Reflexivity in Higher Education

Liberation or Entrapment?
Erscheinungsjahr 2026
ISBN: 978-3-032-31295-2
Verlag: Springer

Buch, Englisch, 340 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Knowledge Studies in Higher Education

This book scrutinizes the paradoxical functions of reflexivity in contemporary higher education: its capacity to enable institutional learning, adaptation, and renewal, while also eliciting a risk of entrapment in cycles of audit, performativity, and bureaucratic self-monitoring. This book pursues a key guiding question across all its collective contributions: does reflexivity liberate universities and the citizens of academe, or it entraps them? This book provides an integrated exploration of reflexivity as a composite conceptual lens and as a practical condition of university governance, policy-making, and academic life altogether. It brings together multidisciplinary and comparative perspectives that locate reflexivity within each and at the intersection of scholarship, policy, and practice. In doing so, this book engages with key debates in higher education studies, including governance and institutional identity, quality assurance and accountability, the metamorphoses and multi-layered challenges of the European Higher Education Area and other major transnational initiatives, as well as case studies that demonstrate how reflexivity operates across different settings. As a Festschrift in memory of Lazar Vlasceanu, this book honors a foundational European scholar whose work on reflexive modernity and the reflexive university remains highly relevant to present-day transformations and interrogations.

Zielgruppe

Research

Autoren/Hrsg.

Matei, Liviu

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

Foreword a very modern academic mind in a very post modern reflexivity lazar vlasceanu and the reflexive university.- Lazar vlasceanu the duty of lucidity.- Theorising reflexivity in higher education between critical agency and institutional constraint.- Self formation in higher education east and west.- Unravelling reflexivity in universities a resultant force approach.- Reflexivity also for higher education policy.- Can higher education reform itself re thinking change in higher education.- Social movement and techno scientific project dilemmas of the 21 century university.- Uncharted waters the universities in search of new ideas.- Nuances and balances evidence based evidence informed or evidence free policy in higher education.- Recognition of qualifications from specialist pursuit to the heart of higher education policy.- The relevance of fundamental academic values to democratic societies the case of the european higher education area.- T l vlasceanu’s universities and reflexive modernity in conversation with the world banks constructing knowledge societies exploring complementary take on higher education for development.- An exercise in reflexivity shifting goals of higher education in the 21st century.- A practitioners foray into higher education research an exercise in reflexivity.- The return of flying universities a response to eroding academic freedom.- Reflexivity a strategy for the survival and success of historically black colleges and universities in the united states the example of voorhees university.- The reflexive university boundary objects and academic research production.- The crucial role of arts and humanities in universities and our society.- Contemporary technologies of communication in higher education instantaneity and the deletion of reflexivity.- Reflexivity in higher education with a gender touch implementing a gender equality plan at the university of bucharest.- Conclusion reflexivity in higher education liberation entrapment or transformation.

Über Autor(innen)

Liviu Matei is a higher education scholar, educator, and institutional and policy innovator. He is a professor of Higher Education & Public Policy and the head of the School of Education, Communication & Society at King's College London in the UK. Previously, he was Provost of Central European University in Budapest and Vienna. He has taught at universities in Europe, the US, and Asia, conducted research and published extensively on matters of governance, academic freedom, funding, internationalization, quality assurance, and the history and politics of higher education. He has played key roles in applied research and policy initiatives in support of academic freedom, university autonomy and academic integrity, such as the European Higher Education Area project on the fundamental values of higher education. In this project, he led the research team that developed a monitoring framework and currently undertakes the actual monitoring of these values in 48 European countries.

Romi?a Iucu is the president of the Board of Trustees and a professor of Higher Education and Pedagogy at the University of Bucharest in Romania, and a member of the CIVIS Alliance governance. With experience in international cooperation in the field of education, he is currently the coordinator of UNICA EduLAB Group, the co-chair of the FOREU4ALL Topical Group on Joint Programs and the European Degree of European Universities Alliances, and member of the Board of FOREU4ALL. He was appointed a Magna Charta Observatory Ambassador and been rewarded as a member of The International Adult and Continuing Education Hall of Fame. Since 2024, he has also been a member of the Future of the Bologna Process Task Force. Professor Iucu is a member of the Romanian Academy since 2025. Professor Iucu held several university-management positions with an important role in designing, managing, and validating higher education and adult education policies at different levels.