scholarly journals Global Social Responsibility and the Internationalisation of Higher Education for Society

2021 ◽  
pp. 102831532110316
Author(s):  
Elspeth Jones ◽  
Betty Leask ◽  
Uwe Brandenburg ◽  
Hans de Wit
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Common Good ◽  
Teaching And Learning ◽  
Cultural Development ◽  
Third Mission ◽  
Internationalisation Of Higher Education ◽  
Core Function ◽  
The Social ◽  
Internationalisation Strategies

In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today’s fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, researchers, and those involved in teaching and learning who seek to contribute to these endeavours.

scholarly journals Communication of Socially-Responsible Activities by Higher Education Institutions

2021 ◽  
Vol 13 (2) ◽  
pp. 483
Author(s):  
Libena Tetrevova ◽  
Jan Vavra ◽  
Simona Munzarova
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Cultural Development ◽  
Primary Data ◽  
Communist Country ◽  
Public Higher Education ◽  
Socially Responsible ◽  
The Czech Republic

Higher education institutions play a fundamental role in the scientific, economic, social, and cultural development of each and every society. In view of new challenges such as the COVID-19 pandemic, the importance of their social responsibility and ability to effectively communicate the socially–responsible activities which are performed is growing. The aim of this article is to analyze and evaluate the scope and structure of socially-responsible activities communicated on the websites of public higher education institutions operating in a small post-communist country where education plays a traditional role—the Czech Republic, and to formulate recommendations for improvement of the level of communication of social responsibility by higher education institutions. Primary data was obtained using latent analysis of the content of the websites of all public higher education institutions operating in the Czech Republic. The CE3SPA method was applied. The survey which was performed shows that the level of communication of social responsibility by higher education institutions in the Czech Republic is low. Activities in the field of economic and social responsibility are communicated in the greatest scope. On the contrary, activities in the field of environmental responsibility are communicated the least. Public higher education institutions in the Czech Republic should therefore apply the measures proposed in the article, these also being transferrable to practice in other countries.

scholarly journals Las políticas supranacionales de educación superior ante la «tercera misión» de la Universidad: el caso del aprendizaje-servicio

2020 ◽  
pp. 256
Author(s):  
Juan García-Gutiérrez ◽  
Carlos Corrales Gaitero
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Global Scale ◽  
Third Mission ◽  
Social Commitment ◽  
Social Mission ◽  
The Social ◽  
American Citizenship ◽  
The University ◽  
The Relationship

The constant transformation that the institutions of higher education experiment and, particularly, the university assumes a re-consideration of their shapes, methodology, and missions, as well as the relationships established with society. Therefore, we shall consider that a “social mission” of the university or their “third mission” constitutes an umbrella that shelters a wide diversity of reflex conceptions, and at the same time, the relationship university – society. Additionally, take into consideration that this civic and social commitment in higher education should incorporate an integrator approach, involved with an idea of European or Latin-American citizenship, in any case, incorporated in the development of their supranational policies. Therefore, the objective of our work is double. On one side, to meet and analyze the notion of a “social mission” or “third mission” of the university and their conceptual network, to clarify the language and in which sense the different denominations are used, according to the different economical, sustainability or civic approaches to be adopted. Secondly, the treatment of these ideas will be addressed at the supranational policies of higher education both in Europe and Ibero America, according to what had been structured at the Higher Education European State and whether it has been promoted by the OEI. Also, it will be attended the way that this supranational policy aboard the civic and identity components, that linked to the social mission cooperate for the promotion of common citizenship. As a result of the analysis made we can affirm that the approach of the learning-service constitutes an emergent tendency on a global scale, appropriate to develop effectively the third mission or social mission of the university.

scholarly journals Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

scholarly journals Influencia supranacional de la UNESCO en la educación superior Latinoamericana

2020 ◽  
pp. 63
Author(s):  
Ricardo Gaete Quezada
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Social Responsibility ◽  
Latin American ◽  
Common Good ◽  
Tertiary Education ◽  
Comparative Method ◽  
International Institute ◽  
American Higher Education ◽  
The Caribbean

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region. 

Toward a strategic view of higher education social responsibilities: A dynamic capabilities approach

2016 ◽  
Vol 16 (1) ◽  
pp. 12-34 ◽  
Author(s):  
Christopher S. Hayter ◽  
Daniel R. Cahoy
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Older Workers ◽  
Social Impact ◽  
Dynamic Capabilities ◽  
Capabilities Approach ◽  
Colleges And Universities ◽  
Global Context ◽  
Social Responsibilities ◽  
The Social

The social responsibilities of higher education serve as the foundation for its existence. Within an increasingly global context, society expects colleges and universities to undertake new and increasingly complex social responsibilities that expand traditional higher education missions while emphasizing new obligations such as economic development and sustainability. Higher education institutions have responded by adding new programs and services—such as new degree programs, equity and inclusion offices, and training for older workers—and aggressively pursuing new sources of revenue in support of their missions. Despite these considerable efforts, there is a growing sense that higher education is not adequately fulfilling its social responsibilities. We contend that these trends do not stem from intransigence, but are instead symptomatic of the need for strategic management frameworks tailored to the unique social responsibilities and impacts of higher education. To this end, we introduce a strategic social responsibility framework based on the emergent concept of dynamic capabilities. Strategic social responsibility emphasizes the establishment and continuing renewal of an orchestration infrastructure that enables colleges and universities to maximize their social impact through the alignment of strategy and resources. Implications for future scholarship and policy are discussed.

Blockchain Technology in Higher Education

2020 ◽  
pp. 97-112 ◽  
Author(s):  
Irshad Hussain ◽  
Ozlem Cakir
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Distributed Learning ◽  
Social Benefits ◽  
Educational Institutions ◽  
Transfer Of Knowledge ◽  
Blockchain Technology ◽  
Distributed Ledger ◽  
The Social

Blockchain, which is also called a distributed ledger technology (DLT), is an emerging and ever advancing technology having flourishing potential for nourishing and revolutionizing higher education. It stems in decentralization and distributed learning with characteristics of permanence of records, pursuit and transfer of knowledge, authority of institutions, and reliability of teaching and learning. These characteristics of blockchain attract educational institutions particularly the higher education institutions to adopt it. However, in spite of all potential and benefits of blockchain technology, the higher education stakeholders currently seem to be less aware of the social benefits and educational/instructional potential of blockchain technology. It can be addressed through proper advocacy and campaign. The complete chapter will demonstrate possibilities of blockchain technologies in higher education along with its issues and challenges.

Knowledge Management and Capacity Building in Higher Education Holds Key to the Development of a Nation

2021 ◽  
pp. 1158-1169
Author(s):  
Rajat K. Baisya
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Competitive Advantage ◽  
Capacity Building ◽  
Portfolio Management ◽  
Common Good ◽  
Social Impact ◽  
Basic Education ◽  
The People ◽  
The Social

There are many indicators of the health of a nation and that includes the quality of life and gross domestic product. However, the development can happen only through systematic creation and absorption of knowledge in a society which requires imparting quality education. The development of a nation depends on the human development index (HDI) of the people of the nation. The HDI is primarily dependent on the education and health of the citizen. While basic education which is offered compulsorily provides the foundation of the quality workforce engaged in productive work for creation of wealth for the nation but imparting newer knowledge offers competitive advantage over others. Better knowledge is thus essential to produce superior quality goods and services at lesser costs in a sustainable manner which provides competitive advantage in global trade and commerce and serves as the key driver to the development of a nation. Managing knowledge therefore, holds the key. Capacity building on the other hand, enables the society to accomplish a specific task and activity in a desired manner and hence it really required dissemination of knowledge through continuous training and re-training. Capacity building helps in maximising the social impact in terms of implementation of any new knowledge for common good of the society and also for the nation at large. Capacity building therefore, has to be undertaken with all seriousness as it is normally required to do for project, program and portfolio management. In this article an attempt has been made to discuss the key components of knowledge management as a task and how that help in the development process of a nation, a society and a region. The paper also discusses the impact of capacity building in higher education for the development of the society and how capacity building should be attempted in a specific area of higher learning for maximising the social impact.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

scholarly journals Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?

2015 ◽  
Vol 9 (1) ◽  
pp. 126-136 ◽  
Author(s):  
Václav Švec ◽  
Aleš Vlk ◽  
Šimon Stiburek
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Third Mission ◽  
Environmental Pressures ◽  
Factors Affecting ◽  
Higher Education System ◽  
The Social ◽  
Economic Nature

Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.

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