The higher and tertiary education sector is witnessing an era of supra-national, national, and institutional challenges. The challenges include; massification via candidate enrolments, politically influenced policies , interculturality, teaching innovations in higher education, and unprecedented effects of climate change. These are exacerbating significant episodes of big man syndrome.
The very act of defining BMS is a start. Bullying behavior among juveniles is the next step. Advising victims on organizing against the bullies throughout society would be a long term effort. And recognizing the connection between "bigness" and wealth is significant.
The best option - enabled by modern information access - is more training for Critical Thinking by individuals (also already available free, online) and a recognition of the value of EDUCATION rather than institutional affiliation (or degree). The "BigMan" has no power or effect if he is ignored, alone, or irrelevant. I personally welcome ALL of the "challenges" to education that you mentioned, as I think that they have much greater potential of displacing/preventing "BigMan" in those institutions than perpetuating them.
Much more radical thinking is required as to how we structure, govern, fund and deliver post-secondary education. This is driving many countries to reframe the policy discussion around tertiary education. But, beyond the headlines, what do we mean by a tertiary education system? What do we want to achieve?...
At the post-secondary level, a unified, well-governed and well-financed tertiary education and training system offers the best way forward – breaking down decades of barriers and prejudices and putting the needs of learners, of all ages, backgrounds and abilities, front and centre as it responds to their individual talents, ambitions, motivations and life circumstances...
https://www.universityworldnews.com/post.php?story=20230620120848977&utm_source=newsletter&utm_medium=email&utm_campaign=GLNL0745
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