Role Of Universities In Society Research Articles

Contribution of Islamic University to Development of Mosque-Based Non-Formal Islamic Education in Lombok Indonesia

Although much research has been conducted in the context of the role of universities in society, research on the contribution of Islamic higher education in developing mosque-based non-formal education still needs to be explored. This study aims to identify the role of Islamic universities in supporting and strengthening the management of the Taman Pendidikan Al-Qur'an (TPQ) and mosque-based Majelis Taklim. This research uses a qualitative method with a phenomenological approach. Data were collected through interviews with university leaders, lecturers, mosque administrators, and students. Observations and documentation were taken from 5 campuses and 10 mosques in Mataram, Central Lombok, West Lombok, and East Lombok. Data analysis was carried out by organizing, interpreting, and narratively presenting data, then concluding. The study found that Islamic universities have contributed to preparing cadres of Islamic education, strengthening public awareness, conducting management capacity building, and providing religious speakers and campus ambassadors to strengthen TPQ and based-mosque Majelis Taklim. This study introduces a novel model in which Islamic universities and mosques collaborate to combine academic knowledge with community service within the framework of social capital theory. The success of this approach lies in creating a sustainable educational model and driving community transformation through a synergy grounded in Islamic values, transparent management, and the continuous development of human resources. This collaboration enhances religious education's relevance and fosters meaningful societal impact, making it a robust framework for educational and community advancement.

The civic position of universities: inclusive leadership as a driver of cohesive society

Introduction. The practical aspects of providing the civic position of universities are analyzed. The concepts of inclusive leadership as a driver of cohesive society are delighted. The main paradigms of the organization of the psychological-pedagogical process according to raised issue were analyzed, which made it possible to identify the principle positions of it in the fied of inclusion education. The work emphasizes the importance and necessity of studying and implementing the progressive world experience in the field of inclusion. Purpose and methods. The goal consists in the theoretical and methodological analysis, development and implementation of the program for the formation of the civic position of university, taking into account an inclusive approach to decision-making. For achievement the aim with tasks, the set of complementary methods was applied: theoretical methods: (analysis, synthesis, comparison, generalization) were used to find out the state of the problem; empirical (direct and indirect observation, standardized questionnaire survey, semi-standardized individual interviews), psychodiagnostic methods and research techniques; statistical analysis. Results and conclusions. Current issues of the role of universities in society, strategies for forming their strategies for implementing an inclusive approach to decision-making, promoting students’ career development, internationalization of education, etc. are identified. Prospects for the formation of civic position of universities according to inclusive leadership as a driver of cohesive societyare also determined.

ВЫСШИЕ УЧЕБНЫЕ ЗАВЕДЕНИЯ КАК ЯДРО ИННОВАЦИОННОГО РАЗВИТИЯ РЕГИОНАЛЬНОЙ И НАЦИОНАЛЬНОЙ ЭКОНОМИКИ В ЦЕЛОМ

The relevance of the work is due to the lack of a systematic approach to the formation of regional innovation policy and the lack of a unified approach to determining the core of innovative development of regions. Today, universities are becoming the central link in the development of the scientific and educational sphere, innovation and social. The interaction between universities and business is carried out not only within the framework of joint educational programs, but also within the framework of scientific, innovative and socio–cultural projects – this is a new trend of modern higher education within our country and at the global level. Today, knowledge transfer is simplified through the Internet and social networks, and innovative awareness of both business and society is increasing. The implementation of joint projects between universities and partner organizations in the educational, scientific, innovative and social spheres increases the role of universities in society and defines the university as a subject of socio-economic and innovative development of the region’s economy, which contributes to the technological sovereignty of the country. The aim of the work is to form a unified conceptual approach to determining the core of innovative development of the regional and national economy as a whole. The object of the study is the activity of universities in the formation of the innovative potential of regions in the context of «smart specialization». The study applied theoretical methods of systematization, generalization and synthesis of existing models for analyzing regional development, considered the development of the innovation model of the triple spiral into the fifth, proposed to combine the models of the quadruple-fifth spiral of innovation with the model of the core of economic development, and as the core of development consider the supporting innovative regional universities participating in the state program «Priority 2030» and other national projects aimed at economic development, achieving scientific, educational and technological leadership in Russia. The novelty of the approach lies in the synthesis of these two models and the result of the research is the formation of a conceptually new approach to determining the core of innovative development of regions and the country as a whole. The directions of further research include the development of theoretical positions and mathematical evaluation of the university’s activities as the core of innovative development of regions and the country as a whole.

Formation of civic stance in the aspect of inclusive decision-making

Issue of forming a civic stance of universities in the context of an inclusive approach to decision-making within the framework of global and national societal values is raised. The paper emphasizes the importance and necessity of studying and implementing progressive global experience in the field of inclusion. The ways of introducing into Ukrainian society the latest paradigm of inclusive social and educational environment of universities as a basis for social protection, social cohesion, and responsibility of citizens of our state in the conditions of modern integration challenges are analyzed as a means of forming civic stance and strengthening the social cohesion of the public. The current issues of the role of universities in society, strategies for shaping their strategies for implementing an inclusive approach to decision-making, promoting career development of students (including those with special educational needs), internationalization of education, etc., are outlined. An analytical overview of trends in the development of higher education institutions as factors of integration into the global scientific and educational space is provided. The urgent state of formation of an inclusive, innovative, socially cohesive society is highlighted, and concepts of reform, bases of a perspective vision of the development of Ukrainian higher education are characterized. Key parameters for ensuring the ability of specialists to compete in society are identified. The prospects for forming the civic stance of universities through an inclusive approach to decision-making for the professional training of specialists in the conditions of an inclusive society are also identified

THEORETICAL BASIS OF RELATIONSHIP MARKETING OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS

The main purpose of the article is to provide a thorough theoretical consideration of the concept of relationship marketing management of higher education institutions in modern conditions. The authors aim to define the theoretical foundations of this concept by analysing different approaches to its definition by different scholars, and to highlight the prerequisites for the formation of the concept of relationship marketing management in higher education institutions. In the article the authors consider in detail the nature and theoretical foundations of relationship marketing in Ukrainian universities. The paper highlights the prerequisites for the formation of the concept of relationship marketing management in Ukrainian higher education institutions. Particular attention is paid to the context of relationship marketing management in the context of the crisis in Ukraine due to the COVID-19 pandemic and the military conflict. The publication explores how these challenges affect the implementation of the relationship marketing management concept and considers key management strategies in this context. The article pays special attention to the study of the impact of digital transformations on the management of relationship marketing in Ukrainian universities. The authors analyse how the introduction of digital technologies creates new opportunities and challenges for relationship marketing management in higher education, especially in times of crisis. Based on this analysis, the authors propose an improved definition of the term "relationship marketing management of a higher education institution". They see it as a continuous process aimed at creating and sustaining value for all participants in this interaction. This improved definition takes into account the strategic orientation of relationship marketing management, which recognises the important role of universities in society. Furthermore, the article discusses the key actions required for the successful implementation of relationship marketing management in universities. The research proposes a classification of participants in the interaction of universities in the process of managing relationship marketing, distinguishing the categories of responsible actors, business partners, observers and regulators. This classification helps structure the university's interaction with various stakeholders and define their role in the context of relationship marketing management.

HIGHER EDUCATION DISCOURSE: CHANGES IN THE USE OF VERBAL AND VISUAL DEVICES IN CROATIAN UNIVERSITY SELF-PRESENTATION

In this paper, we wanted to establish whether the higher education discourse in Croatia has shifted from the practice of self-presenting and foregrounding the quality of universities and positioning them within society, to new discursive practices with language devices used in marketing or advertising industries targeted at prospective students, with a view of persuading them to buy a certain service. As stated in Osman, the role of a university used to be educating and forming knowledgeable people and thinkers who would help change the world. However, this role started to change towards the end of the 20th century, especially in Western countries, as their governments gradually reduced financing for public universities, which forced these institutions to find other sources of income. Therefore, a different approach toward prospective students was required. This research and its results have demonstrated that, over the years, the University of Split has changed not only the mode of presenting information but also the mode of self-promotion in order to shape its public role and to attract students and, in so doing, increase its financial means. Its academic merits, its roles in setting scientific or artistic standards, or in providing a critique of social, economic or political processes were disregarded or ignored, in favour of a new identity as a service provider packaging education with new life experiences. At both levels, the verbal and the visual, the University was no longer represented as an academic institution which controlled processes and people. The results also showed that it had turned to a more pronounced use of a promotional discourse and the discursive practice of marketing, while simultaneously reducing the informativeness of its prospectuses. However, we cannot say that the University in question was engaged in serious marketization, especially when we compare our study with the results obtained by other researchers, who have elaborated on various significant promotional discursive practices at the universities they studied, some of which even function as enterprises. However, the trend is noticeable. Fairclough’s claim that discourse and society are inextricably intertwined is here confirmed, as social change has been reflected in the semiotic representations of academic institutions. These discourse shifts, which are interdiscursive examples of promotional activities, could impact on the professional role of universities in society and mark the beginning of a more extensive higher education marketization and consequently, of the use of market-oriented discursive practices.

Does entrepreneurship belong in the academy? Revisiting the idea of the university

ABSTRACT Academic entrepreneurship is a contentious university activity, but there is little engagement in the relevant literature with the idea of the university itself. References and assumptions about the role of universities in society are barely made explicit even though the centuries-old development of the idea of the university carries great insights. In this paper, we consider some of the deep tensions between instrumentalist and idealist views about the role of universities and argue that there is space for academic entrepreneurship, not merely as an add-on, but as an integral part of university activity. By formulating a research-oriented vision of academic entrepreneurship, we hope to guard the university from the dominance of other interests and goals and thus argue that an attractive form of academic entrepreneurship is possible.

ПРОМОЦІЯ ТА МАРКЕТИНГ СТРАТЕГІЇ МОДЕРНІЗАЦІЇ ВИЩОЇ ШКОЛИ

The question of the European choice has been raised: the values of education in the global and national dimensions. Emphasis is placed on the importance and necessity of studying and implementing the best practices of foreign countries in the context of higher education. Current issues of the role of universities in society, strategies and trends of their modernization, namely the promotion and marketing of the university, the implementation of career guidance, career promoution of students, internationalization of education. The attention is focused on the importance and necessity of studying and providing the best practices of foreign countries in the context of higher education. Undoubtedly, internationalization stimulates the development of higher education in the perspective of integration into the European scientific and educational space. A significant contribution to the positive changes is made by the general tendency of professional training of specialists with the appropriate level of development of professional skills and abilities and the corresponding foreign language communicative competence. The specialist must also be part of the digital age, which will enable global competitiveness. The ways and prospects of modernization of professional training in the conditions of inclusion are clarified. So, the present state of the formation of components of professional training in the field of special education according to the functional components system of the specified process is identified. The theoretical and practical essence of the latest trends of professional training in higher educational institutions in the conditions of inclusion is revealed. So, an analytical review of trends in the development of higher education in the perspective of integration into the European scientific and educational space is conducted. The current state of formation of an inclusive, innovative, socially cohesive society is highlighted. The concepts of reforming, bases of a perspective vision of development of education are characterized. The key parameters for ensuring the competitiveness of specialist are determined: a high overall level of development of the national education system; assimilation of new and advanced experience acquired in the process of cooperation with foreign countries; ensuring the quality of services in the internal and external markets of educational services; availability of quality educational and research infrastructure; development of strategic partnership; development of mobility. So, the ways and prospects of modernization of professional training in the conditions of inclusion society are clarified.

СТРАТЕГІЯ РОЗВИТКУ ЯК КЛЮЧОВИЙ ФАКТОР ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ДІЯЛЬНОСТІ УНІВЕРСИТЕТУ

The article seeks to search for new pathways to increase the performance efficiency of higher education institutions. In particular, it is argued that the key point in shaping a new role of universities in society, which assumes building a development strategy, is the idea of a "technological mode". The social innovation process paradigm is being realized through technological change accompanied by the emergence of products with new functional properties to meet new demands. The role of higher education institutions within a certain technological mode is not limited to traditional issues of workforce training for the economy, it should be also focused towards developing organizational and economic innovations to reduce the implementation cycle and building an innovation-driven management system in an organization. Modern universities not only maintain but also expand their role in the transition to the sixth technological mode of the economy, as they are viewed as the few institutional societal structures that are capable to build relevant competencies for a successive technological mode in the process of their educational, research and innovative activities. The paradigm to enhance the research potential of universities should rely upon a fundamentally new development strategy for higher education institutions which can ensure their active participation in the new technological mode on a regular, sustainable basis and thus realize the new role of universities in society. Insights into development strategies of domestic universities have revealed that on the whole they are quite typical consisting of following sections: general provisions, mission, strategic goal and objectives of university development, program activities and stages of their implementation, financial support for the program; expected outcomes and program implementation risks. The research findings on higher education practices in Ukraine demonstrate that they are based on competitive strategies which are viewed as a set of actions to meet the overall goals of HEIs with due regard to education and labour market demands. It is argued that a robust development strategy and its consistent implementation might become a driving factor to boost the efficiency of higher education institutions.

СТРАТЕГІЯ РОЗВИТКУ ЯК КЛЮЧОВИЙ ФАКТОР ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ДІЯЛЬНОСТІ УНІВЕРСИТЕТУ

The article seeks to search for new pathways to increase the performance efficiency of higher education institutions. In particular, it is argued that the key point in shaping a new role of universities in society, which assumes building a development strategy, is the idea of a "technological mode". The social innovation process paradigm is being realized through technological change accompanied by the emergence of products with new functional properties to meet new demands. The role of higher education institutions within a certain technological mode is not limited to traditional issues of workforce training for the economy, it should be also focused towards developing organizational and economic innovations to reduce the implementation cycle and building an innovation-driven management system in an organization. Modern universities not only maintain but also expand their role in the transition to the sixth technological mode of the economy, as they are viewed as the few institutional societal structures that are capable to build relevant competencies for a successive technological mode in the process of their educational, research and innovative activities. The paradigm to enhance the research potential of universities should rely upon a fundamentally new development strategy for higher education institutions which can ensure their active participation in the new technological mode on a regular, sustainable basis and thus realize the new role of universities in society. Insights into development strategies of domestic universities have revealed that on the whole they are quite typical consisting of following sections: general provisions, mission, strategic goal and objectives of university development, program activities and stages of their implementation, financial support for the program; expected outcomes and program implementation risks. The research findings on higher education practices in Ukraine demonstrate that they are based on competitive strategies which are viewed as a set of actions to meet the overall goals of HEIs with due regard to education and labour market demands. It is argued that a robust development strategy and its consistent implementation might become a driving factor to boost the efficiency of higher education institutions.

Student volunteering in historical perspective: debates and tensions in Israeli higher education

ABSTRACT This study explores the historical construction of student volunteering in higher education (HE) and the implications of this process for present-day organisational structures and common understandings. This critical-historical analysis, which focuses on the Israeli HE field, draws from archival data spanning the 1970s–2000s, from two leading Israeli universities. The findings reveal three major debates surrounding the historical development and shaping of student volunteering in Israeli HE: over the purpose and nature of volunteering activities; over making volunteering a mandatory requirement; and over awarding academic credits for volunteering. I show how these debates embody critical tensions about the meanings of ‘volunteering’ itself, as well as about universities’ mission, unequal power relations within universities, academic autonomy, students’ freedom of choice, and the role of universities in society. Furthermore, I show that, while critical literature on student volunteering highlights the tensions embedded in the current neo-liberal climate of HE, contemporary framing and structures of volunteering – such as the logic of individualisation, the organisational structure of monitoring and control, and demands for benefits for those who volunteer – are based on and shaped by debates that took place decades in the past.

Dutch experiences in new partnerships between science and practice in health promotion: toward a fourth-generation university.

For a long time already, attempts have been made to bridge the gap between research and practice. In this respect, society demands that universities should have a bigger social impact. University and society/societal organizations should work together (co-create) during the entire research process, from the articulation of the research question until the implementation of the results. There is controversy about the question whether it is possible for universities to work together with practice and at the same time to retain the academic quality standards. First, this article deals with the question what characteristics are important for universities in order to be able to work together with practice. In this respect, the Dutch scientist Steinbuch came up with a tantalizing idea arguing that universities may take a next step and develop into 'fourth generation universities'. Second, it is described how a process of co-creation between university and the health promotion practice has been developed, bottom up, at Tranzo, Scientific Center for Care and Wellbeing, Tilburg University, the Netherlands. The ideas developed by Steinbuch and the results of the bottom up processes in Tilburg are combined. Consequences of the Tilburg experiences for the characteristics of a fourth-generation university are discussed as well as consequences for the role of universities in society.

Analiza przyczyn konfliktów na uczelniach wyższych i alternatywne sposoby ich rozwiązywania. Część I. Mediacja w sporach akademickich

<p>This article consists of two parts. The first part analyzes the causes of an increasing number of disputes at universities, resulting both from external factors related to the crises of the 21<sup>st</sup> century and from internal factors, i.e. the nature of universities, the increasing complexity of problems arising at universities and the changing role of universities in society. One of the reasons for the increased number of conflicts is the treatment of universities as service providers, which is a result of a change in understanding the role of universities. Students understand their role as consumers and this change alone causes an increased number of formal proceedings against universities. In response to this trend, universities in many countries are introducing or considering alternative dispute resolution (ADR) methods, which are less expensive and faster alternatives to litigation or disciplinary proceedings, and include an important element of universities’ mission of educating students in a spirit of respect and tolerance for the other party, and also choose methods in which the parties have the opportunity to influence the resolution of the dispute. The article analyzes mediation which is the most frequently used method of ADR in different countries in academic disputes. Although mediation, according to the analysis carried out in the article, perfectly fits into the idea of an autonomous and independent university, it is thus far widely used only in some countries. The analysis of the application of mediation in certain countries may be an important reflection on the more widespread introduction of this method at universities in other countries partiuculary because mediation is not confined to one legal system. In the second part of the study, the author analyzes the use of court proceedings in resolving academic disputes, the institution of an academic ombudsman, as well as mixed and adjudicatory methods of solving conflicts in higher education.</p>

Um antropólogo entre dedicação científica e compromisso social

Baseando-me principalmente na minha experiência pessoal, são três dúvidas que queria explorar nesse artigo, encontradas no meu longo percurso de pesquisador, estreitamente ligadas ao tema geral dessa edição: o papel da universidade na sociedade. A primeira questão diz respeito à noção de dedicação ou de compromisso, encarada seja como cientista, seja como cidadão. Conflitos aparecem entre as exigências intelectuais dessas duas posturas. A segunda questão, que pode ser vista como outra face da prévia, questiona a independência do pesquisador, enquanto produtor de conhecimento, quando toma em conta as demandas que se originam na sociedade. Como preservar a imprescindível liberdade de pensamento que constitui a chave de sua criatividade? Enfim, a última dúvida remete ao destino e ao percurso do saber científico na sociedade. Percurso que conduz inevitável-mente as ideias e os achados científicos a viverem uma vida própria, fora do controle dos cientistas.

Using industry professionals in undergraduate teaching: Effects on student learning

Universities are increasingly emphasising and utilising close ties with industry and industry professionals to keep up with the changing role of universities in society, from centres of learning to centres training graduates to be job-ready. This study investigates the effect of the utilisation of guest lecturers, specifically practicing industry professionals, and the related impact of limited small group discussion and continuity between lectures on undergraduate student learning. Two hundred and seventeen students were surveyed, 38 prior to and 179 after the addition of five full-cohort tutorials to the unit curriculum. These tutorials were added to assess the impact of tutorials on students’ perceptions of the unit for future implementation of small group tutorials. The survey investigated student perceptions of the benefits of a lecture/tutorial style unit and those of a seminar series style unit. It was found that students recognise the importance of both industry professionals as lecturers and small group discussion in tutorials, which are not always compatible. As a result, recommendations for a compromise between the two unit formats are given, in order to take advantage of the benefits of both styles of teaching for student learning. This study has implications for any subject with close ties to industry, where a seminar series from a diverse range of professionals may be seen as a more desirable way to introduce undergraduate students to the subject area.

Enhancing the Industrial PhD Programme as a Policy Tool for University—Industry Cooperation

The changing role of universities in society includes the increasing expectation that academic institutions should engage in collaboration with companies. Industrial PhD programmes are educational tools for building bridges between the academic sector and industry. In these programmes, the PhD student studies and carries out research while being employed in a knowledge-based company or R&D agency. Having reviewed current practice in Estonia and elsewhere, suggestions are offered for improving the use of industrial PhD programmes as a cooperation policy tool. It is argued that these enhancements could help to facilitate university–industry cooperation and therefore could foster the transition to a knowledge-based service society and improve productivity.

Community-university engagement: the Philippi CityLab in Cape Town and the challenge of collaboration across boundaries

Debates about the role of the university in society have been going on for many decades. There have been several calls for a more “engaged” form of scholarship which applies itself consciously to the pursuit of applied knowledge which can contribute towards solving some of the most pressing societal challenges. Closer collaboration between universities and community groups has been identified as a central component of this form of scholarship. This paper interrogates the literature on the role of universities in society, with a specific focus on university-community partnerships, and discusses the experience of the Philippi CityLab in Cape Town, South Africa to shed some light on the complexities, challenges and rewards of university-community interactions. The case of the Philippi CityLab confirms many of the pre-requisites for “successful” collaboration between universities and communities as identified in the literature. The paper argues that the ideal of a more engaged scholarship is certainly worth pursuing and that there is no doubt that South African universities do have a role to play in terms of working with communities to find workable solutions to the myriad of development challenges which they face. However, the experience of the Philippi CityLab also shows that stakeholders should not be naive about the time, effort and investment which these kinds of engagements require and the difficulty of establishing, maintaining and sustaining genuine, mutually beneficial university-community collaborations. Furthermore, a truly engaged scholarship requires a significant transformation of the institutional context within universities in order to not only facilitate and support, but also reward research which seek closer collaboration between universities and communities.

Faculties of education and institutional strategies for knowledge mobilization: an exploratory study

The goal to enhance the impacts of academic research in the ‘real world’ resonates with progressive visions of the role of universities in society, and finds support among policy makers who have sought to enhance the ‘transfer’, ‘translation’, ‘uptake’, or ‘valorization’ of research knowledge in several areas of public services. This paper reports on an exploratory study of the strategies used by selected Canadian and international faculties of education to mobilize research knowledge. Drawing on data from semi-structured interviews with senior administrators of 13 faculties of education, the analysis reveals several themes. Academic leaders recognize knowledge mobilization as a desirable institutional mission, but they identify a number of barriers to greater efforts in this area. Although a number of strategies are employed, changes across multiple organizational dimensions to encourage and support knowledge mobilization were reported at only two institutions. These results are relevant to faculty administrators, scholars, and policy-makers interested in understanding the role of academic institutions in the mobilization of research knowledge to the broader education community.

Universities in the Knowledge Economy: A Comparative Analysis of Nested Institutions

Knowledge generation can catalyze local, regional, and national economic development. In the globalizing economy, governments are increasingly treating universities as strategic resources, and changing their policies towards them accordingly. In this article, universities are portrayed as organizations nested within broader institutional structures. A comparative analysis of nested institutions is presented. Changes in the ideas and actions of stakeholders concerning the role of universities are compared across five countries – the United States, the United Kingdom, New Zealand, Canada, and Australia. The focus is placed on universities operating in an economically dynamic sub-region in each country. Attention is given to how different levels of government promote or inhibit innovative actions by universities and the organizations they partner with to commercialize research. Efforts to create regional knowledge economies effectively linked to the global marketplace are shown to have generated a range of tensions and dilemmas. Themes highlighted in this study are expected to emerge in discussions everywhere concerning the evolving role of universities in society.

Academic entrepreneurship in Hungary: Can the Bayh-Dole model of university technology transfer work in an Eastern European context?

My purpose is to identify, examine, and synthesize the main factors that determine the ability of Hungarian higher education institutions to adopt the Bayh-Dole model of university technology transfer. I begin by discussing a set of fundamental questions, such as the various interpretations of the recent changes in the posture of institutions, the criticism of the novel approach to the role of universities in society, and the main causes behind the increasing entrepreneurial activity of institutions. I scrutinize the determinants of university entrepreneurship at three interrelated levels: national (governance model of universities), organizational (university culture), and personal (individual scientist). I conclude that, in Hungary, none of the three components of the proposed framework facilitates the entrepreneurial transformation of institutions in line with the Bayh-Dole model.