The civically engaged university model in Colombia

Gonzalez-Perez, Maria Alejandra

doi:10.1386/tmsd.9.3.161_1

Cited by 5 publications

(6 citation statements)

References 35 publications

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“…Focusing specifically on the HEIs of our study, priority given to local external stakeholders was motivated by common interests and challenges within geographically proximal and shared socio-economic contexts (Brewster et al , 2016; Gonzalez-Perez, 2011). Contrary to a notion of “universities in their ivory tower,” which implies that universities and local stakeholders might have contradictory interests, HEIs’ observed stakeholder reprioritization reflected norms and values of reciprocity that would increase the likelihood of survival for the more extensive system of stakeholders such as the collaboration with the government through recommendations for COVID-19 mitigation policies (Cloete et al , 2020).…”

Section: Discussion: Stakeholder Reprioritizationmentioning

confidence: 99%

“…As can be observed in Table 2, the HEIs included in our sample are not an exception. Business leaders founded the majority of private universities to contribute to their countries’ social and economic development through high-quality tertiary education based on civic values and an open-market orientation (Giacomin et al , 2019; Gonzalez-Perez, 2011). As private institutions, their income depends largely on tuition and other student fees and enrollment and varies in line with their home countries’ aggregate demand.…”

Section: Latin American Private Higher Education Institutions Before Covid-19mentioning

confidence: 99%

“… Sources: Authors on creation based on: Agopyan, 2020; Brewster et al , 2016; Brockliss, 2000; Carayannis and Campbell, 2009; El Garouani et al , 2017; El-Kassar et al , 2019; Etzkowitz et al , 2000; Gallo, 2012; Gonzalez-Perez et al , 2007; Gonzalez-Perez, 2011; Hardaker and Sabki, 2018; Harkavy et al , 2020; Kerr, 1994; Kruse, 2006; Lopes et al , 2019; Macgilchrist and Girgensohn, 2011; Mayorga, 2019; Minton and Lowe, 2019; Newman, 1852; Nybom, 2003; Pachura, 2017; Park, 2014; Powell and Walsh, 2018; Rothblatt, 1997; Shapin, 2012; Unkule, 2020 and Vine, 1976…”

Section: Figurementioning

confidence: 99%

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Crises conducting stakeholder salience: shifts in the evolution of private universities’ governance in Latin America

González-Pérez

Cordova

Hermans

et al. 2021

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Purpose This study aims to build on embedded approaches to stakeholder management and examines how organizational decision-makers consider social responsibility toward proximal stakeholders in crises that encompass an entire system of stakeholder relationships. Design/methodology/approach Within a criterion-based sample of eight Latin American private universities, this paper develops in-depth exploratory case studies to examine the prioritization of stakeholders in higher education institutions’ decision-making during the outbreak of the COVID-19 crisis. Findings Contrary to the notion that during crises organizations prioritize stakeholders that provide resources that are critical to survival, this study finds that in contextual crises stakeholder management is informed by social responsibility. In addition, the findings suggest that crises may be tipping points for changes toward mission-driven approaches to governance. Practical implications Acknowledging the roles of social responsibility and proximity in stakeholder management during contextual crises allows for more informed governance of organizations that face disruptions in their system of stakeholder relations. Originality/value This study contributes unique insights into the decision-maker’s prioritization of stakeholders during the COVID-19 crisis. The uncertainty associated with the emerging “new normal” allowed for an extreme test of socially embedded versus resource-oriented approaches to stakeholder management.

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Section: Discussion: Stakeholder Reprioritizationmentioning

confidence: 99%

Section: Latin American Private Higher Education Institutions Before Covid-19mentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

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Crises conducting stakeholder salience: shifts in the evolution of private universities’ governance in Latin America

González-Pérez

Cordova

Hermans

et al. 2021

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“…Universities play a key role in shaping the nation's identity (Sullivan, 2003). Despite the importance of the USR, there is a limited academic research on USR and its effect on university stakeholders (Gonzalez-Perez, 2011;Larran-Jorge et al, 2012), even though an organization's socially responsible behavior takes into consideration the needs and interests of all affected stakeholders (Gaete, 2009). However, there is abundant research on corporate social responsibility (CSR) that can serve as a base to tackle USR by analogy.…”

Section: Introductionmentioning

confidence: 99%

Student–university identification and loyalty through social responsibility

El-Kassar

Makki

González-Pérez

2019

IJEM

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Purpose The purpose of this paper is to highlight the value of university social responsibility (USR) by investigating its impact on student–university identification and student loyalty. It also examines the mediating effect of student–university identification and the moderating effect of the perceived importance of USR. A comparative study is also conducted between students from two diverse cultural backgrounds. Design/methodology/approach An online questionnaire was administered to students of universities in two different emerging markets economies (Lebanon and Colombia). The collected data were tested by applying descriptive techniques, cluster analysis and partial least square structural equation modeling with multi-group analysis using SmartPLS3.0 software. Findings The findings revealed that USR affects student loyalty both directly and indirectly through student–university identification. Research limitations/implications Assessing the model through a more varied sample population from different cultural backgrounds would entail more universal results and the ability to generalize the causality relationship between USR and student identification and loyalty. Originality/value This study is a valuable addition to the scarce literature on USR and its interplay with student–university identification. It presents USR as a vital marketing tool to achieve student identification and loyalty, being key factors that impact student enrollment and retention. It also translates into a competitive advantage for higher education institutions to overcome the fierce competition in the educational market. Additionally, this research can be considered a laboratory for theory testing and theory building due to its unique context and original primary data.

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“…Similar to other researchers (Shultz, 2007;Frey and Whitehead, 2009;Osler, 2011), we view global citizenship as understanding the common humanity and problems of injustice and inequality across national boundaries. CE partnership has become an integral part of HE's mandate of teaching, learning and research (Bender, 2008;Gonzalez-Perez, 2010;Bowen, 2013). Engagement with nonresearcher partners allows us to better understand the broader range of partnership relationships (Shields and Bryan, 2012), with specific reference to barriers in CE.…”

Section: Introductionmentioning

confidence: 99%

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

Machimana

Sefotho

Ebersöhn

2017

Education, Citizenship and Social

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The purpose of this study is to inform global citizenship practice as a higher education (HE) agenda by comparing the retrospective experiences of a range of community engagement (CE) partners, and including often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), Academic ServiceLearning (ASL) students (n = 20: females 17, males 3) and researchers (n = 12: females 11, males 1).Following thematic in-case and cross-case analysis, it emerged that all HE-CE partners experienced that socio-economic challenges (defined as rural-school adversities, include financial, geographic and social challenges) are addressed when an HE-CE partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback as well as conflicting expectations) hamper HE-CE partnership. A significant insight from this study is that a range of CE-partners experience similar challenges when a university and rural school partner. All CE-partners experienced that HE-CE is challenged by the structural disparity between the rural context and operational miscommunication.

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The civically engaged university model in Colombia

Cited by 5 publications

References 35 publications

Crises conducting stakeholder salience: shifts in the evolution of private universities’ governance in Latin America

Crises conducting stakeholder salience: shifts in the evolution of private universities’ governance in Latin America

Student–university identification and loyalty through social responsibility

What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

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