This book re-assesses the societal and pastoral roles of Higher Education Institutions (HEIs) in order to consider the function that they have in engaging, or responding, to the Vulnerability Agenda. HEIs are increasingly focused on the inclusion of socially deprived individuals on programmes; but also disability assessments; mental health concerns; learning support plans and readiness for employment. Particularly in the midst of the COVID-19 pandemic, universities are being profoundly affected and transformed as steps are taken to modify existing approaches to teaching and learning. Universities have always had an implicit 'duty of care' for their stakeholders, but COVID-19 has brought into sharp focus the need for a more explicit demonstration that University leaders have the social awareness to recognize the importance of protecting and safeguarding the vulnerable in society. Arguing that HEIs have a significant role to play as a central 'anchor' agency in the safeguarding of vulnerable individuals, this book fills in gaps in theoretical, empirical and policy/practice understandings. It explores the changing civic and societal (pastoral) role that HEIs have developed in response to the increasingly important policy area surrounding vulnerability.

Explores how Universities are reforming practices to safeguard vulnerable individuals Asks how the effects of COVID-19 will impact the vulnerability agenda in Higher Education Institutions Highlights the key challenges facing the academic community in the 21st century

Autorentext

Joyce Liddle is Professor of Public Leadership and Enterprise at Newcastle Business School, Northumbria University, UK. Over the course of her career, she has published over 200 articles, 25 book chapters and 14 books. She currently co-edits an annual book series on Critical Perspectives on International Public Management, and chairs the Editorial Advisory Board of the International Journal of Public Sector Management.

Gareth David Addidle is a Senior Lecturer in Policing at Teesside University, UK, where he teaches on the undergraduate and postgraduate Policing and Criminology programmes. His research and publications are in the areas of policing, governance, community safety and partnership working. He has worked with a number of police services across the UK and has been involved in research projects with Police Scotland (formerly Strathclyde Police), Devon and Cornwall Police, HMIC and, more recently, with Newcastle Business School.

Inhalt

Chapter 1. Introduction.- Chapter 2. Vulnerability: A complex and contradictory concept for 'public good'.- Chapter 3. The changing role of universities in society: Key influences.- Chapter 4. The role of the university in the vulnerability agenda.- Chapter 5. Mechanisms for addressing Vulnerability: Giving voice to the vulnerable?.- Chapter 6. Two NE of England case studies-Northumbria and Teesside.- Chapter 7. Conclusion:-Future role of universities in vulnerability.