scholarly journals ІНФОРМАЦІЙНЕ ЗАБЕЗПЕЧЕННЯ ПРОЦЕСІВ ФОРМУВАННЯ СОЦІАЛЬНОЇ ВІДПОВІДАЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

2022 ◽  
pp. 28-33
Author(s):  
Валентина В. Яценко
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Academic Freedom ◽  
Basic Education ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Public Support ◽  
Modern Society ◽  
Information Support

The paper discusses the selected aspects related to the issues of developing social responsibility in higher education institutions. Emphasis is placed on the growing role of higher education and its evolution in modern society as a crucial element in enhancing cultural, social, economic and political development in Ukraine and as a solid foundation in building internal capacity, promoting human rights, sustainable development, democracy and justice. The study focuses on the need to adhere to the key provisions of the UNESCO Universal Declaration on Higher Education (1998), in particular, to share the idea that “higher education should be viewed as a public service. The funding of higher education requires both public and private resources. The role of the state remains essential in this regard. Public support for higher education and research remains essential to ensure a balanced achievement of educational and social missions. It is argued that the slowdown in economic growth and structural transformations have increased the value of education and its social responsibility to society. The research hypothesis is the statement that social responsibility, academic freedom and autonomy have become the driving forces in increasing the demand for higher education. In this context, it is assumed that universities should maintain a reasonable balance between these components. The purpose of the study is to substantiate the need for information support of the processes of developing social responsibility in higher education institutions within the education services market. To attain the study objectives, the following research methods were employed: expert analysis of the higher education transparency; methods of assessing the key stakeholders’ involvement (students, employers and civil society) in encouraging the University social activities. The findings have identified the challenges and barriers to fostering further academic freedom and institutional autonomy, academic freedom and public-private partnership, boosting academic freedom as an ethical dimension and social responsibility, promoting academic freedom and entrepreneurship. It is argued that education – technological progress complementarity has a number of important implications for the national economic policy. The conclusions verify that the relationships between education, innovation and qualifications is the background for developing social responsibility in universities that contributes to integrating basic education and employment, lifelong learning and maintenance of professional qualifications, promoting innovation and social accountability.

Personal Values as a Building Block for Social Responsibility of Higher Education Institutions

2017 ◽  
pp. 119-142 ◽  
Author(s):  
Zlatko Nedelko ◽  
Vojko Potocan ◽  
Nikša Alfirević
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Community Involvement ◽  
Higher Education Institutions ◽  
Personal Values ◽  
Building Blocks ◽  
Starting Point ◽  
Core Mission ◽  
Insight Into

The purpose of this chapter is to examine the role of personal values for social responsibility (SR) of higher education. Besides the core mission of higher education to create, transfer and preserve knowledge in society, the idea of SR has gained its importance also in institutions of higher education. SR has many drivers, among which personal values are considered as one of the key building blocks for SR. For enhancing SR, higher education institutions should also develop stronger ties with the community. The chapter provides an insight into discussion about community involvement of higher education, into the role of personal values for shaping SR of higher education institutions and explain how personal values can help to enhance community and social involvement of higher education. Findings may be a starting point for re-thinking and/or establishing strategies for achieving higher level of SR in higher education institutions and enhancing the link with the community.

scholarly journals The Extent of Higher Education Institutions Commitment in Serving Community According to Its Social Responsibility

2019 ◽  
Vol 15 (12) ◽  
pp. 100
Author(s):  
Ismail Salameh Iriqat
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Academic Programs ◽  
Faculty Members ◽  
American University ◽  
Scientific Methods ◽  
Community Issues ◽  
Strategic Thought

The purpose of the study is to investigate the extent of higher education institutions commitment in serving community according to its social responsibility. Accordingly; the researcher adopted the descriptive analytical approach through using the quantitative approach by developing a questionnaire fitting the nature of the study. Based on this the study concluded several findings; indicating that the evaluations of faculty members for the role of Palestinian higher education institutions participated in the study (Beir Zait. Al-najah. American University) are in an average level in the domains of encouraging faculty members on participating in conferences as well as local and international seminars. Developing courses and academic programs and directing scientific research to solve community problems. Additionally, serving special needs people in the community. Meanwhile, the evaluations of faculty members for the role of Palestinian higher education institutions participated in the study were high in the domains of preserving environment, seeking to serve the community and social responsibility towards its employees. Based on the findings the study reached several recommendations such as; the need to work to establish social responsibility in the curricula and university courses specializing in community service and bring about desired behavioral changes. And put social responsibility at the heart of the general strategies of institutions of higher education so as to have a key role in establishing a competitive strategic thought that serves society and its issues by addressing its problems and seeking solutions to them using scientific methods. Enhancing coordination between higher education institutions and research centers in holding seminars and conferences and participating in the preparation of studies and researches related to community issues.

University social responsibility as a driving force of change: students’ perceptions beyond the ivory tower

2020 ◽  
Vol 28 (2) ◽  
pp. 93-100
Author(s):  
Marcia Coelho ◽  
Isabel Menezes
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
University Teaching ◽  
Experiential Training ◽  
Content Type ◽  
European Universities ◽  
Core Mission ◽  
The Impact

Purpose In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied. Design/methodology/approach This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions. Findings This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission. Research limitations/implications The study rests on students' perceptions of personal change. Practical implications This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development. Social implications USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”. Originality/value This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces.

How Personal Values Affect Social Responsibility in Higher Education Institutions

2020 ◽  
pp. 102-127
Author(s):  
Vojko Potocan ◽  
Niksa Alfirevic ◽  
Zlatko Nedelko
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Personal Values ◽  
Academic Goals ◽  
Socially Responsible ◽  
Responsible Behavior ◽  
Current State ◽  
Accelerate Development

Recent research has investigated how personal values of university stakeholders shape social responsibility of universities. Interest of universities for their responsibility toward society, beyond fundamental academic goals related to creating, transferring and preserving knowledge in society has become more widespread since 1970s. As social responsibility has evolved, universities have started to look into questions about mechanisms through which beliefs, values, attitudes impact their socially responsible behavior. This chapter provides an insight into the role of university stakeholders' personal values to creation of social responsibility of higher education institutions and explain how their values accelerate development of broader society. Findings enable new understanding of current state of social responsibility in higher education and suggest possible solutions for its improvment.

scholarly journals СОЦІАЛЬНА ВІДПОВІДАЛЬНІСТЬ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ЯК ЧИННИК РОЗВИТКУ В УМОВАХ СТРУКТУРНО-ІННОВАЦІЙНИХ ПЕРЕТВОРЕНЬ

2021 ◽  
pp. 41-47
Author(s):  
Валентина В. Яценко
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Hierarchical Structure ◽  
Social Protection ◽  
Higher Education Institutions ◽  
Public Support ◽  
Education Institution ◽  
Gradual Transition ◽  
Institutional Approach ◽  
The Hierarchical Structure

A special research focus is put on the critical need to adapt performance of higher education institutions to the specifics of global-institutional transformations associated in the first place with modern economic development trends. The core of any higher education institution activities relies upon the readiness of society to develop this kind of activity. To gain strong public support, universities should perform certain social activities (community project funding, provide social protection for employees, caring for the environment, etc.), along with informing society about such activities, thus emphasizing their importance. The research hypothesis is represented by a statement that institutionalization of social responsibility of higher education institutions should be transformed into a process of formalization of socioeconomic relationships which are characterized by a gradual transition from informal links and chaotic (unorganized) interactions between universities to formalized relationship patterns with a clearly organized structure, hierarchy and a regulatory framework. The purpose of this study is to determine the role of social responsibility of higher education institutions as a powerful driver in boosting structural innovative transformations. To attain the objectives set, the following research methods have been employed: an evolutionary method, historical and systemic approach, analysis and synthesis, induction and deduction techniques – to render explicit concept definitions; an institutional approach – to enhance the hierarchical structure and content of the elements of social responsibility of higher educational institutions. The findings have revealed the nature of the institutional approach and the specifics of its application to explore social responsibility of higher education institutions. In addition, an improved hierarchy and the content of social responsibility structural elements have been suggested for higher education institutions. It is argued that the developed principles of the hierarchical structure of social responsibility of higher education institutions will contribute to shaping robust behavioural patterns within the innovative educational paradigm that meet the demands of all stakeholders in the higher education system.

scholarly journals ON THE ESSENCE OF THE CRISIS IN HIGHER EDUCATION

ASJ. ◽  
2021 ◽  
Vol 2 (55) ◽  
pp. 09-12
Author(s):  
K. Zhampeisovа
Keyword(s):  
Higher Education ◽  
Education System ◽  
Technological Progress ◽  
Driving Forces ◽  
Modern Society ◽  
Educational Process ◽  
Higher Education System ◽  
Characteristic Features ◽  
Intellectual Potential

In this work, the problem of the crisis of higher education in the world educational process is actualized. The significance of this problem demanded from the author a comprehensive analysis of the literature, which reveals the essence of the phenomenon under study. The paper speaks of the inappropriateness of the representation of the higher education system as being in deep crisis. The characteristic features of modern society are revealed, which testify to the opposite. The role of higher education is presented as the main source of the development of intelligence, the intellectual potential of a person, outside of which scientific and technological progress would be impossible. It is argued that there is no crisis in the higher education system, there are permanently arising contradictions (the driving forces of the development of nature, society and man) that require their systemic resolution. The need to improve the psychological, pedagogical and methodological culture of a teacher of higher education as significant components in the structure of their personality is noted

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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