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n. pl. mul·ti·ver·si·ties
A university that has numerous constituent and affiliated institutions, such as separate colleges, campuses, and research centers.


(Education) chiefly US and Canadian a university with many constituent and affiliated institutions
[C20: multi- + university]


(ˌmʌl tɪˈvɜr sɪ ti)

n., pl. -ties.
a university with several campuses, each with many component schools, divisions, etc.


A university that has many affiliated colleges or research institutions at separate campuses.
ThesaurusAntonymsRelated WordsSynonymsLegend:
Noun1.multiversity - a university system having several separate campuses and colleges and research centers
university - a large and diverse institution of higher learning created to educate for life and for a profession and to grant degrees
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References in periodicals archive ?
According to Payn and Lee, the origin of science and technology are universities and research centers, and in the new terms they are multiversities, and raversities, televersities, and virtual universities [13].
In the face of the Internet and other technologies that have made information and instruction cheaper and more accessible than ever, you might have predicted that the ever-expanding multiversities of the 1980s and 1990s would suffer the same fate as the music industry and the newspaper business.
This understanding of the purposes of a college education animates more nuanced accounts such as Anthony Kronman's Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life and George Fallis' Multiversities, Ideas, and Democracy.
These include Michiel Horn's Academic Freedom in Canada: A History, Paul Axelrod's Values in Conflict: The University, the Marketplace and the Trials of Liberal Education, Thomas Pocklington and Allan Tupper's No Place to Learn: Why Universities Aren't Working and George Fallis's Multiversities, Ideas and Democracy.
Kerr's (2001) similarly visionary The Uses of the University is a staple reading for those interested in the complex life of large research universities, or multiversities as he called them.
He examines them in light of past and current thinking about the university and it place in society, and argues that multiversities must be conceptualized in a new way in order to support democracy.
But as an argument about the "crisis" in postsecondary education in Canada their book lacks depth and nuance and its superficiality is all the more evident when one compares it with a serious and complex book such as George Fallis's Multiversities, Ideas, and Democracy, reviewed in the same essay.
Multiversities must move away from the highly specialized and isolated world in which they operate, towards a connected world where the mission of teaching, research, and service brings together the many disciplines, areas of knowledge, and diversity of race, ethnicity, gender, socioeconomic status, age, and ability that did not exist in the traditional universities of yesteryear.
The thrust of complexity has been in the direction of turning universities into multiversities, then into conglomerates.