Responsibility In Higher Education Research Articles

Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated with Quebec’s health care and social services system, Isabel Heck works with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.

Responsibilities of Students in Higher Education during the COVID-19 Pandemic and New Normal period

The COVID-19 pandemic is occurring worldwide, including in Indonesia. This issue is the responsibility of all parties. In this university, ethics is the responsibility of the academic community. This paper describes the actions of students towards themselves, and the surrounding community is facing humanitarian disasters. Literature studies are used to lay down problems and find solutions. Study critical of student responsibility in higher education. They share with others with love. Its activities are sharing masks and food and conducting blood donations. Small actions that have a significant impact on society during the COVID-19 and New Normal pandemic.

Sustainability in Management Education: Where It Has Been, Is Now, and Is/Can Be Headed

This 2020 Academy of Management Symposium (AoM) intends to build on our understanding of, and advance the progress that has been made in, incorporating Sustainability in Management Education (SiME), over the past three decades. To accomplish this, we have assembled a dynamic team of multidisciplinary academics, scholars and leaders who are shaping a story of sustainability within their institutions, classrooms, and communities. These academics have been invited to present on their current research as their work extends a variety of stakeholders’ perceptions examining the topic of SiME metrics and assessment. They represent different demographics, a variety of collaborative research efforts, and membership to different AOM divisions. Together, these presentations will make an attempt to: a) advance a greater understanding of the range and extent of SiME teaching practices, including evidence of effective methods and techniques, b) provide a discussion on reported challenges in course and program design and integration, and c) share research on business students experience with SiME and the professionalization of the field and its reported impacts. We aim to facilitate an invigorating and interactive learning experience and exchange for those interested in SiME integration at multiple interfaces. Civic Responsibility in Higher Education – Are Socially-Engaged Students Any Different from Others? Presenter: Michael Wihlenda; Global Ethic Institute Presenter: Taiga Brahm; U. of Tuebingen Teaching Strong Sustainability: An Experiential Course on Leadership in the Anthropocene Presenter: Rae Andre; Northeastern U. Designing Effective Sustainability Assignments: How and Why Definitions of Sustainability Impact Presenter: Matthew Urdan; PhD Student Presenter: Patrice Luoma; Quinnipiac U. Sustainability in Management Education: Theoretical Lenses and Research Discourses Presenter: Shelley F. Mitchell; Hult International Business School Presenter: Jorge Alexis Arevalo; William Paterson U. We Academics Should Walk Our Sustainability Talk Presenter: Patricia Kanashiro; Loyola U. Maryland Presenter: Gordon P. Rands; Western Illinois U. Presenter: Mark Starik; Walden U.

Epistemic governance and the colonial epistemic structure: towards epistemic humility and transformed South-North relations

ABSTRACT Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We draw on Fricker’s theorizing of epistemic justice, but note the importance of the institutional. Amartya Sen’s capability approach enables envisioning possibilities for change at individual and systemic levels, placing agency and epistemic freedoms at the centre of epistemic governance to foster solidarity and reflexive actions for change. To make the case, the paper explores testimonial and hermeneutical (including hermeneutic obstruction) injustices in research, presenting unfair practices and the unjust consequences for scholars in the South arising from ‘the colonial epistemic structure’. The paper proposes that this structure, and its West-centric episteme, shapes epistemic governance which, among other effects, invisibilizes race and racism and is unable to account for the experiences of Southern subjects. The paper concludes by suggesting that it is a moral responsibility in higher education to exercise reasoned agency to promote equal epistemic opportunities, especially for those situated on the wrong side of the epistemic line. This requires epistemic humility and ethical responsibility.

Fostering Sustainable Development and Social Responsibility in Higher Education: The Case of Tor Vergata University of Rome

Abstract In the panorama of international strategies and commitments to sustainability, education is central to the pursuit of sustainable development. Educational institutions at all levels are playing a new role in promoting values and ideals linked to sustainable behavioral models. These models can face the complexity of reality in a cooperative, active and responsible way, leading to a vision for solidarity and progress. In this context, universities face huge challenges. They must recognize the changes happening in society and change accordingly. Universities are therefore increasingly required to actively introduce attitudes and behaviors that favor sustainable development and involve the entire academic community in this process. This paper aims to define the role of universities in sustainable development. As well as training professionals, their roles and responsibilities mean that they strongly influence the societies in which they operate. To become sustainable and ensure that their respective territories follow suit, universities must change internally and initiate systemic processes to engage all members of their communities. Moreover, dynamic bottom-up models of learning and dissemination of environmental sustainability and social responsibility should aim to encourage students to be active inside and outside their universities. After a detailed literature review, this paper explores how sustainable development should be used in educational paths as well as didactic activities to influence the way students think, act and engage within their academic communities. Based on the objective of this work, the case of the Tor Vergata University of Rome is used to describe the results of the active change.

'Being international is always a good thing': A multicentre interview study on ethics in international medical education.

ContextInternationalisation in medical education raises ethical concerns over, for instance, its for‐profit orientation, the potential erosion of cultural diversity and the possibility that standardised education may not meet the needs of patients everywhere. These concerns fit into a broader debate on social responsibility in higher education. This study aims to explore how academic staff in international medical education experience and act upon the ethical concerns that pertain to their programmes. By adding their perspectives to the debate, this study helps us understand how theory‐based ethical concerns are reflected in practice.MethodsWe conducted a multicentre instrumental case study across three international medical programmes, all of which were characterised by an international student intake, an internationalised curriculum and international partnerships, and all of which used English as the medium of instruction. We conducted 24 semi‐structured interviews with purposively sampled curriculum directors and teaching staff. Participants shared their personal experiences and responded to ethical concerns expressed in the literature. Our multidisciplinary team performed a template analysis of the data based on theoretical frameworks of ethics and social responsibility.ResultsParticipants primarily experienced the internationalisation of their institutions and programmes as having a positive impact on students, the university and the future global society. However, they did face several ethical dilemmas. The first of these involved the possibility that marketisation through international recruitment and the application of substantial tuition fees might widen access to medical education, but might allow weaker students to enter medical schools. The second concern referred to the homogenisation of education methods and content, which offers opportunities to expose students to best practices, but may also pose a risk to education quality. The third issue referred to the experience that although student diversity helped to promote intercultural learning, it also jeopardised student well‐being.ConclusionsIn the eyes of teaching staff in international medical education, internationalisation can benefit education quality and society, but poses ethical dilemmas through the forces of marketisation, homogenisation and diversification. The findings reflect a tension between the views of scholars and those of practitioners. The critical perspective found in academic debates is largely missing in practice, and theoretical frameworks on ethics possibly overlook the benefits of international education. To facilitate ethical decision making, we propose that scholars and practitioners globally try to learn from each other.

Corporate Social Responsibility in Higher Education: A PLS-SEM Neural Network Approach

Corporate social responsibility (CSR) has become vital to the competitiveness of organizations. However, there is very limited research on CSR in the context of higher education. Therefore, this study investigates the impact of CSR factors on the university competitiveness with other universities. The contribution of this study includes applying a multi-analytical methodology by applying Partial Least Squares- Structural Equation Modelling (PLS-SEM) and Artificial Neural Network (ANN). First, PLS-SEM analysis was applied to measure which CSR factor has the most significant influence on the increased competitiveness of Saudi Arabian universities. Then, an ANN model analysis was applied to rank the relative influence of the significant CSR factors attained from the PLS-SEM analysis. The findings show that the CSR factors such as market-oriented CSR activities, society-oriented CSR activities and workforce-oriented CSR activities have a significant positive impact on increased competitiveness of Saudi Arabian universities. However, based on the ANN findings, society-oriented CSR is the most significant predictor of a university's increased competitiveness, followed by workforce-oriented CSR and finally by market-oriented CSR. The practical implications of this study provide Saudi universities to focus on society-oriented CSR to maintain and sustain their competitive advantage over other universities.

The Implementation of Academic Responsibility in Higher Education: A Case Study

Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.

Responsibility of higher education

In our present work – based on Gabriella Pusztai, Veronika Bocsi, Tímea Ceglédi (2016, eds.): A felsőoktatás (hozzáadott) értéke [The value (added) in higher education] – we focus on the individual and institutional differences of effectiveness, and on the scope of efficiency of the institutions.The volume published within the framework of the Higher education & Society book series of Center for Higher Education Research & Development (University of Debrecen, Hungary) focuses primarily on the comparative approach, complex approach, and methodological challenges of institutional impact, as well as the eclectic nature of the topic from a student and institutional perspective.

Creating Cohesive Paths to Civic Engagement: Five Approaches to Institutionalizing Civic Engagement

As colleges and universities prioritize civic engagement in the curriculum, there is a need for coherent program design and the diffusion of civic engagement practices throughout the undergraduate experience. The authors suggest that curricular mapping is a powerful catalyst for institutionalizing these practices on campus that can be undertaken with limited resources. Project Pericles launched an initiative to assess and promote the institutionalization of civic engagement and social responsibility in higher education. Analyzing the responses of 26 campuses to an inventory designed by Project Pericles, the authors identify five types of program organization that campuses may consider as they seek to strengthen their community engaged efforts: civic engagement and social responsibility (CESR) requirements, Civic Scholars programs, pathways approaches, certificates, and entrepreneurial/open-choice models. The authors also argue for sustained analysis, sharing across campuses, and ongoing support for the implementation of improvements through a process of mapping the curriculum.

Corporate social responsibility in higher education

AbstractInternationally, higher education establishments have faced strong institutional pressures to embrace socially responsible practices. The body of literature, which has offered the theoretical and conceptual guidance in this space, has been the work on corporate social responsibility (CSR). Taking an organisation‐centric perspective, this study aims to empirically examine the institutionalisation of CSR in six Malaysian universities. An in‐depth case study approach was utilised using the data from two external sources (an external measure of university research performance and university self‐reporting) as well as collecting data on side (interviews). Using qualitative and configurational analyses, a set of propositions about the institutionalisation of CSR in universities is formulated. The analysis depicts the pathways that lead to CSR outcomes.

Civic Responsibility in Higher Education

Civic Responsibility in Higher Education

Universities, the digital divide and global inequality

ABSTRACT Absolute poverty levels are declining around the world but, measured by income and GDP per capita over time, inequality is getting worse between and within many countries. How is this possible when higher education is celebrated as a vehicle for economic success and when the massification and digitisation of higher education means it is available to more people, in more places, than ever? This paper explores these questions with reference to three discourses: on development and global inequality; on the purpose and responsibilities of higher education; and on the disruptive potential of online learning.

Mutual Help or Social Responsibility of Higher Education—A CJCU Experience

<p><em>In 2009, Typhoon Morakot caused severe damage to the mountains in Kaohsiung, Taiwan. Laulong was one of the villages affected by the typhoon. While all the communities have made all the efforts to restore their infrastructure and livelihood, Laulong village has its unique mission to restore the history and culture of their own.</em><em> </em><em>The residents there identify themselves as </em><em>“</em><em>Tavorang Tribe</em><em>”</em><em>,</em><em> whose ancestors were from other areas. After merging with other people, they are gradually losing their tribal language. They have come to realize that their traditional rituals and tribal history are at risk of extinction; thus, they have endeavored to preserve and reconstruct their heritage.<br /> </em><em>Chang Jung Christian University (CJCU) has involved in reviving these areas after Morakot. The Department of Applied Philosophy targets at this community as the educational field. </em><em>T</em><em>he way to flip educational field requires </em><em>taking </em><em>students into the society. The purpose of this paper is to share the teaching experience of the past and students</em><em>’ learning outcomes. It will introduce</em><em> how a university tried to utilize resource from the government to work with a community while claiming to fulfill its social responsibility, but in fact, both actually received mutual benefits by executing this project. </em></p>

Managing Corporate Relations

Managing corporate and foundation relations is a challenging and dynamic responsibility in higher education as well as inside companies. The role of corporate and foundation relations development officers (CFRs) is to orchestrate and navigate a complex resource development portfolio by finding, negotiating, acquiring, and managing inter-organizational relationships with businesses and corporations. CFRs must be intimately familiar with their own institution, organizational priorities, and key leaders to be able to create and leverage touch-points, engagement and volunteer opportunities, and mutually beneficial partnerships.

Market Driven Global Directives and Social Responsibility in Higher Education

Liberation from human suffering is a noble achievement, but without freedom from constraints of poverty, liberty is partial. The South African Constitution commits us to establishment of a society based on democratic values, social justice and fundamental human rights. All Higher Education (HE) Institutions, therefore, should be founded on the will of people. Within context, we are responsible for our own destinies. HE however, has become subjected to needs of a market-driven mentality. The purpose of this paper is to draw reader into a paradigm that protests against current hegemonic version of how we manage HEIs.

Values in social responsibility in higher education

At present, society that is immersed in a maelstrom of changes in all areas, demanding new adaptations to the human group to constitute links that build the development of the population and people in a particular way requires appreciation of the importance of higher education as the foundation of a more prosperous, just and supportive society. Tünnermann1 points out that higher education in this century demands flexibility in its "doing" and "doing", reforming its structures and working methods and integrating a prospective vision where imagination and creativity - inspired by solidarity, equity and respect for the environment - be the basis of the learning process of the people; a process that would facilitate access to the globalized world of work and, as an active member, to reach the Millennium Development Goals by 2030, which are proposals for the great problems facing the population in this age, especially Latin America and El Salvador. Caribbean

Ethics perspective and regulation of plagiarism in Higher Education

Plagiarism is no longer a mere issue, but it is a global fact that this disease has attacked higher education, and regarding ethics, immoral and irresponsible academics has shaken the world of education. Plagiarism has become a systematic virus that must be tackled from the root of the problem. Plagiarism is the responsibility of higher education with the government in which the Indonesian government of higher education has already established its legislation on plagiarism and colleges elaborate on it in their respective academic rules. The prevention of plagiarism begins with building a winning, honest, anti-plagiarism, and responsible mentality. It also provides a plagiarism prevention system manual (manual regulation and regulation through editorial team, plagiarism law socialization, honest and responsible culture building), as well as the use of anti-plagiarism software in college and internet and mobile browsing. Plagiarism at a high altitude can kill the creativity and wealth of thinking of pouring new ideas into work. Students who do plagiarism means to have shut down their intellectual honesty in their work. While systems that allow plagiarism to occur that they have shut down the integrity of students in work and destroy the creativity of other students in college who uphold honesty in the work.

Psychological Contract Sebagai Alternatif dalam Meninjau Pemenuhan Harapan Akademik di Perguruan Tinggi

Abstract
 Higher education, as an institution that generates the nation's next future leader, is no longer burdened with merely providing knowledge alone. Human resource competitiveness was being one of higher education responsibility to complete, to achieve a great quality of their graduates. Hope that emerged from the students on the fulfillment of obligations towards their university becomes something that can not be separated from the quality of the graduates. Psychological contract as a concept that can explain it, has not been widely studied in a higher education setting especially in Indonesia. The number of measuring instruments has its version on some theoretical models raises curiosity as to what is actually appropriate. Through the method of literature review, it was carried out a critical discussion of the components in the measurement of psychological contract at higher education institutions. The exposure in understanding the dynamics of inter-dimensional and determine the appropriate model based on the characteristics of each academic institution. At least, measurement of psychological contract used in higher education setting should be both of promissory (transactional) and non-promissory (relational) dimension. Surely, it always needs to adjust to the conditions and situations relevantly in each institution. Therefore, it would be possible to bring various indicators in each of dimension.

Barriers to gender equality in career advancement and leadership

Life as a researcher includes a large amount of competition and a heavy workload. Professor's tasks comprise, besides their own research, to lead your research team, to have the responsibility for higher education, expertise in diverse contexts, review of scientific articles, to seek financial support, to work with national and international committees, to serve in administrative posts at the university and in international associations, to write articles, books and book chapters, to attend meetings and conferences, and to address the many other tasks that may arise throughout one's career. This makes one dependent on skillful co-workers, which should not be taken for granted. Given the constant flow of incoming requests, one has to think and choose before agreeing to commit to a task at hand, in order to not set aside your own research. This demands a high capability to prioritize. The choice of a life partner who can share both professional and private interests, a partner who understands, encourages and supports, while at the same time gives the necessary critical feedback, is a treasure. Freud said “love and work are the cornerstones of our humanness”, but work must be pleasurable thus try to combine work, love, and play.Disclosure of interestThe author has not supplied his declaration of competing interest.