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The Global Emergence of Liberal Education: a Comparative and Exploratory Study

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The Global Emergence of Liberal Education: a Comparative and Exploratory Study The Global Emergence of Liberal Education: A Comparative and Exploratory Study Author: Kara A. Godwin Persistent link: http://hdl.handle.net/2345/bc-ir:104384 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2013 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Educational Administration and Higher Education Program in Higher Education THE GLOBAL EMERGENCE OF LIBERAL EDUCATION: A COMPARATIVE AND EXPLORATORY STUDY Dissertation by KARA A. GODWIN Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy October 2013 © Copyright by Kara A. Godwin 2013 Abstract The Global Emergence of Liberal Education: A Comparative and Exploratory Study Kara A. Godwin Dissertation Director: Philip G. Altbach The purpose of this study was to provide a scholarly baseline about the emergence of liberal (arts) education around the world. Liberal education is based on a philosophy that uses interdisciplinary curriculum to cultivate critical thinking, analytical skills, and a sense of social responsibility. Despite its Greek and 17th century Oxford/Cambridge roots, liberal education has long been considered a distinctly American tradition (Nussbaum, 1997; Rothblatt, 2003). Recently, however, interest in liberal education has been percolating outside the US. Programs and curriculum reforms have emerged in countries where specialized, career-focused postsecondary education has been the enduring norm. Very little is known about liberal education in places where it is a unique approach to undergraduate development. There is no comprehensive global research about the location and prevalence of liberal education programs, about the format and evolution of their development, about their accomplishments and challenges, or about the reasons why this education philosophy is being pursued in new milieus. Thus, this research was guided by the question: Where, when, how, and why has liberal education emerged globally? This study resulted in the Godwin Global Liberal Education Inventory (GGLEI), a database of 183 (non-U.S.) programs with 59 data points. Programs were selected for the inventory based on a hierarchical criteria analysis. Inventory data was collected online and came from primary sources published by the liberal education programs. Sources included program websites, course catalogues, strategic plans, accreditation certificates, and institutional agreements. The GGLEI was then analyzed in conjunction with disparate scholarly research, grey literature, and information from key informants. Findings include profiles of liberal education in Europe, Asia, the Middle East, Latin America, Africa, Oceania, and North America (Canada only). Results were organized around the topics of program location, founding date, public/private status, institutional affiliations, students/faculty, language of instruction, and gender. A liberal education rationale schema is proposed for understanding the reasons for liberal education’s global development. Challenges and critical questions related to liberal education’s evolution in new cultural contexts are suggested for future research. i Acknowledgements There are many people to whom I owe a debt of gratitude for their support on this journey. It has indeed been a journey—and a privilege. The experience has been humbling, inspiring, and, well…tough. It is with many good friends, a magical cohort, a little pied-à-terre called CIHE, and many, many hours of tolerance, flexibility, and love from my family that I am here today. I am extremely grateful to my committee for their encouragement and wisdom. Dr. Ana Martínez Alemán, has challenged and inspired me since we met. I appreciate the opportunities I have had to connect with her and the multiple opportunities she has extended to me as part of this program. Visiting Dr. Mark O’Connor’s office has been a haven of languages, humanism, and good conversation. He is a model leader in liberal education and has been a thoughtful mentor during my time at BC. I am especially grateful to my dissertation chair, Dr. Philip Altbach, who allowed me the chance to work in a field that I love and provides feedback with unprecedented speed. There are few people from whom an introduction like, “This is Kara. She’s from Iowa. It’s like another country,” is endearing. I am grateful to all of my committee for genuinely believing in this topic. My cohort on this journey, soon-to-be Drs. Mark Kenyon, Amir Reza, Lori Tenser, Dr. Samantha Carney and Dr. Katie O’Dair, have been invaluable colleagues and friends. Samantha and Katie began this program with me, have been caring companions, honest advisors, and really fantastic company at all the right times. I have said it before…our cohort is a unique gift. It has undoubtedly been one of the best parts of this expedition. My colleagues at the Center for International Higher Education are a special bunch. Our field is richer for having Dr. Ivan Pacheco, Dr. Laura Rumbley, and soon-to-be Drs. Dave Stanfield and Yukiko Shimmi. I am richer for knowing them. Ivan has been my “safe space” and a dear companion since I arrived. And Laura is so much more than a friend, and so very much more than a colleague. I am grateful to them all. To special friends who have tirelessly rooted me on: thank you, Neeraja Aravamudan, Tinamarie Piscatelli, Kristin Bajorat, and Anna Sicam. I would not be here without you. I owe much to my extended family for putting up with what they might not have understood but who trusted that I was doing something worthwhile (or supported me even if they didn’t). There are no words to express my deep gratitude to my sister, Kelley Foehrkolb. She packed so many boxes, drove so many hours, made so many calls, sent so many messages, flew so many times, and loved my daughters so much all in order to support me on this journey. Finally, this dissertation is dedicated to my family. To Chris for providing a foundation, a sense of humor, and next-life dreams. We have by far and away surpassed Pisa. And ii to the fount of joy, mischief, and wonder that are my blessed daughters, Rosemary (age 7) and Eloise (age 3). I hope my dissertation has not scarred you for life. Most of all, this work is dedicated to my parents, Pam Jaben and Clark Foehrkolb…who did so many things right. I love you and I thank you. iii Table of Contents Acknowledgements i Table of Contents iii Part I: Background 1 Chapter 1: Introduction 2 Chapter 2: Literature Review 18 Chapter 3: Research Strategy and Methodology 39 Part II: Regional Findings and Interpretations 68 Chapter 4: Europe 69 Chapter 5: Asia 121 Chapter 6: Middle East and Arab World 171 Chapter 7: Underrepresented Regions 196 Part III: Global Comparisons and Conclusion 231 Chapter 8: Global Comparisons and Interpretations 232 Chapter 9: Conclusion 281 Appendix A: Europe GGLEI Excerpt 314 Appendix B: Asia GGLEI Excerpt 318 Appendix C: Middle East and Arab World GGLEI Excerpt 323 Appendix D: Latin America GGLEI Excerpt 325 Appendix E: Africa GGLEI Excerpt 326 Appendix F: Oceania GGLEI Excerpt 327 Appendix G: North America (Canada) GGLEI Excerpt 328 Appendix H: GGLEI Programs with Catholic Religious Affiliation 330 References 332 1 PART I: Background 2 Chapter One Introduction For centuries, universities have been organized around professional studies and a utilitarian philosophy. Students traditionally go to university to study specific fields that prepare them for careers as accountants, doctors, teachers, engineers, lawyers, etc. From an economic perspective, higher education serves society by creating a workforce qualified to perform in needed industry, health services, schools, and public resources. Over the last two decades, however, a different kind of education philosophy—liberal education—has emerged with greater prevalence around the world. What appears as an innovative disruption to traditional university activity also has the potential to impact society beyond individual graduates and the labor market. At the same time, it presents new challenges related to access, curriculum definition, and the core work of higher education: teaching and learning. Liberal education is based on a philosophy that uses interdisciplinary curriculum to cultivate critical thinking, analytical skills, and a sense of social responsibility. Despite its Greek origin and 17th century roots in Oxford and Cambridge Universities, it has long been considered a distinctly American tradition (Becker, 2003; Nussbaum, 1997, 2004; Rothblatt, 2003). Recently, however, interest in liberal education has been percolating outside the US in new cultural contexts. Programs and curriculum reforms have emerged, for example, in Sweden, the Netherlands, Germany, Egypt, China, Hong Kong, Ghana, Russia, Poland, and Bangladesh where specialized, career-focused postsecondary education has been the enduring norm. 3 Very little is known about the phenomenon of emerging liberal education in places where it is a unique approach to undergraduate development, however. There is a remarkable gap in scholarship about liberal education programs outside of the United States. In the last few years, higher education news sources, particularly those based in the US like InsideHigherEd, the Chronicle of Higher Education, and the New York Times, have published a number of articles highlighting liberal education programs in new places. Simultaneously, those sources and many other
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