Future-Proof Transformational School Design for the New Era

Mapping Intimacies ◽

10.4018/978-1-7998-8463-7.ch015 ◽

2022 ◽

pp. 303-320

Author(s):

Mara Simmons ◽

Mary Wiltshire

Keyword(s):

Higher Education ◽

Secondary Education ◽

Social Responsibility ◽

Case Studies ◽

Organizational Design ◽

School Design ◽

Short List ◽

New Era ◽

Four Frames ◽

Skilled Workforce

The ‘New Era' defined as post pandemic has opened up a conversation for more opportunities to transform school design in order to create a more functional, engaged democratic society premised on a social responsibility reflecting a multicultural, empowered workforce. This chapter is a product of the collaboration of a UK and a US educator looking at two case studies of secondary education and one higher education that serve as examples of success for transforming schools. Using Bolman and Deal's Four Frames for Organizational Design, the authors make the case for school designs that take into account diverse learner groups and diverse pathways leading to an educated and skilled workforce. A result from this analysis includes a specific, short list of components to consider for transforming schools.

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A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education

Employability & Competences - Studies on Adult Learning and Education ◽

10.36253/978-88-6453-672-9.25 ◽

2018 ◽

pp. 175-192

Author(s):

Glenda Galeotti ◽

Gilda Esposito

Keyword(s):

Higher Education ◽

Secondary Education ◽

Secondary School ◽

Case Studies ◽

Student Voice ◽

Educational Model ◽

Public And Private ◽

School Work ◽

Work Related ◽

University Of Florence

This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective

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Sustainability in Higher Education

Green Technology Applications for Enterprise and Academic Innovation - Advances in Environmental Engineering and Green Technologies ◽

10.4018/978-1-4666-5166-1.ch010 ◽

2014 ◽

pp. 150-162

Author(s):

I. L. St John ◽

A. D. Phippen ◽

M. Hudson Smith

Keyword(s):

Higher Education ◽

Social Responsibility ◽

Case Studies ◽

Policy Making ◽

Motivating Factors ◽

Social Reputation ◽

Sustainability In Higher Education ◽

The Relationship ◽

Exploratory Case Studies ◽

Ict Policy

This chapter critically examines the relationship between HEIs and their communities and questions whether the main motivating factors and drivers behind the increasing importance that sustainability plays in their policy making are social responsibility or social reputation based. Exploratory case studies are undertaken with a number of Higher Education Institutes in respect to the drivers for creation of their Green ICT Policy. Evidence suggests that social reputation is a declining factor on the greening of ICT in the education sector whilst there is an impetus towards financial savings and improving efficiency.

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Compromiso estudiantil y responsabilidad social universitaria: una experiencia en la Universidad Politécnica de Pénjamo

Revista de Políticas Universitarias ◽

10.35429/jup.2019.7.3.1.8 ◽

2019 ◽

pp. 1-8

Author(s):

Glafira Vázquez-Olarra ◽

Ignacio Arroyo-Arroyo ◽

Yuridia Santamaría-Ramírez ◽

Edgar Augusto Ruelas-Santoyo

Keyword(s):

Higher Education ◽

Social Responsibility ◽

Case Studies ◽

Educational Institution ◽

Quality Of Higher Education ◽

The University

Social responsibility is a duty of organizations, in the same way, Universities have participated in the flow of Social Responsibility, as part of their very essence. González (2014) the University Social Responsibility (RSU) guarantees the quality of higher education as a whole. This research analyzes the Polytechnic University of Pénjamo (UPPE) as an educational institution, to visualize the options to implement a model of University Social Responsibility. In particular, the Student Decalogue is presented, which is one of the results of the research carried out around the RSU. he research aims to determine the options to implement, within the Polytechnic University of Pénjamo, a model of University Social Responsibility, which was achieved through the results of the application of the instruments proposed by Vallaeys in the First Steps Manual for the RSU. The results contribute to learning through case studies to show that IES perform various actions from within to develop in students the sensitivity, awareness and co-responsibility in solving the problems of the Environment.

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Transmedia Storytelling and the New Era of Media Convergence in Higher Education

10.1057/9781137388377 ◽

2014 ◽

Cited By ~ 10

Author(s):

Stavroula Kalogeras

Keyword(s):

Higher Education ◽

Media Convergence ◽

New Era ◽

Transmedia Storytelling

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Corporate Social Responsibility in Higher Education

International Conference on Humanities, Literature and Management (ICHLM'15) Jan. 9-10, 2015 Dubai (UAE) ◽

10.15242/icehm.ed0115014 ◽

2015 ◽

Keyword(s):

Higher Education ◽

Corporate Social Responsibility ◽

Social Responsibility ◽

Corporate Social

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Teaching Interreligious Encounter

10.1093/oso/9780190677565.003.0010 ◽

2017 ◽

Author(s):

Hans Gustafson

Keyword(s):

Higher Education ◽

Service Learning ◽

Community Engagement ◽

Case Studies ◽

Course Design ◽

Comparative Theology ◽

Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

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The core components of education 4.0 in higher education: Three case studies in engineering education

Computers & Electrical Engineering ◽

10.1016/j.compeleceng.2021.107278 ◽

2021 ◽

Vol 93 ◽

pp. 107278

Author(s):

Jhonattan Miranda ◽

Christelle Navarrete ◽

Julieta Noguez ◽

José-Martin Molina-Espinosa ◽

María-Soledad Ramírez-Montoya ◽

...

Keyword(s):

Higher Education ◽

Engineering Education ◽

Case Studies ◽

The Core ◽

Core Components

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Communication of Socially-Responsible Activities by Higher Education Institutions

Sustainability ◽

10.3390/su13020483 ◽

2021 ◽

Vol 13 (2) ◽

pp. 483

Author(s):

Libena Tetrevova ◽

Jan Vavra ◽

Simona Munzarova

Keyword(s):

Higher Education ◽

Czech Republic ◽

Social Responsibility ◽

Higher Education Institutions ◽

Cultural Development ◽

Primary Data ◽

Communist Country ◽

Public Higher Education ◽

Socially Responsible ◽

The Czech Republic

Higher education institutions play a fundamental role in the scientific, economic, social, and cultural development of each and every society. In view of new challenges such as the COVID-19 pandemic, the importance of their social responsibility and ability to effectively communicate the socially–responsible activities which are performed is growing. The aim of this article is to analyze and evaluate the scope and structure of socially-responsible activities communicated on the websites of public higher education institutions operating in a small post-communist country where education plays a traditional role—the Czech Republic, and to formulate recommendations for improvement of the level of communication of social responsibility by higher education institutions. Primary data was obtained using latent analysis of the content of the websites of all public higher education institutions operating in the Czech Republic. The CE3SPA method was applied. The survey which was performed shows that the level of communication of social responsibility by higher education institutions in the Czech Republic is low. Activities in the field of economic and social responsibility are communicated in the greatest scope. On the contrary, activities in the field of environmental responsibility are communicated the least. Public higher education institutions in the Czech Republic should therefore apply the measures proposed in the article, these also being transferrable to practice in other countries.

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