scholarly journals Sustainable Development at University of Pécs

2021 ◽  
Vol 1 ◽  
Author(s):  
Orbán K ◽  
Kulcsár T ◽  
Radvánszky B
Keyword(s):  
Sustainable Development ◽  
Innovation Management ◽  
Economic Environment ◽  
University Ranking ◽  
Related Services ◽  
Modern Cities ◽  
The Social ◽  
Danube Region ◽  
The University ◽  
Visegrád Countries

Since 2016, the University of Pécs (UP) has participated in the UI GreenMetric World University Ranking. Thanks to its conscious, disciplined environmental ambitions and related achievements, UP has been able to move forward year after year in the ever-expanding rankings and in 2019 it has been ranked among the top 100 greenest universities in the world. UP believes that sustainability must be achieved not only in its operations and university-related services but also in the internal and external natural, social and economic environment associated with the university. UP presents its sustainable development efforts along the lines of achievements in the natural, social and economic environment and explores its future visions. UP stated its mission, that every useful practice, innovation, management in the environment tend to help sustainability and sustainable administration has to be encouraged, with the aid of education and science aiming to strengthen ecological consciousness. It was realized in the spirit of this mission, the development of the 24,8 billion HUF Modern Cities Programme for the built infrastructure of UP, the award of the title "Responsible Employer of the Year" in 2019, the award of the "Energy Efficient Institution" award as the first Hungarian university and the award of the Baranya County Environmental Prize was achieved. In the social and economic environment, as an Energy Efficiency Mentor organization, UP established the Baranya Virtual Power Plant Program in 2019, which, together with social and economic actors, saved 3.5 MW of energy in the South Transdanubian region of Hungary within 1 year. With the support of the Visegrad Fund, UP is trying to build a network of universities between the Visegrad countries and the universities of the Danube Region, where the fight against climate change will become even more effective by means of shaping attitudes. The University of Pécs intends to increase its environmental ambitions in the future

scholarly journals Sustainable Development and Quality of Life in the City on the Example of Research in Poland and Ukraine

2019 ◽  
Vol 8 (4) ◽  
pp. 185
Author(s):  
Hubert Kotarski
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Young People ◽  
The Other ◽  
Modern Cities ◽  
Professional Aspirations ◽  
The One ◽  
The University ◽  
The City

The issue of sustainable development combined with the quality of life of the inhabitants is one of the key problems of modern cities. Poland and Ukraine are two closest neighbours. Rzeszow and Lviv are both university cities, which are also partner cities. The main aim of the research was to learn the opinions of students of the University of Rzeszow and the Ivan Franko University of Lviv on selected problems related to the quality of life in Rzeszow and Lviv, as well as personal and professional aspirations of students in Poland and the Ukraine. The purpose of the study was both cognitive and practical, i.e. on the one hand it focused on obtaining information on specific topics related to various aspects of the quality of life in the city and the aspirations of young people, and on the other hand it attempted at obtaining information that could be useful for both university and city authorities in the context of exploiting the significant potential of young people living in these cities.Keywords: sustainable development, quality of life, students, Poland, Ukraine

scholarly journals Information accompaniment of the educational process of realization in the sustainable development interests at the University

2021 ◽  
Vol 295 ◽  
pp. 05025
Author(s):  
Larisa Gagarina ◽  
Julia Shevnina ◽  
Andrew Chirkov
Keyword(s):  
Sustainable Development ◽  
Educational Process ◽  
Automated System ◽  
Information Support ◽  
Development Projects ◽  
The Sustainable Development ◽  
The Social ◽  
Educational Efficiency ◽  
Project Participants ◽  
The University

This article talks about the opportunity of possibly using a specialized automated system for information support of the implementation of the educational process in the interests of sustainable development at university. The usage of the system will allow to increase the educational efficiency of the specialists in the field of ecology, sociology and economics using integration and implementation of resources, experience and readymade sustainable development projects into the educational process by experts, teachers, partners and groups of scientists. Besides, the organization of interaction in the system between all project participants will help develop and strengthen horizontal links between them. The relevance of the implementation of the social component in such systems is shown.

scholarly journals La educación superior y la crisis ambiental

2016 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Arturo Perero Espinoza ◽  
Antonio Vázquez Pérez ◽  
María Rodríguez Gámez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Social Dimension ◽  
Environmental Crisis ◽  
Human Species ◽  
The Social ◽  
Index Terms ◽  
The University ◽  
Impacts Of Human Activity

This paper presents a brief analysis of the environmental impact of the human species from its emergence and how they should pass this information on to college it is outlines of the evolution of the environmental impacts of human activity is shown to today showing the social dimension of the environmental crisis from the integrated perspective of sustainable development and the factors that demonstrate the global crisis situation where the university is able to insert in young people the knowledge and culture of what is happening today our planet referred to the environmental crisis. An analysis of the actual options that man has created to cope with the environmental crisis and the tracks are set to launch a revolutionary new solutions from the higher education level is performed. At work mention of the five key environmental values on which to support sustainable development and the challenge posed to universities to keep appropriate through environmental education directed to sustainability knowledge is discussed. Index Terms— Crisis of world system; higher education, environmental education, sustainable development.

El El funcionamiento asambleario como mecanismo de consenso en un proceso de creación grupal (Assembly functioning as consensus mechanisms in the process of group creation)

Retos ◽  
2021 ◽  
pp. 335-344
Author(s):  
Berta Murillo-Pardo ◽  
Inma Canales-Lacruz ◽  
Silvia Lorente-Echeverría ◽  
Ana Corral-Abós
Keyword(s):  
Sustainable Development ◽  
Social Interaction ◽  
Sustainable Development Goals ◽  
Physical Activities ◽  
The Sustainable Development ◽  
The Social ◽  
Development Goals ◽  
Faculty Of Education ◽  
Educación Primaria ◽  
The University

  Este artículo identifica los factores de la interacción social que facilitan y dificultan el proceso de creación grupal en un proyecto interdisciplinar de acrosport denominado “La voz del rehén”. La muestra estuvo formada por 65 alumnos/as –36 hombres y 29 mujeres– con 21.42±1.69 de media de edad de la mención de educación física del Grado de Magisterio de Educación Primaria de la Facultad de Educación de la Universidad de Zaragoza –España–. Cada grupo de creación diseñó y mostró una propuesta de acrosport, la cual fue elaborada durante el transcurso de tres asignaturas de la mención de educación física –actividades físicas de oposición-colaboración; actividades físicas individuales; y actividades físicas artístico-expresivas–. La recogida de datos fue a través de unos informes grupales que fueron cumplimentados sobre la interacción social desencadenada en el proceso de creación grupal. Posteriormente se realizó el análisis de contenido de dichos informes grupales. Para el tratamiento de los datos se utilizó el NVIVO 11. Los resultados mostraron que: a) el funcionamiento asambleario es el principal mecanismo utilizado para el consenso colectivo; b) la pertenencia y el compromiso grupal favorecen los procesos de creación. Abstract. This article outlines the factors of social interaction that facilitate and hamper the process of group creation in an interdisciplinary acrosport project based on sustainable development goals called “The hostage voice”. The sample consisted of 65 students –36 men and 29 women– with an average age of 21.42±1.69 from the physical education module of the of Primary Education Bachelor at the Faculty of Education of the University of Zaragoza -Spain-. Each creation group designed and showed an acrosport proposal based on the sustainable development goals, which was elaborated during the course of three subjects of the mentioned module -physical activities of opposition-collaboration; individual physical activities; and artistic-expressive physical activities-. Data regarding the social interaction triggered by the group creation process was collected through reports filled out by each group. Later, the content analysis of these reports was carried out. For the analysis of the data, the software NVIVO 11 was used. The results showed that: a) the assembly discussion is the main mechanism used for collective consensus, b) the group commitment favours the processes of creation.

scholarly journals SOCIAL RESPONSIBILITY AND SOCIAL COHESION AS DRIVERS IN THE SUSTAINABLE DEVELOPMENT OF UNIVERSITIES

2021 ◽  
Vol 7 (4) ◽  
pp. 63-71
Author(s):  
Maryna Dielini ◽  
Marja Nesterova ◽  
Iryna Dobronravova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Responsibility ◽  
Social Cohesion ◽  
Statistical Data ◽  
The Sustainable Development ◽  
Education Management ◽  
The Social ◽  
The University

The purpose of this article is to theoretically, methodologically and practically explore social responsibility and social cohesion and justify their role as driving forces in the sustainable development of universities. This paper focuses on the rationale for various aspects of the development of social responsibility and social cohesion, and specifically in higher education. The article defines the importance of the values of social cohesion and social development and their implementation in the education of socially responsible youth. Listed the main categories in which the social responsibility of the higher education can be determined and applied for the educational management effectiveness. This article aims to show the role of social cohesion and social responsibility in the implementation of the principles of  sustainable development, and to reveal the relations between the values of social cohesion and social responsibility and the 17 UN Sustainable Development Goals (SDGs).Methodology. Scientific analysis is carried out with the help of an interdisciplinary system of methods, namely, system analysis, interviewing, statistical data analysis, comparison, etc. Social synergetics and system approach are applied to the issues of education management.Results. The methodological approaches to the formation of modern educational and management models for universities are considered. The model of the social cohesion of the university community is analyzed. The university management strategy based on the values and principles of social responsibility and social cohesion is described. Ways to improve the economic and managerial efficiency of universities and society, respectively, are considered. The process of self-organization in education management and parameters of its ordering are defined.The most significant scientific results: the attitude and development of such values as social responsibility and social cohesion in the Ukrainian educational community were investigated; the sustainable development of universities as the best practice and factor of influence on socio-economic development was determined; the role of social responsibility and social cohesion as parameters of order in enhancing the sustainable development of universities and society respectively was substantiated.The practical significance of the study lies in the actualization of the need to develop social responsibility and social cohesion in the Ukrainian educational community, which is confirmed by statistical data, as well as the possibility of their application in the educational process and value-based management of education. The use of these results in the practice of education management allows us to create a model of social responsibility of universities and outline the directions of its implementation, to develop and implement a mechanism for monitoring the implementation of social responsibility, to study the actual level of social cohesion of the university community, to suggest ways for its further development, aimed at improving the competitiveness of universities in a globalized environment.Value/originality. The originality of the study lies in the combination of the two key values of the EU and their correspondence to the SDGs and the sustainable development of universities on the basis of value-based education management. A social synergetic approach is applied to issues of educational governance.

University Teaching Experiences With Sustainable Development Goals (SDG): Promoting Transversal Competencies in Online Journalism

2021 ◽  
Author(s):  
Ainara Larrondo Ureta ◽  
Iñigo Marauri Castillo ◽  
Koldo Meso Ayerdi ◽  
Jesús A. Pérez Dasilva ◽  
Simón Peña Fernández
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Online Journalism ◽  
Training Experience ◽  
Content Creation ◽  
The Social ◽  
Development Goals ◽  
The University ◽  
The Impact

This article analyses one case of pedagogic innovation in the field of the university teaching of online journalism. The examined initiative has sought to develop Transversal Competencies (TC), useful for emotional, creative training and for creating enterprising future (online) journalists, through multimedia journalistic projects linked to the UNESCO’s Sustainable Development Goals (SDGs). This article describes the educational and professional context within which this innovative training experience is set, and presents results obtained from surveys carried out among the participating students, and from classroom observations that show the impact, reach and interest of the described pedagogic initiative. This work also hopes to be of use for future applications of SDGs in other journalism and communication subjects linked to content creation, along with other training areas and work methodologies within the Social Sciences in which an epistemological “affective turn” is being promoted.

scholarly journals OPENNESS OF A UNIVERSITY LIBRARY TO THE PUBLIC AS A KEY FOR FURTHER DEVELOPMENT OF A SOCIETY

2013 ◽  
Vol 1 ◽  
pp. 212-218
Author(s):  
Tian Yongmei ◽  
Wang Xiaodan
Keyword(s):  
Sustainable Development ◽  
Lifelong Education ◽  
Library Service ◽  
Learning Society ◽  
The Public ◽  
University Library ◽  
The Social ◽  
The University ◽  
Further Development

It has been argued for many years that whether the university library should be open to the society or not, not only the university library has the responsibility and ability to be open to the social readers, but also it is the need of making lifelong education and building a Learning Society. Be it whether the experiences from overseas or the development of the university library itself, it is an inevitable trend of keeping sustainable development, thereby enlarging the range of services, maximizing fully our advantages and serving the society in response to actual situation.It is the ultimate solution that government and universities join hands to open the university library service to the community.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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