This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion-social capital, human capital and ethical behavioural norms that serve a common good-and (b) to establish a flexible framework for understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education's role in cultivating moral awareness as a vital product of institutions' primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion and the degree to which they should involve the creation of specific ethical norms.The norms, values, attitudes and ethics that tertiary institutions impart to students are the foundation of the social capital necessary for constructing healthy civil societies and cohesive cultures-the very bedrock of good governance and democratic political systems…Through the transmission of democratic values and cultural norms, tertiary education contributes to the promotion of civic behaviours, nation building and social cohesion (World Bank Group 2002, pp. 23, 31).Institutions of higher education have evolved over the centuries so that they now have many new functions. To varying degrees colleges and universities worldwide embrace missions as diverse as teaching, research, nationalization, democratization, public service, and internationalization (Scott 2006, p. 4). Within not only the ''multiversity'' of todaythat is, the ''colossal, multifunction university''-but even smaller, more basic colleges and universities, the pursuit of educational objectives regularly extends into social, political
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