The Power of Play in Higher Education Roundtable: Where do we go next? Free CHEF Webinar, 3-5pm Monday 30th November

For more information and to sign up click here.

Registration deadline: Please no later than November 25th, 2020, at 23.59 Central European Time (CET)

Time: November 30th, 2020, at 15.00-17.00 Central European Time (CET) 

Max. participants: 120

Chair: Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark

The Power of Play Roundtable marks the conclusion of this autumn’s Playful Webinar Series intending at establishing intercultural dialogue within the field of playful higher education. As well as aiming to establish a foundation – or a magic circle – for a powerful and playful fellowship of researchers, thinkers and practitioners striving towards more playful universities, higher education and higher education institutions.

In the concluding roundtable the key talkers of this autumn’s webinar series meet up to discuss the power of play, the potentials of playful higher education and the possibilities of more playful higher education futures. What big projects could we create together? What are some big dreams? How could the Playful University Project be a platform for and help support a league of playful thinkers, researchers and practitioners? And where should we go next?

Everyone is invited to join in, dream big and discuss the potential futures of playful higher education. We will during the roundtable create a collective output to catch our dreams and move the agenda forward.

Watch out for financial cuts and reductions in the number of higher education places, says Nick Hillman, the Director of the Higher Education Policy Institute

In a speech to the GuildHE Council on 19th November, Nick Hillman, the HEPI Director, has warned that we need to be on the look-out in upcoming government announcements for not only reductions in government expenditure on higher education, but also for attempts to reduce the number of places that are offered by higher education institutions. Read an extract from the speech on the HEPI website.

New Book: Values of the University in a Time of Uncertainty, edited by Paul Gibbs, Jill Jameson & Alex Elwick

This book:

  • Addresses issues related to trust, compassion, well-being, grace, dignity and integrity in the context of higher education
  • Emphasizes the worthiness of moral values in higher education alongside the pursuit of value for money
  • Offers an interesting context for the creation of an obligations-led university of the future

This deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multidisciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to

both an academic and managerial readership.

New Book: Contemporary Thinking on Transdisciplinary Knowledge, edited by Paul Gibbs & Alison Beavis

‘Contemporary Thinking on Transdisciplinary Knowledge: What Those Who Know, Know’:

  • Collects, for first time, the thoughts of critical thinkers on transdisciplinary thinking
  • Explores idea of knowledge from a number of transdisciplinary perspectives
  • Serves as an important foundation for teaching in, and thoughts about
    transdisciplinary approaches to knowledge

How can we understand what a transdisciplinary (TD) approach might actually comprise of, given its complex and various uses? This book asks the question of leading practitioners in the field of higher education and transdisciplinarity. The emergence of transdisciplinarity has been a response to the often-failed closed-system, discipline-based approaches to solving complex social problems (various reports and definitions may be found in projects reported by the OECD, UNESCO and EU). These failures are often contingent upon disaggregated notions of epistemology and the compounding failures of ontological incongruities that are evident in
these discipline-based approaches. Such approaches are not necessarily confined to large, seemingly insurmountable social problems, but apply equally well to issues in educational institutions as workplaces. Transdisciplinary knowledge is in the liberation of new and imaginative understanding of the structured reality of open social systems. It gives rise to generative mechanisms, which are central to relationships of agency and structure.

Find out more here.

New Book: Higher Education and Hope Institutional, Pedagogical and Personal Possibilities Editors: Gibbs, Paul, Peterson, Andrew (Eds.)

Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish.