Introduction

If the inaugural volume of AUDEM: The International Journal of Higher Education and Democracy was celebrated for its scope and development, the second volume is a reflection of continued interest and committed members, institutions, and those who champion scholarly exchange about democracy and issues facing institutions of higher education. The Alliance of Universities for Democracy (AUDEM) was graciously hosted in 2010 by the University of Pecs and the City of Pécs, Hungary. International scholars and students gathered in the 2010 European Capital of Culture to exchange ideas, perspectives, culture, research, and knowledge about the university and democracy in an era of crisis. The era of crisis was conceptualized in the context of the global economy and the role of higher education in responding to or adapting to a global recession, the future identity of higher education, and the role of higher education in contributing to and sustaining democratic ideals. Although issues were multifaceted and consequences of this crisis were widely encountered by American and European institutions, scholars, and students, the tone of the annual meeting resonated with opportunity in the midst of adversity, leading to adaptability, sustainability—certainly not one of apathy, cynicism, or despair. The topics of the articles in this issue represent in part a mixture of intellectual exchanges from the annual meeting along with other manuscripts closely related to the mission of AUDEM and this journal.

In the first article, Erdos introduces the role of critical reflective thinking in academic systems in countries emerging from the impact of previous dictatorship, an overarching premise held in great regard by AUDEM since its post-communist inception in 1989. Her essay explores the discursive patterns characteristic of state socialism in Hungary during the years of communism and how that cultural legacy may continue to stifle democratization and scholarly scientific research if institutions of higher education do not fully engage in democratic development. The following article by Costescu explores traditional gender roles and the impact of mass media depiction of female political candidates in the 2009 Romanian Parliament elections. Qualitative content analysis of media press coverage revealed that female political candidates continue to be objectified to sexist depictions or qualities unrelated to genuine qualifications. Although women’s rights, female political representation, and equity have greatly advanced since the fall of dictatorship ideology, there is still a long list of unmet and necessary changes required of civil society.

Erdos and Costescu’s perspectives on civil society and democratic citizenship are followed by two Western perspectives on democratization and leadership that are told through the metaphor of the American justice system and a unique leadership paradigm. McClellan’s essay highlights the challenges to U.S. democracy in the 21^st century as a result of the imbalance between espoused democratic values and embedded treatment of prisoners and mass incarceration on domestic and foreign soil. Her essay unveils the apparent disconnect between democratic values and justice, but it also urges institutions of higher education to maintain an overarching goal of developing not only discipline-specific professionals but citizenship that balances reason and science in upholding democratic ideals and outcomes. Earlier in this issue Carollo emphasizes that civil societies require a leadership paradigm that integrates democratic values of intra- and interpersonal listening to engage a dialogic and democratic process in thinking and decision-making.

The following articles focus specifically on the role of higher education in civil society. Pavlenko and Bojan explore the “idea of the university” from traditional 19^th- and 20^th-century to the contemporary 21^st-century influences of a decade-long Bologna Process. The essay highlights both criticism and support for the Bologna Process and explains how institutions of higher education are now characterized as “universities in relationship.” The next article by Hunter and colleagues describes a Western model for delivering an interdisciplinary service learning course in partnership between two academic disciplines and a community partner. Student learning outcomes are expanded by the context of a rich, diverse, tangible, and more experiential learning environment. The relationship between university and community also contribute to faculty professional development in diversifying curriculum development, pedagogy, and overall scholarship. In a similar context of university and community partnerships, the article...