scholarly journals Repensando la enseñanza de la sustentabilidad.

2021 ◽  
pp. 63-70
Author(s):  
Martha Virginia Gonzalez Medina ◽  
Keyword(s):  
Collaborative Work ◽  
Critical Approach ◽  
Social Commitment ◽  
Joint Actions ◽  
Course Of Action ◽  
The Social ◽  
New Type ◽  
Interpersonal Barriers ◽  
The University ◽  
Do So

The social commitment to educate and teach under the approach of sustainability requires a change: to stop reducing Nature to a simple commodity and what changes, strategies and resources to use to train future professionals under a multidisciplinary, interdisciplinary, transdisciplinary and critical approach . The University of Guadalajara faces a great challenge, as an institution it must assume commitments and joint actions as an institution of higher education to train a new type of professionals; carry out modifications in all the study plans of the different careers; train their professors, which implies facing institutional and interpersonal barriers relying on collaborative work with other universities, companies, government and NGOs under a social commitment. Although the need for these changes is recognized and it is desired to do so, it is necessary to design the course of action to carry them out.

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 The Social Functions of Questions in Embodied Collaborative Work

2021 ◽  
Author(s):  
Lucas M Bietti ◽  
Federico U. Bietti
Keyword(s):  
Group Performance ◽  
Collaborative Work ◽  
Performance Outcomes ◽  
Similar Distribution ◽  
Social Functions ◽  
Group Productivity ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Quantitative Analyses ◽  
Do So

Researchers have been interested in the investigation of the social functions of questions in conversational contexts. However, limited research has been conducted on the social functions of questions in embodied collaborative work, i.e. work that involves the manipulation of physical objects. The aim of this study was to identify the social functions of questions in embodied collaborative work and to determine whether such functions correlate with performance outcomes. To do so, we conducted qualitative and quantitative analyses of a dataset of 1751 question-answer sequences collected from an experimental study where pairs of participants (N=134) completed a collaborative food preparation task. Qualitative analysis enabled us to identify three functions of questions: Anticipation questions, exploration questions and confirmation questions. Quantitative analyses revealed that there was no correlation between the types of questions and group performance. However, they showed that groups that contributed the most to performance presented a similar distribution of question types. The identification of such patterns is a first step towards the design and implementation of interaction-focused interventions aimed at increasing group productivity in embodied collaborative work.

scholarly journals Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Nina Hood ◽  
Allison Littlejohn
Keyword(s):  
Qualitative Interviews ◽  
Online Information ◽  
Learning Technology ◽  
Critical Approach ◽  
University Of Edinburgh ◽  
New Type ◽  
Gender Inequities ◽  
The Individual ◽  
Information Consumers ◽  
The University

Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants’ critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants’ learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society’s access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age.

scholarly journals The locals and their new university – A case study of social innovation

2021 ◽  
Author(s):  
Katalin R Forray ◽  
Tamás Kozma
Keyword(s):  
Social Innovation ◽  
Education Institution ◽  
Local Economy ◽  
Structured Interviews ◽  
Main Research ◽  
The Social ◽  
The University ◽  
The Impact ◽  
Do So

AbstractWhat happens, if a university moves to a town that never had a higher education institution previously? What is the impact of this development both on the community and the institution? The aim of this paper is to answer this question. The authors use the concept of ‘social innovation’ for understanding the developments. An institute may initiate, organise and coordinate all kinds of learning that takes place in a given community (Bradford, 2003). To do so, the institute may have to change its missions (not only its third, but also its first, second and third ones. These developments could be interpreted as a ‘social innovation’ during which the local economy and society was challenged and they looked for new responses. As suggested in the ‘social innovation’ literature the main research method was participatory research, combined with structured and semi-structured interviews, story-telling and narrative analyses. As a result, three interest groups could be described with various requirements different demands toward the university; while the university had to modify its structure, curriculum and communications. The main lesson to learn is that ’social innovation’ as a frame of interpretation can be used to understand the developmental processes that occurred between the locals and a new university.

scholarly journals As dificuldades encontradas na implantação do e-social em empresas do município de São Luís do Maranhão

Revista Foco ◽  
2019 ◽  
Vol 12 (3) ◽  
pp. 21
Author(s):  
Renato Caldas da Silva ◽  
Paulo Roberto Campelo Fonseca e Fonseca
Keyword(s):  
Social System ◽  
Survey Method ◽  
It Infrastructure ◽  
Digital Government ◽  
Organizational Processes ◽  
The Social ◽  
Information And Communication ◽  
New Type ◽  
Recursos Humanos ◽  
Do So

Com a instituição do novo tipo de governo digital por meio do Decreto nº 8373/2014, o Sistema de Escrituração Digital das Obrigações Fiscais, Previdenciárias e Trabalhistas (eSocial), as empresas tiveram que remodelar seus processos organizacionais, bem como sua infraestrutura de Tecnologias da Informação e Comunicação (TICs). Nesse sentido, este artigo parte da seguinte problemática: Quais são as dificuldades na implementação do sistema eSocial pelas empresas do município de São Luís do Maranhão? Este artigo tem como objetivo levantar nas empresas do município de São Luís quais são as dificuldades na implementação do eSocial. Para tanto se utilizou do método de levantamento com aplicação de formulário junto a profissionais de Recursos Humanos de empresas ludovicenses, que no ato da pesquisa estavam a passar pelo processo de implementação do eSocial e manipulam esta ferramenta. Os resultados obtidos apresentaram que 59% das empresas concordam que praticavam atividades em discordância com o prescrito na lei trabalhista e, 46% concordam que possuem dificuldades tanto no registro de eventos periódicos e não periódicos do eSocial. Na dimensão apoio de outras áreas organizacionais ao RH na implantação do eSocial, obteve-se concordância de 58%.  With the introduction of the new type of digital government through Decree 8373/2014, the Digital Bookkeeping System for Tax, Social Security and Labor Obligations (eSocial), companies had to reshape their organizational processes, as well as their IT infrastructure. Information and Communication (ICT). In this sense, this article starts with the following problematic: What are the difficulties in the implementation of the social system by the companies of the state of Maranhão? This article has as objective to raise in the companies of the municipality of São Luís what are the difficulties in the implementation of eSocial. In order to do so, the survey method was used with the application of the Human Resources professionals of the Ludovician companies, who at the time of the research were going through the process of implementing eSocial and manipulating this tool. The results showed that 59% of the companies agree that they practiced activities in disagreement with what was prescribed in the labor law, and 46% agree that they have difficulties both in the registration of periodic and non-periodical eSocial events. In the dimension of support of other organizational areas to the HR in the implantation of eSocial, agreement was obtained of 58%.

scholarly journals The Social Responsibility in the Formation of the Professional of the Communication and Its Professional Practice, the Case of a University of the Mexican Southeast

2020 ◽  
Vol 8 (5) ◽  
pp. 42
Author(s):  
Gabriela Hidalgo Quinto ◽  
Augusto Renato Pérez Mayo ◽  
Jannet Rodríguez Ruíz ◽  
Nohemí Roque Nieto
Keyword(s):  
Social Responsibility ◽  
Organizational Communication ◽  
Professional Practice ◽  
Social Economic ◽  
Structured Interviews ◽  
Social Commitment ◽  
The Social ◽  
Environmental Actions ◽  
Professional Field ◽  
The University

The objective of this work is to analyze the Social Responsibility of graduates of the Communication Degree from the Universidad Juárez Autónoma de Tabasco, in the professional practice in the Tabasco companies. Through a comparative study, we will know the academic training versus the professional practice of those in charge of the organizational communication and if this meets the needs of the companies (interest group). It is important to consider that the SR is not focused on a particular aspect but involves social, economic and environmental actions among others, so the university has a social commitment to train professionals to meet the needs of the environment, and the communication professional It has an important role in publicizing the actions carried out by organizations in favor of their own publics. Thus, having a communication professional who handles information responsibly will allow us to create an adequate image before society in general. A qualitative study was conducted through semi-structured interviews with personnel working in the area of organizational communication, the sample was carried out through snowball. The results indicate that the formation of communication students corresponds to the needs of the organizations, however, they have had to look for ways of training to complement their practice, so it is necessary to look for strategies that allow to adapt the training of the students. students and better meet the needs of the professional field.

scholarly journals Ethical and Civic Education and the Social Commitment of University Students

2011 ◽  
Vol 12 ◽  
pp. 77-91 ◽  
Author(s):  
Concepción Naval ◽  
Rafaela García ◽  
Jose Puig ◽  
Miguel Anxo Santos
Keyword(s):  
Higher Education ◽  
Young People ◽  
Service Learning ◽  
University Students ◽  
Civic Education ◽  
Social Commitment ◽  
Social Mission ◽  
Field Service ◽  
The Social ◽  
The University

Recent decades have seen growing international concern about the lack of social commitment among young people, shown in their failure to participate in social affairs, scant interest in formal politics, and low turnout at elections. First, the international framework which forms the background to our paper is outlined. The ethical and civic education which university students receive is discussed, in the context of the social mission of the university and the European Higher Education Area. We then move on to examine one of the most promising initiatives in this field: service learning. We conclude with a proposal containing some suggestions of relevance to higher education. The need for ethical and civic education underpins the whole article, since this is the key to promoting social commitment among young people.

scholarly journals Collaboration, creativity, conflict and chaos: doing interdisciplinary sustainability research

2020 ◽  
Vol 15 (6) ◽  
pp. 1711-1721 ◽  
Author(s):  
Rose Cairns ◽  
Sabine Hielscher ◽  
Ann Light
Keyword(s):  
Interdisciplinary Research ◽  
Social Dynamics ◽  
Participant Observation ◽  
Collaborative Work ◽  
Research Teams ◽  
Sustainability Research ◽  
The Social ◽  
Development Goals ◽  
Using Data ◽  
The University

Abstract How do the social dynamics within interdisciplinary research teams shape sustainability research? This paper presents a case study of interdisciplinary research projects at the University of Sussex, as part of a programme aimed at encouraging collaborative work to address intersections between the Sustainability Development Goals. Using data gathered during a series of participatory workshops at the start and end of the projects, combined with non-participant observation and analysis of project discussions during the lifetime of the projects, we examine the diverse ways in which research teams configure themselves to navigate the terrain of interdisciplinary sustainability research and the kinds of social and discursive dynamics that shape projects. In particular, we relate the emergence of distinct project team configurations to diverse problem framings, and aspirations for collaboration within these teams. We examine some of the challenges facing researchers attempting to work in these ways, and explore implications of these dynamics for knowledge production for sustainability. We conclude by drawing out and addressing some of the challenges for institutions funding and supporting interdisciplinary sustainability research.

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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