The Engaged University is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems – combating poverty, improving public health, and restoring environmental quality. This book documents and analyzes this exciting trend through studies of civic engagement and social responsibility at twenty institutions worldwide. This timely volume offers three special contributions to the literature on higher education policy and practice: a historical overview of the founding purposes of universities, which almost invariably included a context-specific element of social purpose, together with a survey of how these "founding" intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities – all over the world – seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the "engaged university." David Watson is Principal of Green Templeton College, Oxford. Robert M. Hollister is Dean, and Pierre and Pamela Omidyar Professor of Citizenship and Public Service in the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University. Susan E. Stroud is Executive Director, Innovations in Civic Participation. Elizabeth Babcock is Talloires Network Coordinator, Innovations in Civic Participation. Series Editors' Introduction Preface Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education Introduction and Acknowledgements I. University-Community Relationships: The long view 1. Historical and Geographical Perspectives 2. Types of Capital and Citizenship 3. Contemporary Drivers II. The Engaged University 4. The project 5. The profiles 5.1 Australia and its Higher Education System 5.1.1 Two-way learning: Profile of Charles Darwin University 5.1.2 Sharing knowledge: Profile of the University of Melbourne 5.1.3 A University without Walls: Profile of the University of Western Sydney 5.2 India and its Higher Education System 5.2.1 An Enlightened Woman is a Source of Infinite Strength: Profile of Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University, Mumbai 5.3 Israel and its Higher Education System 5.3.1 "Institution-wide commitment to social responsibility": Profile of the University of Haifa 5.4 The Occupied Palestinian Territories and their Higher Education System 5.4.1 "Education and Service for Political Change and Development" Profile of Al-Quds University 5.5 Malaysia and its Higher Education System 5.5.1 Community Partnerships to Address National Priorities: Profile of Universiti Kebangsaan Malaysia 5.6 Mexico and its Higher Education System 5.6.1 Cultivating ethics and citizenship: Profile of Tecnológico de Monterrey 5.7 Pakistan and its Higher Education System 5.7.1 A Unique University with a Mandate for Social Development: Profile of Aga Khan University 5.8 Peru and its Higher Education System 5.8.1 A regional leader for human and economic development: Profile of the Universidad Señor de Sipán (USS) 5.9 The Philippines and its Higher Education System 5.9.1 Volunteer Service to the Poor: Profile of Notre Dame of Marbel University 5.10 South Africa and its Higher Education System 5.10.1 Community Partnerships for Development and the Appropriation of New Knowledge: Cape Peninsula University of Technology 5.11 Sudan and its Higher Education System 5.11.1 Empowering Women as Agents of Change through Education: Ahfad University for Women 5.12 Tanzania and its Higher Education System 5.12.1 Knowledge for Development: University of Dar es Salaam 5.13 Ukraine and its Higher Education System 5.13.1 Building Civil Society: Profile of Petro Mohyla Black Sea State University 5.14 The United Kingdom and its Higher Education System 5.14.1 Open access for social justice: Profile of the Open University 5.14.2 Reinventing liberal higher education: Profile of the University of Winchester 5.15 The United States of America and its Higher Education System 5.15.1 Knowledge to Serve the City: Profile of Portland State University 5.15.2 Social justice education and research and service: Profile of Georgetown University 5.16 Venezuela and its Higher Education System 5.16.1 From education for national development to community solidarity: Universidad Metropolitana en Caracas (UNIMET) 6. Findings: Common patterns and influences III. An Engaged University Movement 7. Networks: A unifying force 8. The world upside-side down: university engagement from the South to the North 9. Implications for policy and practice Appendix 1. Institutional questionnaire Appendix 2. Field research questions Acronyms References Notes on Contributors Index