Managing Social Responsibility in Universities: Organisational Responses to Sustainability

ISBN-13: 9783030700126 / Angielski / Twarda / 2021 / 140 str.

Loreta Tauginiene; Raminta Pučetaite

Spis treści

Foreword by Frank DEN HOND                                                             

Revisiting University Social Responsibility by Loreta TAUGINIENĖ and Raminta PUČĖTAITĖ                                                                                                                      

 

CHAPTER 1                                                                                                             

 

(Re-)Constructing Measurement of University Social Responsibility by Loreta TAUGINIENĖ & Raminta PUČĖTAITĖ

 

This chapter aims to contribute to the development of indicators for measuring university social responsibility (USR). It argues that prior attempts lack conceptual cohesiveness and operational robustness in distinguishing the dimensions of USR and respective items. After two stages of expert evaluation and assessment of inter-coder agreement, we propose a set of 17 items with 62 indicators covering organisational, social, environmental, educational, ethical and economic dimensions of USR. We propose that this framework could be used for continual improvement of university activities by preserving university authenticity, but not immediately taking it as a standard. We also conclude with directions for further research on USR as a multidimensional construct, such as the call for the consolidation of USR evaluation.

 

 

CHAPTER 2                                                                                                     

The IFCU USR Framework: a case of “intelligent” co-creation at the international level by Montserrat ALOM BARTROLI

 

This chapter presents an overview of the collective process by which the International Federation of Catholic Universities (IFCU) produced a Framework for University Social Responsibility (USR) addressed to its member universities.

The Framework allows higher education institutions (HEI) to self-evaluate their performance in the area of USR and aims at becoming an alternative to today’s reference rankings. The latter are not only based on narrowly-defined scientific criteria, but also vehiculate a discourse reproducing hegemonic positions that benefit a small group of big players in the research field. By measuring and, thus, making visible a series of policies and practices governed by the responsibility principle at all institutional levels (governance, environmental sustainability, the university as an employer, the three missions of the university, and identity), the Framework seeks to value manifold aspects set aside in the current competition-led context.

If this initiative echoes the raise of USR recognition in Europe and abroad, it constitutes an example of the challenges inherent to the co-creation of a self-measuring tool at the international level (glocalisation). We analyze thus the two-step process deployed to manage substantial geographical and cultural diversity: a) the co-construction phase, including the mobilization of a worldwide university network, consultative practices involving the creation of a Scientific Committee and a pilot conducted with a sample of eight universities; b) the implementation phase, which relies on an innovative approach based on artificial intelligence (AI) to overcome top-down, static methodologies by proposing a dynamic and contextualized self-evaluation system.

Besides commenting on the challenges of creating a single tool that is relevant in very diverse contexts, we conclude that, for the framework to be adopted by member universities, IFCU will have to deploy a successful strategy of “interessement” within its own network.

 

Keywords: catholic university; social responsibility; evaluation framework

 

CHAPTER 3                                                                                             

 

Evaluating university social contribution: Insights and concepts from Chinese higher education by Xi HONG, Lu LIU, Sara BICE & Hamish COATES

 

This chapter draws on a framework built with reference to international research and experience to examine developing practices in Chinese higher education. As such, the chapter synthesizes theoretical perspectives, contributes an evaluation framework, and articulates contemporary circumstances in the world’s largest higher education system.

The chapter begins by introducing motivating rationales, the contours and frontiers of contemporary research, and the structure of the contribution. This section will as well argue for the value of this field of work, which remains in its formative stages, and link the contribution with broader contexts such as geopolitics, sustainability, and transparency.

The following section integrates existing research to distil an analytical framework, which is evaluative in nature. Emphasis is placed on work in Australia, Japan and the United States given the maturity of such work and its relevance to China. For instance, consideration is given to the Carnegie Community Engagement Classification, the Australian Universities Community Engagement Alliance, and Japan’s National University Corporation Evaluation. Practice insights from such countries is revealed, as are the rudiments of the framework useful for analyzing the case of China.

Next, therefore, the evaluative framework is applied to review existing and emerging practice in Chinese higher education. Chinese higher education has its own traditions and contexts, has undergone rapid transformation in the last two decades, and is the focus of ongoing national reform. It is essential that universities are aligned in key ways with broader socioeconomic ecosystems, and that stakeholders have an effective and feasible means for understanding and guiding growth. The framework and analysis in this chapter contributes in each of these ways.

In its final section, this chapter fuses the international perspectives with the Chinese experience to contribute a refined means for understanding, evaluating and enhancing the contribution of universities to society. This final section mirrors the introductory framing by working out from the empirical and conceptual developments and linking these with broader perspectives.

 

Keywords: university practice; social contribution; evaluation framework

 

CHAPTER 4                                                                                                          

 

The systemic development of sustainability management at a middle-sized university. A case study from a worldviews perspective by Bror GIESENBAUER, Merle K. TEGELER & Georg MÜLLER-CHRIST

 

This chapter seeks to display the development of university social responsibility and sustainability management at the University of Bremen (UB) in the northern Germany. The University of Bremen was founded in 1971 and is thus a relatively young university. After the first turbulent years and the reputation of being a left-wing and even socialist hotbed it grew to be one of the larger German universities with about 20,000 students in a wide range of degree programs.

Along this growth the UB has started to incorporate more and more aspects of social responsibility and sustainability management. This case study analyses the development from a worldviews perspective (Hedlund-de Witt, 2014; Van Marrewijk & Werre, 2003; Graves, 1974). For example, the management of sustainability has developed from a traditional view of avoiding waste and pollution (based on a sense of moral duty and legal compliance) over a modern worldview of efficient management of material flows (based on the idea of process optimization) towards a postmodern worldview of focusing on stakeholders’ and environmental needs (based on the idea of inclusiveness and community). This development is illustrated with past and present initiatives and projects such as EMAS or the Virtual Academy of Sustainability (Ahel & Lingenau, 2020).

The case study illustrates how the notion of sustainability management at the University of Bremen has grown in its’ ability to reflect more and more complex challenges and increasingly holistic approaches. This chapter closes with a discussion of possible future development based on the worldviews perspective (Giesenbauer & Tegeler, 2020).

 

Keywords: case study; university social responsibility; sustainability management; systemic development; worldviews

 

CHAPTER 5                                                                                                        

 

Facing Gaia – A storytelling framework for teaching sustainability in master programs for practicing managers by Kenneth Mølbjerg JØRGENSEN

 

Facing Gaia is inspired by Bruno Latour who in his recent work has suggested that Gaia—Mother Earth—has now taken center stage in politics. Ultimately universities are therefore submitted to a new climatic regime, which demands responsibility and action from universities. This chapter suggests a storytelling framework for teaching sustainability in management education, more specifically in master programs for practicing managers. Inspired by Hannah Arendt I propose that the goal of universities is ultimately to teach people how to think and how to act in the world. Thinking refers to a deep reflexive process of contemplation whereby we consider the ground and consequences of our actions. Action is to appear before others in situated and collective circumstances. Action takes places through storytelling whereby private thoughts and emotions are transformed to make them fit for public appearance. I propose storytelling conversations as means for facing Gaia. Storytelling conversations are seen as means for ‘emplacing’ and ‘rooting’ people in the terrestrial conditions of Gaia. Storytelling conversations are thus for Arendt means remembering the past and to explore the happy life; stories that are always connected to Gaia. Storytelling conversations are thus means for deep thinking processes about the relations in and to the world. They are seen as means for pushing managers and decision makers towards the ground and for staying with the trouble of climate action. I provide examples of storytelling conversations from a module called ‘Personal Leadership and Coaching’ from a master program for practicing managers from the public sector.

 

Keywords: Gaia; thinking; action; storytelling; Arendt; sustainability; management education; storytelling conversations

 

CHAPTER 6                                                                                                         

 

Teachers’ perspectives on service learning – why and how higher education teachers apply the service-learning approach to promote the engagement of universities with the community by Katharina RESCH & Gabriel DIMA

 

The service-learning approach aims to strengthen the students’ relationship with the community, with a view to their personal and development and civic engagement (Menezes 2003; Waldstein & Reiher 2001). The essential elements of this learning approach entail the active involvement of students in solving a need identified in the community and intentionally providing spaces for reflecting upon the experiences in class (Leming 2001).

While the service-learning approach has been widely disseminated and accepted in the Anglo-American, Canadian and Australian higher education contexts, it has yet to establish itself fully in Europe (Reinders 2016). In many European countries the service-learning approach is a rather new teaching approach.

For these reasons, we argue that the approach can serve as a valuable tool to promote social responsibility of students when integrated into the curriculum - through service learning, the students will learn to exercise ethical, social and environmental responsibility and become responsible citizens making a positive difference to society in addressing the major local, regional and global challenges.

In the same time, service-learning will contribute to strengthen universities’ relationships with communities and to increase the relevance of their research and educational provision for the society.

For this reason, we investigated the perspectives of higher education teachers on service learning – perceived benefits, motivation to implement the approach in their classes – since there is extensive research about students’ perspectives, but those of teachers are described as “relatively invisible in the discourse of service-learning” (Boland 2014, p.183)

The chapter presents the results of an empirical study undertaken within the ENGAGE STUDENTS project, which is the research context of the study. The qualitative study across seven countries with n=35 teachers aimed at identifying the motives and reasons for applying service learning using semi-structured interviews (King, Horrocks & Brooks 2019).

The study focused on these research questions:

1. For which reasons do teachers in higher education implement service learning? How are they prepared for implementing service-learning activities?

2. Which strategies do teachers apply to approach local community stakeholders in order to promote their involvement in service learning?

Our preliminary findings (analysis ongoing) suggest that teachers are more likely to apply service learning if they have personal experience with working with vulnerable groups or if they believe in the benefits of a practical teaching approach compared to teaching theory.  Our study underlines the value of preparing students for dealing with diverse population groups and community needs by allowing them to experience the real-world. Moreover, the study shows the need for the development of specific trainings for teachers, which will be the next step in the mentioned ENGAGE STUDENTS project.

 

Keywords: university; engagement; teaching; service learning

O autorze

Loreta Tauginienė is a long-standing academic professional, lately Associated Researcher at Department of Management and Organisation, Hanken School of Economics in Finland, and formerly Researcher at Institute for Social Sciences and Applied Informatics, Faculty of Kaunas, Vilnius University in Lithuania. She is a part of the editorial board of Journal of Academic Ethics and Journal of Management and Change. She has published over 20 publications on the implementation of social responsibility from the perspective of the management of research performance, university social responsibility, stakeholder engagement, science in society and integrity. Her research interests are academic/research integrity, social responsibility of higher education institutions, public engagement, citizen science and responsible research and innovation.  

Raminta Pučėtaitė is Associate Professor and Senior Researcher of Business Ethics and Corporate Social Responsibility at Kaunas Faculty, Vilnius University, Principal Investigator of Public Governance research group at Kaunas University of Technology in Lithuania and Adjunct Professor of Management, Organizational Ethics and Human Resource Management at Jyväskylä University School of Business and Economics, Finland. Her research focuses on ethical issues in human resource management, research and academic ethics, values management and organisational innovativeness in a post-soviet context.

Blurb

This book explores the concept of university social responsibility, drawing on a wide range of geographical perspectives, such as China and Germany. It also examines the diverse aspirations of universities, from preserving authenticity and safeguarding Catholic values, to embedding sustainability into the community. It provides a storytelling framework for teaching sustainability in management education as an approach to strengthening the social role of universities and showcases how a service-learning approach could promote the engagement of universities within the community.

This book is valuable reading for academics who are researching sustainability management, corporate and organisational social responsibility and other related social sciences. It has interdisciplinary appeal for scholars and serves interesting for practitioners.

Loreta Tauginienė is a long-standing academic professional, lately Associated Researcher at Department of Management and Organisation, Hanken School of Economics in Finland, and formerly Researcher at Institute for Social Sciences and Applied Informatics, Faculty of Kaunas, Vilnius University in Lithuania. She is a part of the editorial board of Journal of Academic Ethics and Journal of Management and Change. She has published over 20 publications on the implementation of social responsibility from the perspective of the management of research performance, university social responsibility, stakeholder engagement, science in society and integrity. Her research interests are academic/research integrity, social responsibility of higher education institutions, public engagement, citizen science and responsible research and innovation.  

Raminta Pučėtaitė is Associate Professor and Senior Researcher of Business Ethics and Corporate Social Responsibility at Kaunas Faculty, Vilnius University, Principal Investigator of Public Governance research group at Kaunas University of Technology in Lithuania and Adjunct Professor of Management, Organizational Ethics and Human Resource Management at Jyväskylä University School of Business and Economics, Finland. Her research focuses on ethical issues in human resource management, research and academic ethics, values management and organisational innovativeness in a post-soviet context.