This book examines the transformative power and the limitations of one of Europe’s most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of ‘enactment’: a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as ‘enacted’ in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable ‘telling moments’, explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society.

Joining theory and practice, How Colleges Change unmasks problematic assumptions that university leaders and change agents typically possess, and provides research-based principles for approaching change. Featuring case studies, teaching questions, change tools, and a greater focus on scaling change, this monumental new edition offers updated content and fresh insights into understanding, leading, and enacting change. Recognizing that internal and external conditions shape and frame change processes, Kezar presents an overarching practical toolkit—a framework for analyzing change, as well as a set of theoretical perspectives to apply that framework in order to custom-design a change process, no matter the organizational challenge or context. How Colleges Change is a crucial resource for aspiring and practicing campus leaders, higher education practitioners, scholars, faculty, and staff who want to become agents of change in their own institutions.

This book explores how the notion of the responsible university manifests itself at various levels within Nordic higher education. As the impetus of the knowledge society has catapulted the higher education sector to the forefront of policy agendas, universities and other types of higher education institutions face increasing scrutiny, assessment and accountability. This book examines this phenomenon using the Nordic countries as cases in point, given the strong public commitment towards widening participation and public research investments. The editors and contributors analyse the history and current transformations of the idea of the responsible university, investigate new innovations in the educational landscape and look into how universities have begun to organise themselves to become more responsible. Drawing together scholars from the humanities and the social sciences, this interdisciplinary collection will be of interest and value to students and scholars of the role and nature of the modern university, in addition to practitioners and policy makers tasked with finding solutions to address the competing and often contradictory demands posed by a responsibility agenda. .

Higher education is in an unprecedented time of change and reform. To address these challenges, university leaders tend to focus on specific interventions and programs, but ignore the change processes and the contexts that would lead to success. Joining theory and practice, How Colleges Change unmasks problematic assumptions that change agents typically possess and provides research-based principles for approaching change. Framed by decades of research, this monumental book offers fresh insights into understanding, leading, and enacting change. Recognizing that internal and external conditions shape and frame change processes, Kezar presents an overarching practical framework that can be applied to any organizational challenge and context. How Colleges Change is a crucial resource for aspiring and practicing campus leaders, higher education practitioners, scholars, faculty, and staff who want to learn how to apply change strategies in their own institutions.

What are corporations, and to whom are they responsible? Anthropologist Marina Welker draws on two years of research at Newmont Mining Corporation’s Denver headquarters and its Batu Hijau copper and gold mine in Sumbawa, Indonesia, to address these questions. Against the backdrop of an emerging Corporate Social Responsibility movement and changing state dynamics in Indonesia, she shows how people enact the mining corporation in multiple ways: as an ore producer, employer, patron, promoter of sustainable development, religious sponsor, auditable organization, foreign imperialist, and environmental threat. Rather than assuming that corporations are monolithic, profit-maximizing subjects, Welker turns to anthropological theories of personhood to develop an analytic model of the corporation as an unstable collective subject with multiple authors, boundaries, and interests. Enacting the Corporation demonstrates that corporations are constituted through continuous struggles over relations with—and responsibilities to—local communities, workers, activists, governments, contractors, and shareholders.

Bringing together contributions from internationally known teacher educators, this title focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.

Enacting the Security Community illuminates the central role of discourse in the making of security communities through a case study of the Association of Southeast Asian Nations (ASEAN). Despite decades of discussion, scholars of political science and international relations have long struggled to identify what kind of security community ASEAN is striving to become. Talk about security, Stéphanie Martel argues in this innovative study, is more than empty rhetoric. It is precisely through discourse that ASEAN is brought into being as a security community. Martel analyzes the epic narratives that state and non-state actors tell about ASEAN's journey to becoming a security community, featuring a colorful cast of heroes and monsters. Chapters address a wide spectrum of current regional security concerns, from the South China Sea disputes to the Rohingya crisis, and nontraditional challenges like natural disasters and pandemics. Through fieldwork and in-depth interviews with practitioners, Martel provides clear evidence that discourse is key to sustaining regional organizations like ASEAN. Enacting the Security Community is an incisive contribution to debates among scholars and practitioners about security communities as well as the role of discourse in the study of world politics, and essential reading for students of Southeast Asian International Relations, politics, and security.