Organizational and Methodological Guidelines for Training Education Managers to Implement the Strategy of Corporate Social Responsibility

Вila, Olena; Gontareva, Iryna; Babenko, Vitalina; Kovalenko, Olena; Gliebova, Nataliia

doi:10.46300/9106.2020.14.87

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…It should be noted here that they are quite closely related to the understanding of the third mission of universities as service to society, which can be manifested, including in the context of generating, using, and disseminating knowledge (Secundo et al, 2017), as well as to ensure peace and security (Petrushenko et al, 2023). In some studies, emphasis is placed on implementing corporate social responsibility practices in the activities of higher education institutions (Bila et al, 2020), which is also a sign of innovative changes.…”

Section: Literature Reviewmentioning

confidence: 96%

Knowledge creation, knowledge impact and knowledge diffusion: how do they connect with higher education?

Dobrovolska,

Sonntag,

Buschendorf

et al. 2023

Knowledge and Performance Management

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Knowledge-based economy causes changes in the higher education system: university graduates must have the ability to constantly learn and improve their skills, generate and disseminate new knowledge, form and multiply the knowledge capital of business. This paper aims to investigate a pairwise interconnection between higher education indicators and sets of parameters characterizing knowledge creation, impact, and diffusion. The following higher education indicators are used: expenditure on education, tertiary enrollment, graduates in science and engineering, tertiary inbound mobility, researcher, gross expenditure on R&amp;D, top 3 global corporate R&amp;D investors, top 3QS university ranking. Knowledge creation indicators are patents by origin, PCT patents by origin, utility models by origin, scientific and technical articles, citable documents, H-index. Knowledge impact is characterized through labor productivity growth, new businesses, software spending, ISO 9001 quality certificates, high-tech manufacturing. Knowledge diffusion parameters include intellectual property receipts, production and export complexity, high-tech exports, ICT services exports. The information base of the study is the data of the Global Innovation Index Report from the World Intellectual Property Organization for 40 European countries (selected depending on the availability of statistics) for 2022, research method – Canonical Correlation Analysis. The strongest positive correlation was found between higher education indicators and knowledge creation parameters. The second position takes connection between higher education indicators and knowledge diffusion parameters, the third – between higher education indicators and knowledge impact indicators. Among the higher education indicators, the most significant were gross expenditure on R&amp;D, top 3 global corporate R&amp;D investors, top 3 QS university ranking.

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Section: Literature Reviewmentioning

confidence: 96%

Knowledge creation, knowledge impact and knowledge diffusion: how do they connect with higher education?

Dobrovolska,

Sonntag,

Buschendorf

et al. 2023

Knowledge and Performance Management

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show abstract

“…Following the research on the results of the first year of the experiment of dual studies introduction in Ukraine conducted by the Friedrich Ebert Foundation Office in Ukraine and Scientific-methodological center of pre-tertiary and tertiary education under the auspices of the Ministry of Education [10][11][12], the authors of this article have conducted a survey among Ukrainian dual education stakeholdershigher educational establishments, companies and students -regarding attitudes to and perspectives of such innovation. The study has been done in three stages: 1.…”

Section: Data and Research Metodologymentioning

confidence: 99%

Challenges of the Dual Studies Management: The Case of Ukraine

Babenko

Shylovtseva

Laptieva

et al. 2020

VSDU

Self Cite

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The shift to the knowledge-based economy and fast technological development put pressure on higher educational institutions with regard to the modernization of curricula, providing possibilities to overcome the skill gap and finding new tools for ensuring the quality of education services that correspond with the labor market needs. The purpose of the paper is to present the analysis of challenges and results of a currently piloted tool – dual studies – based on best German applied education practices. Authors investigate formal and informal obstacles for the introduction of this innovation in the national context, as well as solutions and potential benefits. The latter are social (decreasing the graduates’ unemployment level), economic (providing the labor market with well-educated labor force equipped with relevant qualifications) and individual (image improvement of companies, advancement of higher educational institution competitiveness and financial support of students, as well as smoothening the shift to the world of work) both short- and long-term. However, despite clear positive socio-economic effects, the dynamics of dual studies introduction as an innovation by stakeholders is far from optimistic due to the unfinished process of the formation of approaches to the dual studies management, which undermines the development of cooperation networks of the three key stakeholders – a higher educational establishment, a company and a student. There is also a current need in updating teaching methodologies, development of new relevant educational programs, curricula, modernization of the content of pre-tertiary and tertiary professional education based on an integrated approach and dual education principles. With regard to the above-listed tasks to be solved and despite a number of structural obstacles, the dual form of education is being implemented in Ukraine, which adds up to building social partnerships between educational institutions, students and employers.

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“…Human capital, effective personnel management, attraction, and stimulation of employees in the field of business to invest in their scientific potential and R&D investment is of no less importance (Bila et al, 2020;Ievdokymov et al, 2020;Oliinyk, 2020;Gad & Yousif, 2021;Melnyk, 2021;Girdauskiene, 2022;Khushk, 2022, Ngcobo & Mhlanga, 2022Profiroiu et al, 2022;Rózsa et al, 2022;Skakane-Masango, 2023). Behavioural aspects of business -education collaboration in R&D investment impacts on its level too (Domokos & Baracskai, 2021;Isik, 2022;Saher et al, 2022;Oloveze et al, 2022;Paramasivan & Ravichandiran, 2022;Muchak & Magaiza, 2022).…”

Section: Introductionmentioning

confidence: 99%

Business – education collaboration in R&D investment: Analysis of development gaps and critical points using MAR-splines

Samoilikova¹,

Korpysa

Vasilyeva

et al. 2023

Journal of International Studies

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The purpose of the article is to determine development gaps and critical points in the system of business – education collaboration in R&D investment using MAR-splines. The study attempts to confirm hypotheses about the impact of business – education collaboration in R&D investment on the sustainable development, and, in turn, the influence of chosen factors on the level of cooperation of business and education in R&D investment taking into account development gaps and critical points. These factors include the values of gross domestic expenditure on R&D spent by the business enterprise sector and by the higher education sector, and the level of the informal economy. The study is based on the sample of the 10 countries leading the ranking of Sustainable Development Index for 2011-2018 (time limits are set due to the availability of all studied indicators in the statistical databases of the World Bank, UNDESA, OECD and WIPO). Critical points and knots are determined using MAR-splines and two-way median-spline plots in STATA software. It has been proven that the business – education collaboration in R&D investment contributes to increasing the level of sustainable development if the value of this indicator is in the range of critical points from 62.04 to 68.96 (1% growth increases the estimate of sustainable development by 0.7%). In turn, development gaps and critical points have also been found for factors influencing the level of business-education R&D collaboration.

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Organizational and Methodological Guidelines for Training Education Managers to Implement the Strategy of Corporate Social Responsibility

Cited by 5 publications

References 10 publications

Knowledge creation, knowledge impact and knowledge diffusion: how do they connect with higher education?

Knowledge creation, knowledge impact and knowledge diffusion: how do they connect with higher education?

Challenges of the Dual Studies Management: The Case of Ukraine

Business – education collaboration in R&D investment: Analysis of development gaps and critical points using MAR-splines

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