Social Responsibility In Higher Education Research Articles

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.

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>

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

Cultural Perspectives on Social Responsibility in Higher Education

<p>The writers of the UNESCO document, <em>Rethinking education: Towards a global common good? </em>challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice. </p>

Terceirização do trabalho docente à luz da responsabilidade social da educação superior

O artigo apresenta a discussão da compreensão da terceirização do trabalho docente no ensino superior privado, realizado por meio de cooperativas de mão de obra, à luz da responsabilidade social da educação superior. Conceitualiza a responsabilidade social, privilegiando duas abordagens: a normativa, de ordem legal, e a ética, direcionada ao desenvolvimento humano. Examina a coerência ética que deve existir na gestão universitária no equacionamento das exigências de maximização de recursos visando a ganhos de competitividade, com os princípios e valores que deveriam nortear os empreendimentos educacionais dentro de um cenário marcado pelas exigências e demandas do Estado e da sociedade por uma maior responsabilidade social da educação superior, principalmente do setor privado.

The Relationship Between Branding and Organisational Change

Increased national and international competition within higher education has triggered an interest in branding within the sector. Higher education institutions are, as a consequence, currently re-examining their profile and image. This article addresses the problems higher education institutions face in this process, and points to the benefits and dangers of branding as a strategy for survival in the higher education market. The aim of the article is to investigate the potential relationship between branding and organisational change. Drawing on recent insight into organisational theory, we discuss how branding, a process of linking organisational identity and the external image of a given organisation, can enhance institutional development and stimulate organisational change. We conclude that while a branding process with these characteristics is necessarily incremental and on-going, it can also maintain the social responsibility of higher education even in a period when the sector is becoming an industry.

Social Responsibility in Higher Education

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMargaret Mary Fitzpatrick (S.C.)Margaret Mary Fitzpatrick (S.C.), Ph.D, Director—Higher Education Opportunity Program, St. John’s University, Jamaica, NY 11439