Introduction
There may still be lingering contestations about the nature, role, and function of the 21st-century “postmodern” university. As Smith and Webster (1997, p. 37) suggest, “the state of equilibrium at a time when chaos prevails cannot easily be reached.” Fortunately, the contestations are no longer supercilious, exclusivist, and discriminatory against engagement, but are more about what form, type, and focus it should take.
This chapter, therefore, alights from an unequivocal position that the role and function of a university, besides teaching/learning and research/innovation, are ...
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