academic responsibility
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2022 ◽  
Vol 12 (4) ◽  
pp. 370-383
Author(s):  
M. A. Izmailova

Purpose: of the article is to study the basic principles of higher education and their impact on the formation of a socially active position of universities and their involvement in achieving sustainable development goals on the scale of global humanity.Methods: is based on the application of systemic and institutional approaches to the study of the role of higher education in solving the problems of society, as well as a group of methods of scientifc cognition: dialectical and retrospective, induction and deduction, comparative analysis, the method of rating assessment and others.Results: the essence of the fundamental principles of higher education – academic freedom and academic responsibility, which form the value basis of classical education in its historical period of development, is revealed. In modern conditions, these principles are increasingly reflected in the activities of universities related to their key role in solving economic, social and environmental problems. More and more often universities declare their social responsibility and prove it by the example of their decisions in the conditions of social crisis. The COVID-19 pandemic isconsidered one of the crisis situations, and the measures taken by the university leadership to support the teaching staff and its student audience are a kind of indicator of social responsibility. The range of tasks in which the higher school is involved is quite wide. It covers problems of a global nature, one of which is the search for ways of sustainable development of mankind: universities take responsibility for achieving the selected Sustainable Development Goals and report to society for the effectiveness of this area of their activities.Conclusions and Relevance: the implementation by universities of socially responsible behavior towards their internal stakeholders (teachers, students, employees), integration into solving vital problems of society, as well as involvement in achieving Sustainable Development Goals clearly demonstrate the transformation of their mission. Universities enter into an active dialogue with society to solve problems at different levels of economic systems, making efforts to combine the spheres of knowledge production, scientifc research expected by society, the transformation of knowledge and scientifc results into practice through the initiation of new directions and activities, technological transformation of the scientifc and educational space, diversifcation of channels of interaction with society


HUMANITARIUM ◽  
2021 ◽  
Vol 44 (1) ◽  
pp. 25-34
Author(s):  
Yaroslava Vasylkevych ◽  
Olha Lomak

The article analyzes the problem of the formation of modern academic integrity as the basis of the professional competence of future professionals. The modern academic paradigm of integrity and its main characteristics are formulated in general features. The values of academic integrity, which are fundamental to science and education, are characterized: honesty, trust, justice, respect, responsibility, and courage. The level of students' understanding of the problem of academic integrity was studied. The awareness about the concept of "academic integrity", about Article 42 of the Law of Ukraine "On education", about sources of information on the concept, and the need of respondents to deepen knowledge of academic integrity by students of different years of study is examined. Types of violations of academic integrity and peculiarities of their distribution by years of study are discovered. The reasons for the manifestation of write-offs as a type of dishonest practice in learning are characterized (uncertainty in knowledge; search for easy ways and reluctance to study; laziness; lack of time; insufficient knowledge acquisition in the educational process; large information load during training). The consequences of violations of academic integrity in educational activities, which students predict, are highlighted: expulsions from the university; low level of qualifications of specialists; reducing the quality of knowledge and education in general; re-passing an assessment or training course; lack of desire to learn and gain knowledge. Ways to solve the problem of academic dishonesty that students distinguish are identified: dissemination information on academic integrity and its implications; preventive talks with students, strengthening motivation to obtain high-quality knowledge; attraction to academic responsibility; fair treatment tp students; strengthening students' self-esteem.


2021 ◽  
Vol 17 (35) ◽  
pp. 224
Author(s):  
Alami Hasnaa ◽  
Alami Asmaa

Comme dans la plupart des pays Américains, Nord-Américains et Européens, les Universités marocaines ne doivent pas se limiter à leurs fonctions principales d’enseignement et de recherches. Elles sont appelées à remplir de nouvelles missions et assumer de nouvelles responsabilités conformes aux directives et aux principes du développement durable. À l’image de la responsabilité sociale des entreprises, l’objectif de la présente recherche est de construire un cadre conceptuel de la responsabilité sociale des Universités marocaines. Deux modèles théoriques ont constitué l’ossature du cadre d’analyse : la théorie des parties prenantes et le modèle de Carroll. Le travail est basé sur une approche descriptive, il cherche à croiser les missions d’enseignement et de recherche des Universités marocaines avec les deux modèles théoriques. La coaction de ces deux approches permet d’appréhender finement les quatre responsabilités que les Universités doivent prendre en compte : responsabilité économique, responsabilité académique, responsabilité légale et responsabilité discrétionnaire, afin qu’elles remplissent pleinement leurs missions de formation-recherche.   As in most American, North American and European countries, Moroccan universities should not limit themselves to their main teaching and research functions. They are called upon to fulfill new missions and assume new responsibilities in accordance with the directives and principles of sustainable development. Like corporate social responsibility, the objective of this research is to build a conceptual framework for the social responsibility of Moroccan universities. Two theoretical models formed the backbone of the analytical framework: stakeholder theory and Carroll's model. The work is based on a descriptive approach, it seeks to combine the teaching and research missions of Moroccan universities with the two theoretical models. The coaction of these two approaches provides a detailed understanding of the four responsibilities that universities must account for: economic responsibility, academic responsibility, legal responsibility and discretionary responsibility, so that they fully fulfill their training-research missions.


Author(s):  
Ann Corsellis

There is a pressing need to provide a worthwhile academic underpinning to public service or community interpreting and its professional context. This paper considers the strategies that could benefit both pure and applied research in this area by discussing a number of majorfactors. First, the approaches used by interpreting as well as related scientific re- search in the public service field to engage with the relevant range of professional practitioners in identifying the topic, gathering adequate and reliable information, seeking ways forward, developing interdisciplinary understanding and implementing improvedpractice, are considered.Second, it is argued that there is a crucial needfor interpreting and language specialists to demonstrate and apply standards of valid research methodologies equivalent to those used in other disciplines in this context (such as medicine), in order to affirm their academic responsibility and interdisciplinary credibility. Finally, the dissemination of the results of research, not only to fellow academics in the language world but also to academics in other related disciplines as well as to the practitioners - interpreters, translators, doctors, lawyers, police officers, social workers etc., is considered. Research results must be accessible in order to improve practice and to enable the research results to be brought into the mainstream informed debate.


2021 ◽  
Vol 12 ◽  
Author(s):  
Martha Escobar ◽  
Zebulon Kade Bell ◽  
Mohammed Qazi ◽  
Christian O. Kotoye ◽  
Francisco Arcediano

University faculty divide their time into their main academic responsibilities, typically identified as teaching, research, service, and, at institutions with strong ties to their surrounding community, outreach. Most studies of time allocation have focused on faculty at Primarily White Institutions. The present study investigated how faculty at five Historically Black Universities (HBUs) allocate their time to their academic responsibilities. Data were analyzed based on their tenure status, gender, and representation in science, technology, engineering, and mathematics. Faculty estimated the percentage of time they currently allocate (current), the time they would ideally allocate (ideal), and the time they estimate their institution expects them to allocate (expected) to each academic responsibility. Across all demographics, there were discrepancies between current and ideal time allocation to research and teaching and, in some demographics, outreach. The greatest discrepancy between current and expected time allocation was observed in time allocated to research, with women and untenured faculty also showing a discrepancy in time allocated to teaching, and underrepresented faculty showing no discrepancies between current and expected time allocation. Women, untenured, and underrepresented faculty reported that their time allocation patterns were guided by external factors rather than personal preferences. The surveyed faculty also stated that the patterns of effort distribution expected to obtain tenure were not necessarily guided by the faculty handbooks at their institution. Although this study is limited by its relatively small sample size, it provides an insight into how faculty at HBUs divide their time and the reasons for them to do so.


Author(s):  
Dede Ayu Anggraeni ◽  
Ella Faridati Zen ◽  
Lutfi Fauzan

Abstract: This research is a research and development which aims to produce a group counseling manual with the behavior contract technique to increase the academic responsibility of students in vocational schools that are theoretically and practically acceptable. This research procedure adapted Borg and Gall's development model, namely knowing the potentials and problems found, collecting data and information, designing product guides, testing products by experts, and revising the final product. The results of the product trials indicated that the assessment of media experts and potential users stated that the product was "very feasible", while the assessment of the material experts stated that the content of the material in the product was "quite feasible". Thus, it can be concluded that the group counseling guide product with the behavior contract technique to increase the academic responsibility of students in vocational schools has gone through a product expert test based on the acceptance criteria for the format and content of the material. Abstrak: Penelitian ini merupakan penelitian dan pengembangan yang bertujuan untuk menghasilkan sebuah buku panduan konseling kelompok dengan teknik behavior contract untuk meningkatkan tanggung jawab akademik siswa di SMK yang berterima secara teoritis maupun praktis. Prosedur penelitian ini mengadaptasi model pengembangan Borg dan Gall, yaitu mengetahui potensi dan masalah yang ditemukan, mengumpulan data dan informasi, mendesain produk panduan, menguji coba produk oleh para ahli, dan merevisi produk akhir. Hasil uji coba produk menunjukkan bahwa penilaian dari ahli media dan calon pengguna menyatakan bahwa produk “sangat layak” sedangkan penilaian dari ahli materi menyatakan bahwa isi materi dalam produk “cukup layak”. Dengan demikian, dapat disimpulkan bahwa produk panduan konseling kelompok dengan teknik behavior contract untuk meningkatkan tanggung jawab akademik siswa di SMK telah melalui uji ahli produk berdasarkan kriteria keberterimaan format dan isi materi.


2021 ◽  
Vol 55 (1) ◽  
Author(s):  
Aleksandar S. Santrac

This article seeks to draw some useful guiding principles for Christian scholars from Bonhoeffer’s work, applied primarily in the US context. These take note of: (1) the power and relevance of his contextual expression of the gospel message; (2) the intellectual and academic responsibility of his scholarship; (3) the distinctive elements of his ethics; and (4) his expression of the transformative symbiosis of the divine will and human agency. Based on these principles, recognised in Bonhoeffer’s historical and theological legacy, the article will explore the current legacy of Bonhoeffer’s work and contextualise it in the current battle for Christian values in society.Contribution: Within the current US political polarisation between forms of Christian nationalism and the anti-racist movement in the US, this article is a special contribution to the debate of Bonhoeffer’s theological or political momentum.


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