Social Capital, Education Institutions and Leadership

The idea of social capital has enjoyed a remarkable rise to prominence. The concept now sits alongside other forms of capital (such as economic and human) as an accepted contributor to our individual, community, and national wellbeing. International bodies such as UNESCO, OECD, and World Bank have engaged in extensive conceptual, empirical, and policy-related work in the area (Isham et al., 2002) and a number of websites are devoted entirely to the area. However, the application of the concept of social capital to educational institutions has been limited. Yet, schools, universities, and other educational institutions are taking on a much broader role than just educating students. Schools and universities are enduring institutions in our communities. As a result of the changing nature of Western society and the weakening of social institutions including the family and church (Coleman, 1988; Driscoll and Kerchner, 1999) there is an expectation on the part of the public and governments that educational institutions will contribute to the greater good of the communities in which they are located. By building social capital, educational institutions can play a community development role that will create and promote better opportunities for students and other community members.