Presenters
Samuel HenryKimberly Ilosvay
Anita Bright
Professor, Curriculum and Instruction, Portland State University, Oregon, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Public Policy, Universities
