scholarly journals Co-Creation, Reflection, and Transformation. The Social Impact of a Service-Learning Course at the University of Szeged

2021 ◽  
Vol 51 (7) ◽  
pp. 6-17
Author(s):  
Judit Juhász ◽  
György Málovics ◽  
Zoltán Bajmócy
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Impact ◽  
Institutional Transformation ◽  
Traditional Student ◽  
Research And Innovation ◽  
The Social ◽  
Critical Approaches ◽  
The University ◽  
Responsible Research

This paper highlights three aspirations, which are shared by the diverse concepts and practices of responsible research and innovation (RRI): co-creation, reflexivity, and transformation. The authors analyse a service-learning (SL) initiative at the University of Szeged, Hungary, based on the model by Chupp and Joseph (2010). This provides a typology of SL practices and identifies four main approaches to the social impact of SL: traditional, critical, social justice oriented, and institutional change-focused approach. The authors also use this model to analyse the effects of their initiative with regard to the RRI principles of co-creation, reflexivity, and transformation. They provide evidence that their SL course may reach beyond its traditional (student-learning-based) effects in the Hungarian context, and embrace social justice and critical approaches. While the authors also found certain instances of institutionalisation, embedding critical SL into a Hungarian university and inducing significant institutional transformation seems to be a long way away.

Intergenerational service-learning, sustainability, and university social responsibility: A pilot study

2021 ◽  
Vol 16 (1) ◽  
pp. 73-85
Author(s):  
Asier Arcos - Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Pilot Study ◽  
Service Learning ◽  
Social Responsibility ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Intergenerational service-learning, Sustainability and University social responsibility

2020 ◽  
Vol 15 (6) ◽  
pp. 1629-1641
Author(s):  
Asier Arcos Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Responsibility ◽  
Environmental Sustainability ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Role of the Universities as Drivers of Social Innovation

2021 ◽  
Vol 13 (24) ◽  
pp. 13727
Author(s):  
Cristina Puente ◽  
María Eugenia Fabra ◽  
Cindy Mason ◽  
Cristina Puente-Rueda ◽  
Maria Ana Sáenz-Nuño ◽  
...  
Keyword(s):  
Service Learning ◽  
Social Impact ◽  
Social Innovation ◽  
Implementation Process ◽  
Degree Programs ◽  
The Sustainable Development ◽  
The Social ◽  
Development Goals ◽  
The University

The role of universities as drivers of good practices and learning has changed radically in recent years. The strategic plan of the Comillas Pontifical University establishes the obligation of a learning and service subject in all degree programs as a way to put what has been learned during the university years at the service of society and as a vehicle for promoting the Sustainable Development Goals set by the 2030 Agenda. In this article we will present the theoretical framework on which the project has been developed, including the university context in which it fits, to analyze the process of design and implementation of a service-learning course in engineering degrees, selecting as case studies two examples of projects in which the social impact was high. As conclusions we will present the strengths and weaknesses of the implementation process, as well as the students’ learning based on their experiences.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

The Social Impact of Sport

2021 ◽  
pp. 97-121
Author(s):  
Joseph Cornelius Spears, Jr. ◽  
Sean T. Coleman
Keyword(s):  
United States ◽  
Social Justice ◽  
African Americans ◽  
Civil Rights ◽  
Lived Experiences ◽  
Social Impact ◽  
Civil Liberties ◽  
International Health ◽  
The United States ◽  
The Social

The COVID-19 pandemic assumed an international health threat, and in turn, spotlighted the distinct disparities in civil rights, opportunity, and inclusion witnessed by lived experiences of African Americans. Although these harsh disparities have existed through the United States of America's history, the age of technology and mass media in the 21st century allows for a deeper and broader look into the violation of African Americans civil liberties in virtual real time. Also, historically, the sports world has been instrumental in fighting for the civil rights of African Americans; athletes such as Jesse Owens and Muhammed Ali led by example. This chapter will showcase how the sports world continues to support social justice overall and specifically during this international pandemic. The authors will examine contemporary events like the transition in support for Colin Kaepernick's protest against police brutality and the NBA play-off (Bubble) protest in 2020.

scholarly journals The Role of Participation in the Responsible Innovation Framework for Biofuels Projects: Can It Be Assessed?

2020 ◽  
Vol 12 (24) ◽  
pp. 10581 ◽  
Author(s):  
Andreia Marques Postal ◽  
Gabriela Benatti ◽  
Mar Palmeros Parada ◽  
Lotte Asveld ◽  
Patrícia Osseweijer ◽  
...  
Keyword(s):  
Development Process ◽  
Responsible Innovation ◽  
Structural Element ◽  
Innovation Development ◽  
Research And Innovation ◽  
The Social ◽  
The Impact ◽  
Responsible Research ◽  
Social And Environmental Impacts

The growth in biofuels’ investment brings with it concerns about the social and environmental impacts of the sector. Several tools and frameworks have been used to address these concerns, including the Responsible Research and Innovation (RRI) framework. This paper analyzes whether this framework can be applied in contexts where local culture and values shape differently the freedom of speech and engagement, such as in developing countries in which biofuel innovation projects are often implemented. A literature review focused on eight case studies of other authors was used to explore the role of “participation” as a structural element of the RRI framework and the impact of its absence where effective participation in the innovation development process is not possible. In conclusion, we highlight how this inspirational normative framework, designed to influence innovation, is misused to judge its impacts. More than that, the conclusions of such misused applications reflect more the difficulties involved in applying guidelines than the responsible character of the innovation, whose impacts are usually defined upfront materially and measurably.

scholarly journals Learning Responsibility - Teaching Sustainability. Experiential and Transformative Learning in a Business School

2021 ◽  
Vol 51 (7) ◽  
pp. 18-29
Author(s):  
Gabriella Kiss ◽  
Tamás Veress ◽  
Alexandra Köves
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Approaches To Learning ◽  
Education Practice ◽  
Research And Innovation ◽  
The Social ◽  
Practical Experiences ◽  
Nature And Society ◽  
Responsible Research

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

scholarly journals Citizen Science in Support of Digital Earth

2019 ◽  
pp. 593-622
Author(s):  
Maria Antonia Brovelli ◽  
Marisa Ponti ◽  
Sven Schade ◽  
Patricia Solís
Keyword(s):  
Public Administration ◽  
Citizen Science ◽  
Indirect Effects ◽  
Social Impact ◽  
Social Innovation ◽  
Scientific Research ◽  
Digital Earth ◽  
Research And Innovation ◽  
Responsible Research ◽  
Different Levels

Abstract Citizen science can be thought of as a tremendous catalyst for making Digital Earth a participation model of our world. This chapter presents a wide overview of the concept and practice of citizen science in terms of the technologies and social impact. Definitions of citizen science and various existing approaches to citizen involvement are described, from simple contributions to projects proposed by someone else to the design and planning of science as a bottom-up process. To illustrate these concepts, the relevant example of OpenStreetMap is described in detail, and other examples are mentioned and briefly discussed. Social innovation connected with citizen science is focused on to highlight different levels of direct citizen contributions to scientific research and indirect effects on academia, and studies driven by new questions that may support responsible research and innovation (RRI), governments and public administration in making better informed decisions. Despite its growth and success in relatively few years, citizen science has not fully overcome a number of persistent challenges related to quality, equity, inclusion, and governance. These themes and related complex facets are discussed in detail in the last section of the chapter.

scholarly journals The Concept of a University: Theory, Practice, and Society

2019 ◽  
Vol 52 (1) ◽  
pp. 61-81
Author(s):  
Trystan S. Goetze
Keyword(s):  
Social Justice ◽  
Vocational Education ◽  
Social Impact ◽  
Applied Research ◽  
Theoretical Concept ◽  
Theory And Practice ◽  
University Research ◽  
Research And Teaching ◽  
The University ◽  
Pure Research

Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a university accommodates all the important goals expected of university research and teaching. Using the classical pragmatist argument against a sharp division between theory and practice, I show how we can move beyond the debate between the theoretical and practical concepts of a university, while maintaining a place for pure and applied research, liberal and vocational education, and social impact through both economic applications and criticism aimed at promoting social justice.

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