Building a sustainable university–community partnership: case study in science education

Sasson, Irit

doi:10.1080/03075079.2018.1496410

Cited by 17 publications

(12 citation statements)

References 19 publications

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“…Additionally, such a world-based perspective would continue academia's long-standing tradition of viewing the university's capacity to contribute to sustainable social development across the centuries [80,81] Moreover, the above-mentioned papers focus on specific issues (i.e., social, educational, and health) with no explicit reference to the idea of the comprehensive role which universities can play during pandemics with respect to youth's sustainability. Meanwhile, there is an academic tradition of considering the role which university activities and communication can implement within the global agenda on sustainable development [82,83]. Thus, an explicit message on the need to explore and foster the comprehensive role of the university in supporting the community in general and youth in particular during COVID 19 seems timely and productive within the framework of the UNO Agenda 2030 on sustainable development.…”

Section: Discussionmentioning

confidence: 99%

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

Atabekova

2020

Sustainability

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This paper explores university discourse as a conceptual-communicative macrostructure that verbally represents international organizations’ and universities’ policies and activities to support youth’s sustainable development to support youth’s sustainable development amidst COVID19. The materials include universities’ official site information and higher education-related data from international organizations regarding universities’ activities during the pandemic. The textual corpus from 172 universities from Africa, Asia, Europe, North and Latin America, Oceania, as well as 164 documents with essential international institutional affiliations, were explored. The methodology combined qualitative and quantitative tools, theoretical, and empirical analysis. Data processing rested on thematic content analysis. Manual and computer-based coding techniques were applied. The analysis made it possible to identify major concepts and their constituents which form a verbally expressed conceptual macrostructure of university knowledge and action in fostering youth’s sustainability during pandemics. The findings revealed some standard features within universities communication dimensions, on the one hand, and some specific to Russian universities on the other. Differences between universities and international organizations concerning communication focus were also identified. The research findings result in tentative recommendations to bridge Academia, University, and Society in efforts to foster youth’s status and sustainability in contemporary civilization.

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Section: Discussionmentioning

confidence: 99%

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

Atabekova

2020

Sustainability

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“…The Jean Monnet Module "Social Cohesion in Education and Governance: European Studies" (SCEGES) contains not only teaching courses regarding European Social Cohesion Policy and European practice of Social Cohesion in Education but cognitive researches which are conducted under the academic coordination of Prof. Marja Nesterova at the National Pedagogical Dragomanov University. These researches have a practical focus on social cohesion in educational communities (Holden, 2013;Healy, 2019;Sasson, 2019). One of them is the implementation of the Social Cohesion Model at the level of educational communities (Nesterova, Dielini and Zamozhskyi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Trust as a Cognitive Base of Social Cohesion in the University Communities

Nesterova

Dielini

Shynkaruk

et al. 2020

IJCRSEE

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The present article continues the cycle of the cognitive researches of the phenomenon of social cohesion in education, in particular, in the university communities. It contains the cognitive research of trust and its foundation as the central focus of social cohesion. The purpose of the study is to identify the level of trust which is connected with the social cohesion in university communities, to test the author’s questionnaire and to determinate the further steps for the trust enhancement in the educational community. Methods that were used in the study are the author’s questionnaire, math analytics etc. There were 196 people interviewed in both universities, among them 31 employees and 85 students of the National Pedagogical Dragomanov University and 33 employees and 47 students of the National University of Life and Environmental Sciences of Ukraine. According to the research results, the level of trust in each university community (as well as in common) was average, excluding some indicators. Although there were some differences between levels of trust of employees of these universities. We can assume that the quite sufficient average level or trust positively characterizes the attitude of employees and students to each other, reflects their readiness for mutual respect and support, acceptance of differences and tolerance etc. Also, the research highlights weak points of social interactions that form the base for further investigations and actions on the social cohesion development.

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“…Firstly, the implementation of service-learning has integrated learning in the family, school, and community. In line with the concept of three education centers initiated by Ki Hajar Dewantoro, education encompasses three environments which entail family, school, and community (Sasson, 2019). This approach enables students to search and then create plans to address challenges arising in schools and communities.…”

Section: Discussionmentioning

confidence: 99%

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Hidayah

Muchtarom

Rejekiningsih

2021

Acad. J. Interdiscip. Stud.

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This research sought to find out the implementation of service-learning in senior high school. This research adopted a qualitative approach using a case study method, and it was conducted on the students of Nur Hidayah Integrated Islamic Senior High School (SMAIT NH) of Sukoharjo, Central Java, Indonesia. The subjects of this research were selected using the purposive sampling technique. The subjects consisted of the vice principal, the student organization coordinator, the dormitory coordinator, teachers, students, and the community leaders. The data collection techniques were observation, interviews, and document study. Miles and Huberman's interactive model was deployed to analyze the data. This research found that service-learning programs in SMAIT NH is an integrated education that not only emphasizes the attainment of knowledge aspect but also develops the attitudes and skills needed by students. Students directly apply learning by doing in every service-learning activity in community. Service-learning was implemented through five types of social activities including the students’ real movement, fieldwork, gathering with orphans, the nation's hope generation festival, and community training. This research mainly contributes to the development of social skills by applying service-learning to the learning curriculum at school. Received: 3 January 2021 / Accepted: 15 April 2021/ Published: 10 May 2021

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Building a sustainable university–community partnership: case study in science education

Cited by 17 publications

References 19 publications

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

Trust as a Cognitive Base of Social Cohesion in the University Communities

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

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