scholarly journals University Social Responsibilityand Organizational Factors for Their Implementation

2020 ◽  
pp. 70-87
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
National Culture ◽  
Poverty Alleviation ◽  
Life Experience ◽  
Organizational Factors ◽  
General View ◽  
Social Responsibilities ◽  
The Social ◽  
The University

When the university initiates its activities as an academic and civic institution, it will have other upshots for the society, in addition to the goals set by policymakers. In a general view, social responsibility means the university's commitment to its existential philosophy and accountability for all its consequences. Therefore, the present study aimed to "Identify the social responsibilities of the university and the organizational factors of their realization". The perception and life experience of the specialists in the field of higher education were analyzed using a descriptive phenomenological method. Participants were Higher education experts and were selected purposefully. Using inferential content analysis, the themes and categories expressing social responsibilities as well as the organizational factors needed for their realization were extracted. The results show that the university's social responsibilities are a range of local and international expectations, most notably the development of a national culture of respect and commitment to the environment, the propagation of national and international peace culture, a commitment to poverty alleviation and Striving for social and economic justice. Also, the results of thestudy illustrate that organizational requirements for responding to university social responsibility, include: Reviewing the organizational structure of curriculum development, reforming the core missions of the university, recreation of the organizational culture of the university proportional to its social responsibilities.

Toward a strategic view of higher education social responsibilities: A dynamic capabilities approach

2016 ◽  
Vol 16 (1) ◽  
pp. 12-34 ◽  
Author(s):  
Christopher S. Hayter ◽  
Daniel R. Cahoy
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Older Workers ◽  
Social Impact ◽  
Dynamic Capabilities ◽  
Capabilities Approach ◽  
Colleges And Universities ◽  
Global Context ◽  
Social Responsibilities ◽  
The Social

The social responsibilities of higher education serve as the foundation for its existence. Within an increasingly global context, society expects colleges and universities to undertake new and increasingly complex social responsibilities that expand traditional higher education missions while emphasizing new obligations such as economic development and sustainability. Higher education institutions have responded by adding new programs and services—such as new degree programs, equity and inclusion offices, and training for older workers—and aggressively pursuing new sources of revenue in support of their missions. Despite these considerable efforts, there is a growing sense that higher education is not adequately fulfilling its social responsibilities. We contend that these trends do not stem from intransigence, but are instead symptomatic of the need for strategic management frameworks tailored to the unique social responsibilities and impacts of higher education. To this end, we introduce a strategic social responsibility framework based on the emergent concept of dynamic capabilities. Strategic social responsibility emphasizes the establishment and continuing renewal of an orchestration infrastructure that enables colleges and universities to maximize their social impact through the alignment of strategy and resources. Implications for future scholarship and policy are discussed.

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.

Social Responsibility Practice Diagnosis applied to the Universidad del Valle- Northern Facility. Period 2014-2015

2018 ◽  
Vol 34 (62) ◽  
pp. 66-81
Author(s):  
Adriana M. Moreno Moreno ◽  
Eduar Fernando Aguirre González
Keyword(s):  
Social Responsibility ◽  
Action Plan ◽  
Research Problem ◽  
Socially Responsible ◽  
Strategic Development ◽  
Strategic Issues ◽  
The North ◽  
The Social ◽  
The University ◽  
Social Management

Social Responsibility is a concept that has been approached from different perspectives by theoreticians and institutions. Initially, this was limited exclusively to companies, however, the creation of the Social Capital, Ethics and Development Initiative by the Inter-American Development Bank (IDB) sought to make educational institutions aware that, like any other organization, they are responsible for the externalities they generate in their environment and their stakeholders. This research approaches the concept of University Social Responsibility (USR) from the scheme proposed by the IDB, which proposes four axes of action for Universities’ CR: Responsible Campus, Professional and Citizen Training, Social Management of Knowledge and Social Participation. The Universidad del Valle has a strategic plan entitled “Universidad del Valle’s Strategic Development Plan” and Regionalization attached thereto. It has also developed its action plan and in the five strategic issues raised herein, its socially responsible approach is clearly identifiable. The North Cauca Facility wherein this study is being developed, even though it does not have a University Social Responsibility Management Model, has attempted to align its practices with its strategic affairs that broadly conform to the four axes proposed by the IDB. This research addresses a relevant and current issue inasmuch as it proposes to develop a diagnosis on the relationship between the four axes of Social Responsibility proposed by the IDB and the practice of Social Responsibility applied at the Universidad del Valle, North Cauca Facility, for the period 2014-2015. In order to answer the research problem, a qualitative, exploratory and descriptive type of study is used, given that the work was based on the documentary information available at the University, while the interviews with the directors of the Institution are used as a tool for oral history. The research method used is the case study, which allows to address a unit of analysis in depth, in this case the USR within the Universidad del Valle, North Cauca Facility.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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 Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

SOCIO-PSYCHOLOGICAL PROBLEMS OF TRAINING THE HEAD OF A SOCIAL SERVICE ORGANIZATION AT A UNIVERSITY (MASTER'S LEVEL)

2020 ◽  
Author(s):  
Мария Валерьевна Созинова
Keyword(s):  
Higher Education ◽  
Social Service ◽  
Professional Training ◽  
Psychological Problems ◽  
Service Organization ◽  
Master's Level ◽  
Social Service Organization ◽  
The Social ◽  
The University

В статье автором раскрывается необходимость подготовки руководителя организации социального обслуживания в вузе на уровне магистратуры. Выделяются особенности подготовки руководителя организации социального обслуживания в высшей школе, а также дана характеристика социально-психологических проблем их профессиональной подготовки. In the article, the author reveals the need to train the head of the social service organization at the University at the master's level. The article highlights the features of training the head of a social service organization in higher education, as well as the characteristics of socio-psychological problems of their professional training.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

scholarly journals University Social Responsibility during the COVID-19 Pandemic: Universities’ Case in the BRICS Countries

2021 ◽  
Vol 13 (13) ◽  
pp. 7035
Author(s):  
Abedalqader Rababah ◽  
Natalya I. Nikitina ◽  
Veronica M. Grebennikova ◽  
Zhanna R. Gardanova ◽  
Angelina O. Zekiy ◽  
...  
Keyword(s):  
Social Responsibility ◽  
Educational Process ◽  
Social Needs ◽  
Social Orientation ◽  
Expert Assessment ◽  
Brics Countries ◽  
The Social ◽  
The University ◽  
Multifactor Regression ◽  
The Impact

University social responsibility (USR) is an important assessment criterion of the QS Stars. In the context of the COVID-19 pandemic, the social orientation of universities as intellectual leaders in the development of society gains particular importance. The research purpose is to analyze the impact of the COVID-19 pandemic on the university activity directions in the framework of strategies (USR). An empirical assessment of the level and complementary factors of USR in the BRICS countries (Brazil, Russia, India, China, and South Africa) was conducted, using the method of integral and expert assessment. Grounded on scoring according to the principal component analysis, the structure of the factors of the USR development in the BRICS countries was determined. Multifactor regression modeling allowed substantiating the priority of factors stimulating the development of USR in the BRICS countries in modern conditions and arguing the main barriers to introducing the concept of social responsibility into university activities and expanding the stakeholders’ circle in it. The research results showed that the university management creativity, effective communication with the public and stakeholders, the quality of the educational process and the development of scientific activities stimulate USR development in the BRICS countries and should be used as the basis for the strategic planning of activities in the context of the continuing COVID-19 pandemic. Conceptual trends in the USR development can be useful for universities in the studied countries when adapting strategic development plans regarding the social needs of modern society.

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