In "University Knowledge in an Age of Supercomplexity," Ronald Barnett argues that universities must move beyond outdated notions of fixed knowledge and embrace the uncertainty and fluidity of our supercomplex world, where competing frameworks and rapid change challenge traditional authority. Rather than retreat, universities should reinvent themselves as spaces for critical questioning, reframing knowledge, fostering personal resilience, and empowering action. In doing so, they can remain vital, not by offering certainty, but by preparing individuals and societies to think, adapt, and thrive amid complexity1.
In "Reinventing Discovery: The New Era of Networked Science," Michael Nielsen explores how digital technologies and open collaboration are fundamentally transforming the way science is done. He argues that the greatest scientific breakthroughs now emerge not just from individual genius, but from collective intelligence, enabled by tools like online data sharing, open-access publishing, and crowdsourced problem-solving. Nielsen envisions a future where openness, transparency, and decentralized networks accelerate discovery and make science more democratic, participatory, and powerful than ever before2
And in “Designing the New American University,” Arizona State University (ASU)’s president Michael Crow provides an ambitious blueprint on how the American University needs to evolve in order to stay relevant. Drawing on his transformation of ASU, the book challenges the traditional, exclusionary model of the research university and instead advocates for an inclusive, innovation-driven institution that measures success by societal impact rather than prestige. It presents a blueprint for a university that is deeply embedded in its community, responsive to national challenges, and committed to expanding access, advancing knowledge, and producing real-world solutions.3 As Robert E. Stake addressed in his honorary doctorate keynote at University of Valladolid (2009), there is little space today for quiet scholarship. What we need is a return to the spirit of ancient Greece—the open Agoras where ideas were debated in public. We need skepticism and rigorous criticism, for these are the foundations upon which collective knowledge is built.4
These individuals and initiatives and several others now serve as catalysts, exemplifying and reflecting the urgent need for transformation within institutions of higher education. Continuing to remain anchored to tradition in an era that demands agility and innovation will no longer be an option. While unbeknownst to many, institutions of higher education have been at the forefront of groundbreaking discoveries, indeed, contributing to many innovations, such as the smartphone, their internal operations have remained outdated and resistant to change.
It has surprised some observers that, in this unprecedented and volatile decade, the broader public has not rallied more strongly in defense of universities and research institutions. However, this absence of public support reveals a deeper issue: higher education has, over time, insulated itself within a self-reinforcing bubble where they celebrate accomplishments among themselves while growing increasingly disconnected from societal needs and public perception.
In this interactive tool, we provide examples and experiences to guide those who are looking to evolve with strategies on how institutions can pivot and reestablish their role as active, relevant participants in public life. The imperative is clear: for research institutions to maintain their relevance, they must undergo significant structural, cultural, and operational change. Only through such evolution can they move beyond self-congratulation and meaningfully contribute to the future they helped imagine.
1 Barnett, R., 2020. University knowledge in an age of supercomplexity. Higher Education 40, 409–422.
2 Nielsen, M., 2013. Reinventing Discovery. The new era of networked science. Princeton University Press.
3 Crow, M. M., & Dabars, W. B. (2015). Designing the New American University. Baltimore, MD: Johns Hopkins University Press.
4 https://www.youtube.com/watch?v=Piw0ZNWRPoY
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