scholarly journals ON THE GROWING SOCIAL ROLE OF UNIVERSITIES UNDER KNOWLEDGE SOCIETY

2020 ◽  
Vol 2 ◽  
pp. 182
Author(s):  
Olena Orzhel ◽  
Kateryna Tryma
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Emergency Situations ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
State Actors

The paper intends to investigate the social role of higher education institutions (HEIs) under knowledge society. As knowledge becomes the main asset and driver of social-economic transformations in the 21st century, HEIs are positioned as centres where knowledge is generated, accumulated, disseminated and applied. With emergence of knowledge society, university mission “to contribute to the public good” is becoming more visible and tangible in HEIs’ operations. Responding to community needs or societal demand, HEIs will liaise and/or compete domestically and internationally with other state and non-state actors: non-governmental organizations (NGOs), authorities, interest groups, local communities. Both competition and cooperation may produce win-win effect, or end up with win-lose or lose-lose result.Case study method will be used to research different cooperation patterns between HEIs and other actors. In more detail, relationship between HEIs and NGOs will be explored to test the hypothesis that NGOs, who have been leaders in societal change over the last three - four decades, are losing primacy to HEIs. We will examine the social role of HEIs and their cooperation with civil society in situation of emergency, when societal demand for knowledge, expertise and response to crisis is high. In detail, we intend to look at Mariupol State University – a HEI with strong community ties and reputation of a civic university – in order to examine its community service and interaction with municipal knowledge hubs during hybrid war unleashed in 2014. Therefore, the aim of this research paper is to investigate whether and how under knowledge society the social role of HEIs changes in emergency situations and outline their possible contribution to problem-solving in cooperation with other partners, first of all NGOs. Key words: higher education institutions, non-state actors, non-governmental organizations, knowledge hub, knowledge economy. 

Higher Education Environment

2017 ◽  
pp. 1-25
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Total Quality Management ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Total Quality ◽  
New Era ◽  
Education Environment

Tertiary education faces a new era as expectations for good quality education are increasing. Globalization and knowledge Society formed new conditions on the global economic and geopolitical scene, and led higher education ahead to new challenges which require a redefinition of its role. These challenges have created new opportunities, new collaborations and new ways of managing Higher Education Institutions. In response to the demand for higher quality products and services, a growing number of Higher Education Institutions worldwide are implementing Total Quality Management (TQM) and the Deming Management Method. The first chapter is designed to provide the reader an overview of the role of Higher Education Institutions and the implications of globalization and knowledge society on tertiary education. Furthermore, this chapter deals with the strategic challenges of Higher Education Institutions and their strategic response to those challenges, focused on Deming and Total Quality Management.

scholarly journals Civil Non-State Actors in Peacekeeping and Peacebuilding in West Africa

2013 ◽  
Vol 17 (3-4) ◽  
pp. 313-336 ◽  
Author(s):  
Abu Bakarr Bah
Keyword(s):  
Ad Hoc ◽  
Community Organizations ◽  
Community Based ◽  
Positive Role ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Wide Range ◽  
State Actors ◽  
Post War

This paper advances the notion of civil non-state actors in peacekeeping and peacebuilding. Using Sierra Leone, Liberia, and Côte d’Ivoire as cases studies, the paper identifies three kinds of civil non-state actors in war-torn countries: international non-governmental organizations (NGOs), community-based NGOs, and ad hoc community organizations. In addition, it argues that civil non-state actors play a critical problem-solving role in peacekeeping and peacebuilding and complement the role of state actors. The paper examines the role of civil non-state actors through their dialectical affinity with state actors in the peacekeeping and peacebuilding processes. It further expands the notion of non-state actors in peacekeeping and peacebuilding to encompass community-based NGOs and ad hoc community organizations. Moreover, it points to the positive role of civil non-state actors and the wide range of activities they perform, especially in peace mediation and post-war reconstruction.

scholarly journals Entry barriers and “Glass Roof” in University Management in Colombia

2019 ◽  
Vol 35 (65) ◽  
pp. 18-30
Author(s):  
Cristian Bedoya Dorado ◽  
Mónica García-Solarte ◽  
Juan Sebastián Peña-Zúñiga ◽  
Steven Alejandro Piñeros Buriticá
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Institutions Of Higher Education ◽  
University Management ◽  
Structured Interviews ◽  
The Social ◽  
Management Positions ◽  
The University ◽  
The Relationship

Management in the context of higher education has been characterized by the predominance of male participation, mainly in senior management positions. As a result, women’s low participation is mainly concentrated in lower management positions, and their chances of escalating hierarchical positions are mediated by various factors ranging from subjective to socially naturalized. The objective of this research is to analyze the barriers women face to enter and escalate positions in university management in Colombia. Under a qualitative design, 26 semi-structured interviews were applied to university managers from different institutions of higher education in Colombia. The transcripts were analyzed using discourse analysis through three categories: individual, internal, and external barriers of the university. It was found that women face entry and promotion barriers marked by experiences, and conditions of inequality and discrimination in a male-dominated context. These barriers are conditioned by personal elements, organizational culture, and the social role of women. In addition, women’s trajectories involve mediation between professional development and family life. The study reveals experiences that contribute to understanding the research phenomenon from the webbing of senses and meanings. It is posited that the “glass ceiling” is mediated by variables in the internal order, and by the relationship between universities and their context.

scholarly journals DESAFÍOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI

2018 ◽  
Vol 25 (1) ◽  
pp. 11
Author(s):  
Alberto Matías González ◽  
Orlando Fernández Aquino
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Educación Superior ◽  
Educacion Superior ◽  
Synthetic Vision ◽  
Science Technology ◽  
The Social ◽  
Paradigmatic Change ◽  
The University

Acudir a la epistemología es una práctica necesaria para el desempeño de la Educación Superior, más si se trata de la universidad en una sociedad cambiante, con interrogantes que echan por tierra lascreencias con las que se han diseñado los sistemas educativos. El objetivo ha sido analizar la mudanza paradigmática que está ocurriendo en la actualidad en las ciencias, y en particular en la concepción del papel social de la Universidad, marcada por el surgimiento de epistemologías emergentes como el Pensamiento Complejo, el Movimiento Ciencia, Tecnología y Sociedad, la Epistemología del Sur y la Epistemología de Segundo Orden. El método ha sido el análisis hermenéutico de las fuentes consultadas. El resultado ha sido una visión sintética de la trasformación epistemológica en curso contenida en tendencias de pensamento que, a pesar de sus diferencias, presentan coincidencias que muestran una ruptura con la epistemologia positivista tradicional, la cual ha sido el sostén de formas de educación que han quedado obsoletas.EPISTEMOLOGICAL CHALLENGES OF HIGHER EDUCATION IN THE 21ST CENTURYAbstractReturn to the epistemology is a necessary practice for the performance of Higher Education, still more so in the case of the university in the mutant society with question that play by land the beliefs considered in the design of the educative systems. The objective of this study was to analyze the paradigmatic change that is happening currently in the sciences, and in particular in the conception of the social role of the University, marked by the emergence of emerging epistemologies such as Complex Thought, the Movement Science, Technology and Society, the Epistemology of the South and the Epistemology of the Second Order. The method was the hermeneutic analysis of the consulted sources. The result was a synthetic vision of the still in progress epistemological transformation expressed in trend of thought tendencies that, despite their differences, present coincidences that show a rupture with the traditional positivist epistemology, which has been the support of forms of education that are obsolete.Keywords: Positivism. Higher education. Epistemology.DESAFIOS EPISTEMOLÓGICOS DA EDUCAÇÃO SUPERIOR NO SÉCULO XXIResumoRetomar a epistemologia é uma prática necessária para o desempenho da Educação Superior, mais ainda em se tratando da universidade numa sociedade mutante com interrogações que jogam por terra as crenças consideradas no desenho dos sistemas educativos. O objetivo deste estudo foi analisar a mudança paradigmática que está acontecendo na atualidade nas ciências e, particularmente, na concepção do papel social da universidade, marcada pelo aparecimento de epistemologias emergentes como o Pensamento Complexo, o Movimento Ciência, Tecnologia e Sociedade, a Epistemologia do Sul e a Epistemologia de Segunda Ordem. O método foi a análise hermenêutica das fontes consultadas. O resultado foi uma visão sintética da transformação epistemológica em curso expressa em tendências de pensamento que, apesar de suas diferenças, apresentam coincidências que mostram uma ruptura com a epistemologia positivista tradicional, a qual tem sido a base de formas de educação que estão obsoletas.Palavras-chaves: Positivismo. Educaçao Superior. Epistemologia.

scholarly journals QUALITY ASSURANCE IN DEPARTMENTAL HEIs: THE INFLUENCE OF INTERNATIONAL ORGANIZATIONS

2021 ◽  
Vol 75 (2) ◽  
pp. 182-191
Author(s):  
Natalia Salnikova ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Public Information ◽  
Local Communities ◽  
Internal Quality ◽  
Governmental Organizations ◽  
Non Governmental Organizations

The development of the quality of higher education is a priority for the modern state policy of Ukraine. To implement the quality standards of higher education adopted in the European Higher Education Area, Ukrainian departmental universities are adapting the European experience, forming an internal quality assurance system. Departmental universities have been establishing an internal system of quality assurance since 2016. At this stage, the relevant provisions on the level of the universities have been developed to regulate the distribution of powers between different departments of the HEI. Another direction of quality assurance is cooperation with external stakeholders, in particular public organizations of various levels. Based on the analysis of examples of interaction between departmental higher education institutions of Ukraine and international non-governmental organizations available on the websites of relevant institutions, a conclusion was made about the discrete nature of cooperation and the lack of public information about the cooperation. According to information on the sites the universities and international NGOs cooperate in the form of joint public events of academic character, they organise training, conferences and round tables. International non-governmental organizations have great potential to ensure the quality of specialized higher education, in particular, in the joint development and revision of educational programs with universities, educational activities involving international experts, conducting international seminars and workshops, joint projects. Moreover, non-governmental organizations can provide educational services of non-formal education; to carry out projects addressed to local communities in partnership with higher education institutions. The author considers non-governmental organizations to be an important mechanism for articulating public interests and requests of citizens and local communities which is critically important for the departmental universities. To realize this potential of cooperation, it is necessary to establish additional documents (regulations, concepts), which will detail the mechanism of cooperation between the departmental university and the non-governmental organization

Fostering Social Innovation through E-Collaboration

2014 ◽  
pp. 59-71
Author(s):  
Ayla Esen
Keyword(s):  
Social Problems ◽  
Social Innovation ◽  
Social Value ◽  
Social Challenges ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
Innovative Solutions ◽  
Collaborative Efforts

Increasing awareness in social problems and the high complexity of social challenges has boosted social innovation efforts in recent years. Social innovation refers to new and innovative solutions to social problems that create social value, involve public good, and affect the society, mostly developed by participation of stakeholders who have interests in the problem. Social innovation leads to social value created through a series of collaborative efforts of public, private, and non-governmental organizations. This chapter highlights the importance of collaboration in social innovation and examines the role of e-collaboration as a group coordination and communication mechanism in the social innovation processes. The first part of the chapter presents evidence on what social innovation is and describes how social innovation intertwines with collaboration. The second part of the chapter defines the key conceptual elements of e-collaboration and explores how e-collaboration can foster social innovation concerning each conceptual element.

scholarly journals Cooperation between Higher Education Institutions and Non-governmental Organizations in Higher Education: International Discourse

2019 ◽  
pp. 102-107
Author(s):  
Kateryna Tryma
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Higher Education Institutions ◽  
Local Communities ◽  
Educational Services ◽  
Access To Higher Education ◽  
Academic Knowledge ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
International Discourse

The article is aimed to provide content analysis of the international discourse on interaction and cooperation between higher education institutions and non-governmental organizations. Being different in nature and characteristics, higher education institutions and non-governmental organizations are social actors whose activities, among other things, are aimed at ensuring the development of the society. In order to achieve this aim, higher education institutions and non-governmental organizations cooperate in various fields and formats that go beyond the higher education sector. An important result of the content analysis is introduction of the terminological phrase "non-governmental organization in higher education", which corresponds to the international classifiers "World Association of Non-Governmental Organizations" and "International Classification of Non-profit Organizations". The typology of " non-governmental higher education organization" includes non-governmental organizations whose activities are related to the provision of access to higher education, the organization of educational services and the quality assurance of higher education. The categorical conceptual apparatus for describing cooperation between higher education institutions and non-governmental organizations needs to be expanded and clarified in order to fully and adequately specify the processes of their interaction. The analysis of the intellectual and documentary heritage of the Bologna Process, the EU, UNESCO, and other international associations shows that cooperation between higher education institutions and non-governmental organizations is not only to ensure access to higher education, butit is much more wider. Non-governmental organizations are able to organize and provide educational services, such as in the field of non-formal education; partner with higher education institutions in projects addressed to local communities. In addition, non-governmental organizations are an important mechanism for articulating and aggregating the interests and requests of citizens, communities, local communities for higher education, and higher education institutions. Studying the mechanisms of cooperation between higher education institutions and non-governmental organizations is of great practical importance, since the latter are an authoritative tool for disseminating academic knowledge and practical development of universities, forming a 'knowledge society' and satisfying the needs of the society.

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