Abstract:
Higher education is expected to be socially relevant. However, there is a controversial discourse in both higher education policy and in higher education research, how striving for 'quality' according to theoretical and methodological criteria can co-exist with efforts of ensuring the relevance of academic work. Academics are frequently accused of harbouring 'ivory tower' objectives without sufficiently paying attention to social expectations. In reverse, many academics view public calls for relevance as aimed at subordinating higher education under presumed needs of society instead of encouraging innovative contributions to society. In recent years, terms such as the 'service function' or 'third function' are employed on an increasing basis. They suggest that higher education should serve society not only through its core functions of teaching and research but also through various kinds of direct involvement in societal actions. This requires universities to clarify their understanding of 'social responsibility': They have to examine how direct involvement in social action can be justified as being based on academic expertise.
