University social responsibility as a driving force of change: students’ perceptions beyond the ivory tower

Abstract

Purpose In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied. Design/methodology/approach This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions. Findings This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission. Research limitations/implications The study rests on students' perceptions of personal change. Practical implications This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development. Social implications USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”. Originality/value This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces.

A Responsabilidade Social Universitária Vista Pelos/As Estudantes

“…O seu desenvolvimento teve por base os objetivos traçados para este estudo, tendo em conta não apenas a revisão bibliográfica do tema, mas também várias escalas já existentes e usadas pelo nosso grupo de investigação em estudos anteriores (Fernandes-Jesus et al, 2012;Malafaia et al, 2016), escalas construídas com base nos dados qualitativos de estudos sobre RSU, seja os dados de entrevistas e grupos focais realizados no contexto do ESSA (Coelho & Menezes, 2020, 2021, seja o trabalho de revisão e construção de termos de referência europeus sobre RSU (Amorim et al, 2015). As escalas já existentes incluem várias dimensões do desenvolvimento pessoal, cívico e político relevantes, como o pensamento reflexivo (Kember et al, 2000), o bem--estar social (Keyes, 2009), competências académicas e profissionais (Gonçalves et al, 2009) e a qualidade das experiências de participação (Ferreira & Menezes, 2001).…”

“…Foi ainda usada uma versão adaptada ao contexto universitário da escala de sentido de comunidade para jovens (Chiessi et al, 2010) e da escala de autoeficácia política (Niemi et al, 1991). As escalas construídas de raiz para este estudo são focadas nas questões da RSU, dada a ausência de instrumentos nesta área, e centram-se nas conceções e nas práticas de RSU (Coelho & Menezes, 2020, 2021. A opção pela seleção de escalas de diferentes questionários já validados prendeu-se com a necessidade de manter a extensão do questionário o mais breve quanto possível (cerca de 15 minutos necessários para o preenchimento), uma estratégia que não inibisse a continuação do preenchimento online voluntário.…”

Towards mobilizing educators as environmental ambassadors: a design research approach to inspire teachers to advocate sustainable futures

“…More challenges to the “Bologna model” format of higher education (European Commission/EACEA/Eurydice, 2020) call for refocusing priorities. The latter might shift toward social and environmental responsibility, beyond “ivory tower” mindsets (Coelho and Menezes, 2020, p. 93). What seems under challenge, is the vocational, social and pastoral role of faculty in the educational processes, from primary education to academia (Abeles, 2017, p. 214).…”

Communication of Socially-Responsible Activities by Higher Education Institutions

“…In relation to these changes, the need for teacher training is also discussed, or the need for internal restructuring of higher education institutions focused on creation of coordination structures [30]. The result of implementation of the principles of USR in the educational process is improvement of the transversal competencies of students [31]. Development of the competencies of students-future graduates-is a prerequisite for improving their employability.…”