scholarly journals Los organismos internacionales como sistemas marcadores de tendencias en la Universidad global

2020 ◽  
pp. 26
Author(s):  
Soledad Rappoport ◽  
Bianca Thoilliez ◽  
Tania Alonso-Sainz
Keyword(s):  
Social Responsibility ◽  
Lifelong Learning ◽  
International Organizations ◽  
Screening Process ◽  
Global Trends ◽  
University Environment ◽  
Competency Based ◽  
Emerging Themes ◽  
The University

Different authors report a deep transformation of the classic mission of the University which this article proposes to identify as new paradigms (lifelong learning and learning based competencies), new perspectives (internationalization and employability), and new values (social responsibility and sustainability). Different international organizations account for and promote this trend. In order to delve into the characteristics and scope of the changes, a study has been carried out. It examines documents published in the last 10 years by three international organizations in the field of education: UNESCO, OECD and OEI. To achieve this goal, a systematic document screening process was carried out. The following aprioristic dimensions were identified in the selected materials: lifelong learning, competency-based learning, internationalization, employability, social responsibility and sustainability. In addition, associated emerging themes were sought. The result of the study allows us to provide evidence on the issue and make a useful documentary classification available to continue investigating global trends in the university environment. 

Responsabilidade Social: Uma Abordagem centrada em Universidades Públicas Brasileiras / Social Responsibility: An Approach Centered on Brazilian Public Universities

2021 ◽  
Vol 15 (57) ◽  
pp. 562-576
Author(s):  
Cleia Leimara marinho Silva ◽  
Rosalia Maria Passos da Silva
Keyword(s):  
Quality Of Life ◽  
Social Responsibility ◽  
Social Inclusion ◽  
Social Problems ◽  
Systematic Analysis ◽  
University Environment ◽  
Practical Factors ◽  
The University ◽  
Technical Capacity

Resumo: As universidades têm a atribuição de formar cidadãos responsáveis e éticos, de forma que contribuam com o desenvolvimento sustentável e resolução de problemas sociais. Nesta esteira, a responsabilidade social no ambiente universitário viabiliza a construção de ações que impactam a sociedade favorecendo a inclusão social, melhoria na qualidade de vida e outros benefícios. Diante desse cenário, busca-se nesta pesquisa responder ao seguinte questionamento: qual a importância da responsabilidade social nas universidades? E para responder a essa indagação, o artigo apresenta como objetivo geral: identificar qual a importância da responsabilidade social no ambiente universitário, e como objetivos específicos (1) compreender fatores históricos e práticos que favorecem a aplicabilidade da responsabilidade social nas universidades; (2) identificar os desafios na aplicabilidade de responsabilidade social; (3) analisar as características fundamentais da responsabilidade social. Quanto à metodologia aplicada, o artigo foi construído por meio de uma análise sistemática da literatura que permitiu realizar uma revisão teórica e conceitual, em seguida, houve a discussão da literatura, considerações finais e referencial teórico. Os Resultados revelam que a Responsabilidade Social Universitária possui muitos desafios a serem enfrentados e que o espaço universitário precisa ser fortalecido para que proporcione à sociedade indivíduos com capacidade técnica capaz de resolver problemas sociais. Abstract: Universities are responsible for training responsible and ethical citizens, so that they contribute to sustainable development and the resolution of social problems. In this way, social responsibility in the university environment enables the construction of actions that impact society, favoring social inclusion, improved quality of life and other benefits. Given this scenario, the aim of this research is to answer the following question: what is the importance of social responsibility in universities? And to answer this question, the article presents the general objective: to identify the importance of social responsibility in the university environment, and as specific objectives (1) understand historical and practical factors that favor the applicability of social responsibility in universities; (2) identify challenges in the applicability of social responsibility; (3) analyze the fundamental characteristics of social responsibility. As for the methodology applied, the article was built through a systematic analysis of the literature that allowed for a theoretical and conceptual review, then there was a discussion of the literature, final considerations and theoretical framework. The Results reveal that University Social Responsibility has many challenges to be faced and that the university space needs to be strengthened so that it provides society with individuals with technical capacity capable of solving social problems. Keywords: Social Inclusion. Social development. Quality of life. Social justice.

scholarly journals The role of student self-government in the envi-ronment of technical university

2021 ◽  
pp. 209
Author(s):  
G. Sozykina
Keyword(s):  
Social Responsibility ◽  
Educational Institution ◽  
Self Regulation ◽  
Personal Characteristic ◽  
University Environment ◽  
Life Problems ◽  
Behavior Skills ◽  
Responsible Attitude ◽  
The University

Forming the future specialist’ social responsibility during the studies is an urgent problem of higher education, as social responsibility is an important personal characteristic that is directly related to solving professional and life problems. The formation of students’ social responsibility is influenced by many factors, one of which is the activities of student self-government. Goal. The determination of the role of student self-government bodies in the university environment and in the students’ social responsibility formation. Methodology. The use of situations of involving in real professional-labor relations, participation in competitions, exhibitions, solving production tasks, example of life and activity of senior colleagues, collective labor actions and courses and groups is a powerful integrative factor that contributes to the formation of a responsible attitude of future professionals to performing their duties, and as a consequence, increasing the level of social responsibility. The positive consequences of involving students in self-government are manifested in the emotional uplift of students, expanding the range of their interests, positive and active attitude to self-improvement, in the pursuit of ethical behavior, skills of emotional and volitional self-regulation, etc. Results. An effective involvement of student self-government bodies in the management of a higher educational institution in order to increase social responsibility. Originality. It is shown that the bodies of student self-government have wide possibilities of influence on forming students’ social responsibility through providing the purposeful forming of necessary knowledge and skills needed for development of responsibility. Practical value. The importance of student self-government in the formation of students’ social responsibility is confirmed in the protection of educational, scientific, social, creative, national-cultural, spiritual, sports, economic and other interests of students, the formation of skills of future organizers, leaders.

scholarly journals Social Responsibility and University Teacher Training: Keys to Commitment and Social Justice into Schools

2020 ◽  
Vol 12 (15) ◽  
pp. 6179
Author(s):  
Estefanía Martínez-Valdivia ◽  
Mª del Carmen Pegalajar-Palomino ◽  
Antonio Burgos-García
Keyword(s):  
Social Justice ◽  
Social Responsibility ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
International Crisis ◽  
Social Commitment ◽  
University Environment ◽  
Spanish Universities ◽  
High Doses ◽  
The University

(1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.

scholarly journals The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics

10.28945/3088 ◽  
2007 ◽  
Author(s):  
Bill Davey ◽  
Arthur Tatnall
Keyword(s):  
Information Systems ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Large Scale ◽  
Academic Staff ◽  
Academic Support ◽  
Real Life ◽  
University Environment ◽  
Formal And Informal Learning ◽  
The University

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

Research on Organizational Climate of the Faculties Providing Teacher Training

2015 ◽  
Vol 5 (3) ◽  
pp. 8-29
Author(s):  
Helena Grecmanová ◽  
Miroslav Dopita
Keyword(s):  
Teacher Training ◽  
Organizational Climate ◽  
Lifelong Learning ◽  
Structured Interview ◽  
Theoretical Background ◽  
Descriptive Statistics ◽  
University Environment ◽  
Interview Research ◽  
Interpretation Process ◽  
The University

This contribution focuses on the organizational climate of universities and their facultiepp. After providing theoretical background for the topic of organizational climate and description of research realized abroad and its methods, the development itself of the tools for research on perception of the organizational climate of faculties providing teacher training by the academic workers is introduced. It is represented by a concept of three versions of a questionnaire and one sheet of semi-structured interview. Research tools are characterized and their specifications are provided. For illustration purposes, descriptions and interpretations of results of realized research at three faculties are provided. Because of the nature of the topic the results cannot be compared. Data gathered during this phase of the research do not enable to define standardpp. Descriptive statistics therefore represent the basis for the interpretation. Process of lifelong learning and education is applied also in the university environment as one of the factors influencing the organizational climate at the workplacepp. Concerning the academic workers lifelong learning and education is implicitly expected.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

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.

PROFESSORS' PERCEPTION OF SCIENTIFIC ACTIVITY IN THE FACULTY OF MEDICAL SCIENCES OF THE UNIVERSITY OF GUAYAQUIL

2020 ◽  
Vol 8 (10) ◽  
pp. 70-76
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Scientific Activity ◽  
Medical Sciences ◽  
Research Activity ◽  
University Environment ◽  
Empirical Level ◽  
Teachers And Students ◽  
Scientific Nature ◽  
The University

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

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