Responsibility Of Higher Education Institutions Research Articles

Obstacles to Implementation of the SDGs: Feelings Over Facts

This paper examines the human emotional and cultural barriers, primarily from the American perspective, to achieving the United Nations list of 17 Sustainable Development Goals [SDGs]. The data from select recent studies in the areas of education, sustainability, consumer rational, diversity, and consumer segmentation were evaluated to understand how these areas block us from moving forward in sustainability conversations. This paper argues that we can attack these barriers by re-examining the role and responsibility of higher education institutions. Institutions have not taken the necessary steps to prioritize making sure that the needs of society are balanced against the constraints of the world. This is evident through the way that we think of learning but can be addressed by bridging the gap between education and the workplace, encouraging diversity, and attacking elitism.

Including the social responsibility of universities and sustainable development goals in the strategic plans of universities in Europe

AbstractSocial responsibility of higher education institutions (HEIs) and 2030 Agenda represent a new tool for improving the management of HEIs. This article aims to conduct an in‐depth study on the diagnosis of the integration of social responsibility guidelines (SR) and sustainable development goals (SDGs) into the strategic plans of Polish and European HEIs. The work shows connections and similarities between the UN Sustainable Development Goals, United Nation Global Compact Principles and the Polish declaration of social responsibility of universities and the forming on this basis the HEI's strategic documents. The methodology of the study was based on the content of open information published on the university's website and research questions addressed to two groups. First was Polish HEIs (N = 83) that have signed the Polish declaration of social responsibility by 2019, the other was European HEIs belonging to the United Nation Global Compact (N = 141). The results indicate that in the current strategic plans of Polish HEIs the process of integrating university social responsibility (USR) into strategic plans is visible at 61.6%, and 43.8% of strategic plans refer to SDGs, unlike for the foreign universities 37.2% and 62.8%.

Possibilities of implementing HEI’s third mission in Ukraine before a full-scale war and correction of these processes in wartime

Every year, the problem of the third mission of a university is popularized in scientific discourse. The social responsibility of higher education institutions in the conditions of the war between russia and Ukraine and the post-war period is to overcome the multidirectional tasks of higher education, concentrate and strengthen efforts to implement social projects, expand directions for the development of interaction between universities and territorial communities, improve the quality of research to restore the state economy and its development. Therefore, there is a need to rethink the ways of direct and indirect influence on society, the country in particular. The purpose of this paper is to determine the level of awareness and readiness for interaction between the university and the community. The study was conducted from January to June 2020 with the participation of 1,050 respondents from 25 regions of Ukraine. According to the conducted survey, the majority of respondents believe that universities should contribute to the development of the community and note the mutual benefit of university-community interaction for universities and local communities. However, the survey results also showed a low participation experience combined with the willingness to participate in activities offered by higher education institutions. Due to the full-scale war, which fundamentally changed the conditions and affected the efficiency of both universities and most communities, the choice of a community involvement model within the third mission of a university, taking into account the pre-war readiness of universities for a productive community and modern military challenges, remains relevant. Acknowledgment This contribution is prepared in the framework of the realization the Erasmus+ KA 2 CBHE project “Universities-Communities: Strengthening Cooperation” (Grant Agreement 101083077) and with the support and funding under Researchers at Risk Fellowships Programme led by the British Academy in partnership with the Academy of Medical Sciences, the Royal Academy of Engineering, the Royal Society and Council for At-Risks Academics (CARA). The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

ARCHITECTURE OF CONCEPTS OF SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN THE EDUCATION SERVICES MARKET

INTRODUCTION. The social responsibility of higher education institutions in the market of educational services is becoming increasingly important as educational institutions have an impact on the social, economic, and environmental environment. Understanding the significance of this issue is crucial for the development of a sustainable society.
 RESEARCH HYPOTHESIS: The comprehensive utilization of the concepts of the green university, smart university, university promoting a healthy lifestyle, management of social and cultural diversity, management of historical and cultural heritage, the university's third mission, socially-oriented university, and university as a stakeholder organization contributes to enhancing the social responsibility of higher education institutions in the market of educational services.
 THE AIM of this article is to investigate the impact of the comprehensive utilization of social responsibility concepts in the market of educational services on universities, with the goal of exploring their potential for sustainable development and fostering a harmonious social environment.
 METHODS. This research employed analytical methods and a review of literature and scientific publications to gather and analyze information on the concepts of social responsibility in higher education institutions.
 FINDINGS. The findings of the research indicate that the comprehensive utilization of the concepts of the green university, smart university, university promoting a healthy lifestyle, management of social and cultural diversity, management of historical and cultural heritage, the university's third mission, socially-oriented university, and university as a stakeholder organization contributes to enhancing the social responsibility of higher education institutions in the market of educational services.
 CONCLUSION. The comprehensive utilization of social responsibility concepts in higher education institutions holds significant potential for improving social and economic sustainability. Implementing these concepts facilitates the creation of a balanced environment where universities actively engage in societal life and foster the harmonious development of individuals.
 KEYWORDS: social responsibility; green university; smart university; university promoting a healthy lifestyle; diversity management; heritage management; university's third mission; socially-oriented university; stakeholder organization.

SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN TIMES OF CRISIS AND ARMED CONFLICT: INTERNATIONAL EXPERIENCE AND LESSONS FOR UKRAINE

INTRODUCTION. The article is devoted to the study of the social responsibility of higher education institutions in times of crisis and armed conflict. Due to the increasing geopolitical conflicts and security threats, social responsibility becomes a key aspect of the work of higher education institutions. In modern times, when the country is facing crisis challenges and military actions, the social responsibility of higher education institutions becomes exceptionally important and relevant.
 RESEARCH HYPOTHESIS: The hypothesis of the article is that based on international experience, valuable lessons can be learned to facilitate the development of effective social responsibility in Ukrainian higher education institutions in crisis situations.
 THE OBJECTIVE of the article is to analyze international experience regarding the social responsibility of higher education institutions in times of crisis and armed conflict and identify key lessons that can be applied in the Ukrainian context.
 METHODS. The research employs methods of systemic analysis, comparative analysis, synthesis of scientific literature, and analysis of international practices in the field of social responsibility.
 FINDINGS. The study identified key aspects of social responsibility of higher education institutions in times of crisis and armed conflict at the international level. Specifically, it highlights practices for responding to crisis situations, involving students in community and charity initiatives, addressing social issues, and contributing to community development.
 CONCLUSION. Based on the analysis of international experience, it is concluded that active implementation of social responsibility is essential in Ukrainian higher education institutions during times of crisis and armed conflict. The valuable lessons from international experience can serve as a foundation for developing effective strategies and programs for implementing social responsibility in the Ukrainian higher education system.
 KEYWORDS: social responsibility; higher education institutions; crisis; armed conflict; international experience; lessons; Ukraine.

Efforts to Socialize the Food Security Program Through Islamic Boarding School Activities in Jambenenggan Village

Community service is the practice of science, technology for the community through scientific methodology as the noble responsibility of higher education institutions in an effort to develop community capabilities so that they can accelerate the achievement of national development goals (Congratulations, 1986). This service is carried out to fill activities in the month of Ramadan. One of these activities was in the form of a flash boarding school where the activity was carried out at three elementary schools around Jambenenggang Village. By holding this sanlat, we hope that students will be able to strengthen their understanding of the Islamic religion and how students can strengthen food security through reducing food wastage. The implementation was carried out for six days. We conducted an evaluation based on the results of interviews with participants that they were very enthusiastic about participating in the sanlat activity

The Education-Immigration Nexus: Situating Canadian Higher Education as Institutions of Immigrant Recruitment.

A policy shift in the mid-2000s established a pathway between international study and immigration to Canada. Designed to facilitate the settlement of young, highly skilled, and Canadian-trained workers, these pathways are premised on the conception of international students as ideal immigrants. Yet, because higher education institutions enjoy wide latitude when it comes to selecting and admitting international students, this education-immigration nexus has gained scholarly attention and sparked an immigration and settlement debate. What are the implications of having an uncapped temporary foreign worker stream administered by higher education institutions? What are the downstream effects for graduates, employers, and communities as the higher education sector accepts greater numbers of international students every year? What does this mean for the composition of Canadian immigration in the longer term? This paper will highlight the importance and relationship between study, labor market access, and immigration to Canada, consider the roles and responsibilities of higher education institutions in multi-step pathways to immigration, and discuss implications and future strategies which acknowledge the reality of this education-immigration nexus.

УНІВЕРСИТЕТСЬКА АВТОНОМІЯ – МІЖ ІДЕЄЮ ТА ПРАКТИКОЮ

The article considers the interpretation of the essence of university autonomy and academic freedom. Approaches to the definition of the concepts of "university autonomy" and "academic freedom" by both domestic and foreign researchers, as well as the interpretation of these concepts in legal documents are analyzed. The author highlights the aspects of legislative support for university autonomy and provides examples of their application in practice. The linguistic interpretation of the term "autonomy" is given. It is determined that the relevance of the study of university autonomy is characterized by the complexity of the very concept of autonomy. It is noted that the implementation of university autonomy enhances the responsibility of higher education institutions for the quality of educational and scientific services and contributes to the training of highly qualified specialists and professionals in future employment. It is determined that the introduction of autonomy of Ukrainian universities implies the establishment of competition among universities, which will ensure their competitiveness in the market of educational services. However, this requires the simultaneous introduction of all types of university autonomy for the effective development of a new, professional and, most importantly, high-quality higher education space in Ukraine. In the course of the research, it was found that the autonomy of higher education institutions is one of the fundamental principles of the Bologna Process, and that the issues of academic freedom and university autonomy have been repeatedly raised during international conferences under the auspices of the Supervisory Board of the Magna Charta of Universities. The conditions for exercising university autonomy in accordance with the principles of legality and responsibility to society are analyzed. The main provisions of university autonomy and academic freedom in the modern system of university education are identified.

Social Responsibility of Higher Education

Recognising that the concept of ‘social responsibility of higher education’ can be interpreted in two intricately related ways, viz., responsibility of higher education institutions to society and responsibility of society to higher education, which mutually reinforce each other, this article largely focuses on the former. While social responsibility is an important function of universities, this remained implicit for a long period. As universities tend to increasingly ignore this function and concentrate on teaching and research, the need to explicitly recognise and take up social responsibility as a major function of universities is highlighted. The article highlights how the social responsibility role is intricately related to the other two functions of higher education—teaching and research. Reviewing the efforts of the Government of India in this regard, the article underscores the need to send a message to the entire academic community and society that society values the contribution of higher education to social progress. This also needs to be given proper weightage in the assessment of performance of universities and students.

(Il)legally Exhausted

On October 5, 2022, the United States Fifth Circuit Court of Appeals announced its ruling on Texas v. United States, which found the Deferred Action for Childhood Arrivals (DACA) memorandum (and program) illegal. The Fifth Circuit Court of Appeals ordered the United States District Court for the Southern District of Texas to rule on the legality of the Biden Administration’s Final Rule on the program, which the Department of Homeland Security publicized in late August and is under review and set to take effect on October 31, 2022. On October 14, the United States District Court for the Southern District of Texas also found DACA illegal. However, Judge Andrew Hanan extended the temporary order allowing current recipients to renew their permits until further notice. The future of DACA remains uncertain, yet the anxiety, exhaustion, numbness, and tiredness that stem from its legal terrorism remain real for those who benefit from the program. In this essay, the authors, two undocumented immigrant educators with DACA, reflect on their experiences with DACA, the meaning of the latest rulings, their futures, and the responsibility of higher education institutions to their undocumented immigrant students and professionals.

Modern achievements and prospects for the development of higher medical education: Ukrainian realities

The purpose of the study is to research and highlight modern achievements and prospects for the development of higher medical education in Ukraine. Theoretical and empirical methods were used to achieve the set goal and solve research problems. A modern doctor must perfectly master his professional competence. The main motive for reforming the medical field is the desire of students to master professional skills and practical skills, to deepen the acquired theoretical knowledge and apply it in practice, to develop skills regarding the standards of providing medical care, to gain experience in practical work, which will allow a modern student to successfully work independently in the future. It is also necessary to create a group that would carefully study and propose a number of conceptual priority measures related to changes in legislation and aimed at coordination between universities in order to develop a clear, unified strategy for reforming medical education, to ensure the responsibility of higher education institutions for the quality of education and its guarantee, taking into account the interests of society.

Expansion of University Financial Autonomy as an Instrument to Increase the University Social Responsibility

European strategic documents and analytical reports of international organizations are analysed. Authors found out that expansion of university financial autonomy and increase of university social responsibility is a trend of the European Higher Education Area (EHEA). Strategic documents in Ukraine, which is directly related to the development of higher education, are analysed. Authors defined that ensuring the autonomy and promoting social responsibility of higher education institutions are important for enhancement of the management efficiency in Ukraine’s higher education system. Authors proposed the definitions of the concepts “university financial autonomy” and “expansion of university financial autonomy”. Key features / dimensions / contexts, which are essential in terms of expanding university financial autonomy, are identified. They include: industry and institution management characteristics; state role in higher education management; types of governance in higher education; models of modern universities; paradigms of social development; level of university financial autonomy; efficiency of activity; approaches to funding; mechanisms and instruments for expanding of university financial autonomy. Factors, determining / limiting the level of financial autonomy of Ukraine’s universities are clarified. Conceptual frameworks, approaches and possible scenarios for expansion of financial autonomy of Ukraine’s higher education institutions in terms of their social responsibility increasing are proposed. The first scenario involves a combination of low level of university financial autonomy and low levels of resources providing and university impact on social development. The second scenario includes a combination of low level of university financial autonomy and high levels of resources providing and university impact on social development. The third scenario involves a combination of a high level of university financial autonomy and low levels of resources providing and university impact on social development. The fourth scenario includes a combination of a high level of university financial autonomy and high levels of resources providing and university impact on social development. Authors clarified the connection between the concepts: university autonomy and university social responsibility; university social responsibility and funding; university social responsibility and accountability of universities.

The dark and desolate campus: what can be done to enhance students’ perceptions of safety on-campus?

PurposeGiven their young age, students are at a heightened risk of violent victimisation. Yet few studies have considered students’ perceptions of safety and the impact of these, on a British university campus. The purpose of this research was to close this gap.Design/methodology/approachFrom late 2019–2020, using an online university wide survey, data was gathered over a three-month period from 550 students studying at a university in the north of England on “city” campuses about their perceptions of safety and security on-campus.FindingsStudents, particularly women students, felt unsafe on the university campuses because of poor lighting, limited CCTV, security patrols and the presences of others. They felt unsafe in and around teaching buildings, moving around the campuses and in transport locations.Research limitations/implicationsThe response rate of the survey was 6%. Consequently, the findings are not representative of the wider student population on the campuses.Practical implicationsCampus Security should consider enhancing surveillance on the campuses.Social implicationsStudents, particularly women, limited the time they spent on-campus studying because they felt unsafe. Their choices about when and how to engage in their university education were therefore restricted.Originality/valueThis study addresses the gap in research on students’ perceptions of safety and the impact of these, on a British university campus. In doing so, it forefronts the responsibility of higher education institutions to enhance students’ safety, including their perceptions of safety, on-campus.

Public Relations Management of Universities in Yasni Institute of Islamic Religion Muara Bungo

Abstract
 
 
 
 
 This qualitative study aims to find out the duties, functions, and responsibilities of higher education institutions require interaction with the public as clients and partners, so that universities need to make internal improvements, among others through improved communication between the academic community to produce efficiency and effectiveness of higher education management. Public relation is an effort that consciously motivates people to be affected, especially through communication. It is necessary to formulate education management and marketing strategies for the community to maintain the image of the college, therefore it takes good planning, organizing, implementation, and control to achieve the desired goal.
 
 
 
 
 Keywords: Management, Public Relation, Image

SUCH FORMS AND METHODS OF MOTIVATION OF PRACTITIONERS IN THE SPHERE OF YOUR EDUCATION

It is important to create a modern management system capable of responding to dynamic changes in the outside world. This system should include taking into account the internal resources and needs of the institution. It is also important to develop educational and scientific processes in which employees can actively participate. This is vital, as the effectiveness of the functions of higher education institutions depends on it. The competitiveness of the higher educational institution of the company providing educational services is ensured by qualified innovative employees of the institution. This is due to the fact that most of the managerial responsibilities of higher education institutions involve the appointment of employees who meet the established requirements for their positions; assessment of their efficiency as employees; motivation and remuneration of employees. The motivation of employees to improve the quality of the work of teachers and scientists is one of the key components of the development of a higher educational institution. The purposeof the study is to study the functional features of management of the motivation of employees of higher education institutions. The results.The specificity of the activities of scientific and pedagogical workers is characterized by a creative, research, innovative nature, which has an educational and communicative focus. Therefore, taking into account the creative motives of behavior is important for the effective management of a higher educational institution. The innovative focus of work involves the use of the latest information technology tools, communication channels and educational platforms. Management of motivation for the development of professional competence of scientific and pedagogical workers is based on adherence to a person-oriented approach. The factor of remuneration as one of the material means of motivation is effective if it performs not only a reproductive, but also a stimulating function. Therefore, in order to encourage highly qualified employees to work for many years in an educational institution, it is necessary to provide them with a competitive salary. Material rewards for high achievements in work should exceed the amount of compensation for the costs of educational and scientific activities in order to stimulate employees to further realize their own scientific and teaching potential. An important component of the motivational system is the style of management, according to which the interests of employees are prioritized for the needs of the higher educational institution, therefore management is aimed at harmonizing personal and organizational interests. Having satisfied the need for optimal working conditions, the employee seeks to satisfy higher needs, in particular, the need for recognition. Therefore, the determining aspect of motivation management in a higher educational institution should be the proportional dependence of the motivational reward (material or non-material) on the efforts made by the employee to achieve performance results. In the modern management of a higher education institution, it is important to use motivation as one of the effective ways to ensure personnel potential. By carrying out systematic measures of internal and external management motivation, the higher educational institution not only attracts highly qualified employees, but also ensures their interest in effective work in the institution. Effective management of labor motivation requires a complex, flexible and open system of labor motivation management. This is due to the fact that a flexible and open system is needed to harmonize and optimize the needs of both the teaching and research staff and the higher education institution. It is also necessary to achieve mutually beneficial development goals. Effective management of motivation is based on the creation of a wide range of intangible and tangible motivational tools. This helps higher education institutions to compete with other educational services in domestic and international markets. The creation of a flexible and complex system requires the creation of additional types of activities.

ORGANISATIONAL APPROACHES TO THE FORMATION OF SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN THE MARKET OF EDUCATIONAL SERVICES

BACKGROUND AND OBJECTIVES. Social responsibility is a system of innovative working relationships that acts as an essential technology that enhances the effectiveness of a higher education institution with employees, partners, customers and the community, and ultimately contributes to its prosperity and civil society. Social responsibility should focus on enhancing the image of the higher education institution, recognising its successes in society by civil institutions and individual citizens. This will increase the social value of the higher education institution, its competitiveness, sustainability and efficiency, allowing society to use the resource voluntarily provided by the higher education institution to balance organisational and social interests.METHODS. The methods used to conduct the research were: interview, expert. The questions selected for this study were taken either from the literature or from individual interviews. The literature helped to identify important dimensions of the concept of social responsibility. The interviews helped to identify new points and possible dimensions to contextualise organisational approaches to shaping the social responsibility of higher education institutions.FINDINGS. Organizational approaches to the formation of social responsibility of higher education institutions in the market of educational services are proposed. Mechanisms to increase socio-commercial value of socially responsible higher education institutions are argued: creation of public institutions to identify, formulate public interests and present them to corporations; selection of social projects taking into account stakeholder expectations.CONCLUSION. In order to increase the efficiency of using the principles of social responsibility in HEIs, to improve their ratings, students' competitiveness in the labour market and their involvement in the task-setting and decision-making process, it is necessary to develop a programme of corporate social activity, which can become the basis for developing the HEIs' development strategy. The formation and adoption of such a strategy should be based on the interests of all stakeholders, based on the core values of the university to achieve the indicators at micro-, meso- and macrolevels.

ГНОСЕОЛОГІЧНА СУТНІСТЬ СТАНОВЛЕННЯ ТА ФОРМУВАННЯ СОЦІАЛЬНОЇ ВІДПОВІДАЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ СТРУКТУРНО-ІННОВАЦІЙНИХ ПЕРЕТВОРЕНЬ

The article provides insights into the nature and specifics of social responsibility of higher education institutions in the context of transformational economy. In particular, it is argued that in the frameworks of structural and innovative transformations, technogenic safety as a readiness to be socially responsible, contributes to implementing the idea of integration of philosophical, legal, sociological and pedagogical approaches to enhance the performance of modern higher education institutions. The most critical factors in building social responsibility are the focus on professional responsibility, autonomy of higher education institutions, as well as the compliance with the principle of freedom of choice and responsibility in providing dual education services and applied research. The hypothesis of the study is the statement that in the context of structural and innovative transformations, the gnoseological nature of social responsibility of higher education institutions is embodied in gradual building of a technogenic safety paradigm. The research objective is to explore the specifics of social responsibility of higher education institutions from the perspectives of structural and innovative transformations. To attain the study agenda, the following research methods have been employed: historical analysis – to track successive changes in social responsibility concepts in the area of higher education subject to evolutionary development of society; analysis and synthesis techniques – to reveal the content and structure of a social responsibility framework. The findings demonstrate that a technological background to facilitate successive change in the structure of social responsibility elements is the following chain relationship: goals – knowledge – methods – activities. In this chain, goals are considered as expected professional performance outcomes; knowledge, methods and activities – as the capacity (readiness) of higher education institutions to implement effective professional technologies to attain the best results along with meeting all stakeholders’ demands. The summary concludes that the gnoseological implications in building social responsibility in higher education institutions affect the content of goals and the qualitative variety of tools which rely upon worldview and cultural societal values, as well as moral principles and ethical standards of educational activities.

СОЦІАЛЬНА ВІДПОВІДАЛЬНІСТЬ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ЯК ЧИННИК РОЗВИТКУ В УМОВАХ СТРУКТУРНО-ІННОВАЦІЙНИХ ПЕРЕТВОРЕНЬ

A special research focus is put on the critical need to adapt performance of higher education institutions to the specifics of global-institutional transformations associated in the first place with modern economic development trends. The core of any higher education institution activities relies upon the readiness of society to develop this kind of activity. To gain strong public support, universities should perform certain social activities (community project funding, provide social protection for employees, caring for the environment, etc.), along with informing society about such activities, thus emphasizing their importance. The research hypothesis is represented by a statement that institutionalization of social responsibility of higher education institutions should be transformed into a process of formalization of socioeconomic relationships which are characterized by a gradual transition from informal links and chaotic (unorganized) interactions between universities to formalized relationship patterns with a clearly organized structure, hierarchy and a regulatory framework. The purpose of this study is to determine the role of social responsibility of higher education institutions as a powerful driver in boosting structural innovative transformations. To attain the objectives set, the following research methods have been employed: an evolutionary method, historical and systemic approach, analysis and synthesis, induction and deduction techniques – to render explicit concept definitions; an institutional approach – to enhance the hierarchical structure and content of the elements of social responsibility of higher educational institutions. The findings have revealed the nature of the institutional approach and the specifics of its application to explore social responsibility of higher education institutions. In addition, an improved hierarchy and the content of social responsibility structural elements have been suggested for higher education institutions. It is argued that the developed principles of the hierarchical structure of social responsibility of higher education institutions will contribute to shaping robust behavioural patterns within the innovative educational paradigm that meet the demands of all stakeholders in the higher education system.

Social responsibility of universities as a tool for community development (analysis of domestic scientific publications)

The article is devoted to the problems of formation and popularization of social responsibility, which is considered as one of the ways to improve the welfare of society. Social responsibility of universities is seen as an important tool for building partnerships and community development. The paper analyses the domestic scientific publications on the social responsibility of universities and their interaction with the community. The main substantive dimensions of existing research are identified, which include the relationship between social responsibility of universities and their competitiveness, as well as the impact of social responsibility of universities on the quality of higher education. The need to strengthen the applied aspect in the study of social responsibility is emphasized. There is a lack of research aimed directly and comprehensively at the problem of interaction between universities and local communities. The relevance of the study of social responsibility of universities is due to trends in society as a whole (sustainable development) and the process of reforming higher education (competitiveness of institutions, expanding university autonomy and financial autonomy, in particular, strengthening the social mission of higher education). Domestic experts in the study of social responsibility of universities are more focused on theoretical aspects. The applied aspect of research on the implementation of social responsibility of higher education institutions in Ukraine needs to be strengthened. The main content vectors of the study of social responsibility of universities by domestic scientists include: the relationship between social responsibility of universities and their competitiveness; the impact of social responsibility of universities on improving the quality of higher education.

Cultivating research skills through scholarly digital storytelling

ABSTRACT A fundamental responsibility of higher education institutions, across disciplines, is to develop student research skills. The exponential growth of digital scholarship, however, challenges traditional definitions of research. There is a need for deeper understanding of the ways in which students can develop and implement academic research skills and digital research skills simultaneously. This qualitative study explored graduate student engagement in scholarly digital storytelling, a technology-enhanced assessment, across multiple disciplines at a research university in the United States. Findings suggest that students developed the essential research skills of autonomy and flexible thinking along with multimodal research skills throughout the semester-long process of creating scholarly digital stories. Implications for utilizing technology-enhanced assessments, such as scholarly digital storytelling, in higher education are discussed.