References European Commission (1999). Bologna Declaration. Retrieved December 10, 2010 from http://www.ehea.info/Uploads/Declarations/BOLOGNA_DECLARATION1.pdf European Commission (2006). The Council of Europe’s 2006 Declaration on the Responsibility of Higher Education for a Democratic Culture - Citizenship, Human Rights and Sustainability. Retrieved December 10, 2010 from http://www.coe.int/t/dg4/highereducation/DemocraticCulture/Declaration_EN.pdf Dima G. (Ed.) (2015). UniversitySocialResponsibility: A Common European Reference Framework. Final Public Report
? A longitudinal multilevel analysis of sojourners’ stress and self-esteem. Journal of Cross-Cultural Psychology , (44), 1239–1260. Giuffré, L., Ratto, S. E. (2014). A New Paradigm in Higher Education: UniversitySocialResponsibility (USR). Journal of Education & Human Development, (3/1), 231-238. Grewal, R., Dearden, J. A., Lilien, G. L. (2008). The University Rankings Game: Modeling the Competition among Universities for Ranking. The American Statistician , (62), 232-237. Gullahorn, J. T., Gullahorn, J. E. (1963). An Extension of the U-Curve Hypothesis
Changes in the socio-economic environment of universities require its tasks and social roles to be constantly reviewed and redefined. The present paper attempts to assess universities’ responsibility for the outcomes of educational process. The outcomes are measured on the basis of graduates’ preparedness for undertaking professional work. The paper’s aim was to indicate the main discrepancies between employers’ expectations regarding graduates’ occupational training and the level of competences acquired by graduates in the course of their studies. A premise was made that the comparison of the views presented by the main stakeholders will enable the level on which the individual competences match the needs of labor market to be determined, and the strengths and weaknesses of university curricula to be indicated. The analysis encompassed both hard occupational skills, which are subordinated to the content-related educational profile, and key soft competences.
Developing the local, regional, even national communities is often central to a university’s mission. This is a two-way process and both society and university itself should benefit from this collaboration. Universities around the world have been in the past decades required to leave their ivory tower and to become more involved in addressing the needs of the society and thus more relevant for the communities which they serve. They are expected to take a leadership role in implementation of the required change by contributing to community development through knowledge, innovations, skills and jobs. By taking a leading role in society and continuously innovating, universities will support communities with achieving a sustainable growth and therefore will contribute to increasing the well-being of society at large. The current paper aims to assess the university obligations to society by analyzing 27 universities around the world best ranked in social responsibility according to QS Stars University Rating 2016. In the paper, we discuss the extent to which different attributes of the university social responsibility are reflected among the initiatives and projects run by the universities included in the study. Also, an exploratory factor analysis was employed to identify underlying variables that explain the pattern of correlations between university social responsibility initiatives. Following the QS Stars methodology, the dimensions used to evaluate social responsibility of sampled universities included: community investment and development, social work and disaster relief, regional human capital development, and environmental impact. The results show that the level of involvement in social responsibility actions is high for all the universities included in the study. Also, the types of initiatives vary in terms of nature, intensity and impact for each one of the dimensions analyzed. Our research findings offer useful insights for both universities’ leaders and community developers in their joint-efforts to develop and grow a prosperous community.
Universities have always been engines for the economy, in multiple roles they play, trying to adapt to the continual dynamic changes in the environment, to better align their offerings with the current expectations of the students, employers and society as a whole. Many of the jobs that are now developing on the market and still will develop, as well as the multiple roles that the graduates are asked to play in society, have never been on the agenda of the universities in the past, nor on the mind of the curriculum designers. The current paper aims to assess the university engagement with community by analyzing 27 world universities best ranked in social responsibility according to QS Stars University Ratings 2016. In the paper, we discuss the extent to which different attributes of the university social responsibility are reflected among the initiatives and projects run by the universities investigated. Also, we analyze correlations between university ranking in social responsibility and other rankings. Following the QS Stars methodology, the criteria used to evaluate social responsibility of selected universities included: community investment and development, social work and service in community, human capital development, environmental concern and impact, and other social responsibility actions. The results show that the degree of involvement of universities in social responsible initiatives varies broadly for each one of the dimensions analyzed, in terms of nature, intensity and impact of initiatives. Our research findings offer good insights for both universities’ leaders and community developers in their joint-efforts to develop and grow a prosperous community.
Advertising , 41, 69-84. Minton E. Lee C. Orth U. Kim C. & Kahle L. 2012 Sustainable Marketing and Social Media: A Cross-country Analysis of Motives for Sustainable Behaviors Journal of Advertising 41 69 84 Pabian, A. M. (2019). Universitysocialresponsibility in the opinion of students. Forum Scientiae Oeconomia , 7, 101-117. Pabian A. M. 2019 Universitysocialresponsibility in the opinion of students Forum Scientiae Oeconomia 7 101 117 Pappas, J. B., & Pappas, E. C. (2015). The Sustainable Personality: Values and Behaviors in Individual Sustainability. International