Responsible Universities in Context

Geschwind, Lars; Kekäle, Jouni; Pinheiro, Rómulo; Sørensen, Mads Peter

doi:10.1007/978-3-030-25646-3_1

Cited by 18 publications

(4 citation statements)

References 61 publications

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“…As engineering education changed and broadened over time, and this process is ongoing, the responsibility of contemporary TUs is far from clear. Current societal challenges demand a broader role of TUs, which sees them as key contributors to the development and resilience of societies (Geschwind et al, 2019). This role is highlighted in new initiatives, such as the University Social Responsibility Network (Shek et al, 2017).…”

Section: Articulating the Responsibility Of Technological Universitiesmentioning

confidence: 99%

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Martin,

Bombaerts,

Horst

et al. 2023

Sci Eng Ethics

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Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engineering education. The second aim is to articulate the responsibility of contemporary technological universities given their different orientations and characteristics. For this, we first provide a non-systematic literature review of the key pedagogical orientations of technological universities, grounded in the history of engineering education. The five major orientations of technological universities presented in the paper are technical, economic, social, political, and ecological. We then use this historical survey to articulate the responsibilities of contemporary technological universities reflecting the different orientations. Technological universities can promote and foster the development of scientific, professional, civic, legal, or intra- and inter- generational responsibility. We argue that responsibility is not specific to any particular orientation, such that the concept is broadened to complement each orientation or mix of orientations of a technological university. Our contribution thus serves as a call for technological universities to self-reflect on their mission and identity, by offering a lens for identifying the orientations they currently foster and making explicit the responsibility arising from their current orientation or the ones they strive to cultivate.

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Section: Articulating the Responsibility Of Technological Universitiesmentioning

confidence: 99%

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Martin,

Bombaerts,

Horst

et al. 2023

Sci Eng Ethics

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“…Either way, higher education's neoliberal and globalised arrangements are evident in its corporate managerial practices and structures (Le Heron & Lewis, 2007); in its focus on immediately inserting into the labour market graduates who conform with the system, instead of aiming at transforming it; and in constituting knowledge as a marketable commodity through partnerships with industry or in response to demands of the neoliberal or developmentalist state (Castells, 2017; Geschwind et al, 2019; McCreary et al, 2013). This process also ill‐defines as relevant only knowledge produced for a capitalist society and “the global biopolitics in the knowledge society” (Castro‐Gómez, 2007, p. 85, own translation).…”

Section: Global Cognitive Justice Through Knowledge Decolonisationmentioning

confidence: 99%

Transdisciplinarity and epistemic communities: Knowledge decolonisation through university extension programmes

Rodríguez

2021

Geographical Research

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In Latin America, a legacy of colonisation is the pervasiveness of a Eurocentric approach to knowledge. This geopolitics of knowledge entails the prioritisation of “rational” scientific knowledge over the mosaic epistemology that characterises a population born from high mestizaje (cultural and ethnic heterogeneity). Alternatively, universities could advance global cognitive justice by means of knowledge decolonisation. This article explores one way to advance that project. Based on contributions from Luso‐Hispanic scholars, I propose university extension programmes be reformulated to include epistemic communities as ecologies of knowledges. Theoretical insights are contrasted with an Ecuadorian experience, where a centre originally created to disseminate georeferenced socioeconomic and ecological indicators has evolved into a knowledge community with potential to promote plural dialogue of knowledges and influence decision making.

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“…Besides demographic changes, accelerating digital transformation, and new expectations of HEIs in relation to society, industry, and politics, sustainable transformation is yet another driving force for academic organizations to adapt to and to question their habitus [1,2]. Integrating sustainability in a systemic way into all levels of HEIs remains a challenge, but a necessity [3,4].…”

Section: Introduction: Sustainability or Entrepreneurship?mentioning

confidence: 99%

Greater than the Sum of Its Parts: Combining Entrepreneurial and Sustainable Competencies in Entrepreneurship Education

Planck,

Wilhelm,

Kobilke

et al. 2024

Sustainability

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Discussions about sustainability and entrepreneurship are often an “either/or” discourse. Many higher-education institutions offer sustainability education programs with the aim of enabling students to think and act sustainably without concrete tools for change. Similarly, many offerings in entrepreneurship fail to address sustainability issues. This article assumes a qualitative, constructivist, systems thinking approach to theorize and analyze the relationships between entrepreneurship and sustainability competencies and makes three contributions to theory and practice. First, it provides a thematic analysis of two important European competence frameworks—for sustainability (GreenComp) and entrepreneurial competencies (EntreComp)—and delineates their relationships. Second, through a case study of an experiential educational format, it offers three educational tools that integrate sustainability and entrepreneurial competencies. Third, it contributes to the growing field of research that combines sustainability and entrepreneurship education. The results of this paper are relevant for policymakers who want to combine sustainability and entrepreneurship in education, as well as for educators looking for methods to combine both competence frameworks.

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Responsible Universities in Context

Cited by 18 publications

References 61 publications

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

Transdisciplinarity and epistemic communities: Knowledge decolonisation through university extension programmes

Greater than the Sum of Its Parts: Combining Entrepreneurial and Sustainable Competencies in Entrepreneurship Education

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