Construcción de un sistema de Educación Superior socialmente responsable en América Latina: Avances y desafíos

Martí-Noguera, Juan José; Quezada, Ricardo Gaete

doi:10.14507/epaa.27.3925

Cited by 15 publications

(19 citation statements)

References 25 publications

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“…The USR has been understood as a policy of ethical performance (Domínguez 2009;Martí-Noguera et al 2018a;Martí-Noguera and Gaete 2019), that is, the university's capacity to disseminate values through effective implementation of its social mission and through a constant dialog between the university community and society for sustainable development (UNESCO 1998b;Linares et al 2012). It can also be perceived as the responsible management of impacts (Vallaeys et al 2009) through actions that benefit society (Chomsky et al 2002).…”

Section: University Social Responsibility (Usr)mentioning

confidence: 99%

Analysis of the actions of Ibero-American universities to achieve social responsibility by promoting responsible competences

Ramos-Monge

Martí-Noguera

2021

SN Soc Sci

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The importance of Higher Education Institutions (HEI) for social development is unquestionable due to their potential to contribute with intellectual solutions to social, economic, and environmental welfare in society. However, the lack of knowledge about University Social Responsibility (USR) causes inefficient managerial decisions when strategies are implemented in areas like university management, environmental care, university staff, promotion of responsible competencies, graduate employment, and responsible research. This article aims to answer the following research questions: Which areas of USR receive the most significant attention by Ibero-American universities? and how can universities improve their efforts to achieve USR integration? To answer these questions, three objectives are presented: First, to identify the preferences of Ibero-American universities initiatives to achieve social responsibility. Second, to identify the Ibero-American initiatives with a greater lag to achieve social responsibility. Third, to analyze how Ibero-American universities could improve their efforts to achieve USR integration. To answer the proposed research questions and the three objectives, a focus group methodology was applied, in which 37 Ibero-American universities from ten different countries were considered. The importance of this work is related to the variety of universities that participated adding value to the research. Findings reveal that university preferences on USR strategies are closer to university management and promotion of responsible competencies. Particularly, USR strategies are related to university self-evaluations, strategic plans implementation, and promotion of teamwork among students. The social implications of this research involve clarifying the level of progress of different USR areas, with the aim of encouraging academic authorities to increase efforts on those areas with a greater lag.

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Section: University Social Responsibility (Usr)mentioning

confidence: 99%

Analysis of the actions of Ibero-American universities to achieve social responsibility by promoting responsible competences

Ramos-Monge

Martí-Noguera

2021

SN Soc Sci

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“…También lo es 'minorías' (Flanagan, 2017;González & Flanagan, 2019) y 'percepciones' de los estudiantes (Leyton, Vásquez & Fuenzalida, 2012;Zapata, 2020). Asimismo, es posible encontrar investigaciones sobre responsabilidad social universitaria con foco en los estudiantes (Arango, Clavijo, Puerta & Sánchez, 2014;Gaete, 2015Gaete, , 2016Martí-Noguera & Gaete, 2019;Zárate-Rueda & Hernández-Suárez, 2016) y en su formación profesional (Ojalvo & Curiel, 2015), por ejemplo, a través de lo que se conoce como 'aprendizaje-servicio' (Briede & Mora, 2016;Cabedo, Royo, Moliner & Guraya, 2018;Chini, Duarte & Amaral, 2018;Gaete, 2015) En resumen, si bien existe una producción fértil de publicaciones (en libros, informes y artículos) en temáticas relacionadas con las experiencias de los estudiantes de educación superior en Latinoamérica, dada su diversidad temática se vuelve necesario examinar la naturaleza de esa producción de conocimiento en revistas indexadas y sus principales características. Asimismo, este análisis permite una comparación en clave comparada con respecto a países del Norte global que cuentan con una extensa tradición de investigación en torno a las experiencias de los estudiantes.…”

Section: Las Experiencias De Los Estudiantes En Latinoaméricaunclassified

Polifonía epistémica de la investigación sobre las experiencias estudiantiles: El caso Latinoamericano

Guzmán-Valenzuela

Tagle

Gómez-González

2020

EPAA

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In this article, the production of knowledge about what is known in the international literature as ‘the student experience’ is examined. This construct has been researched in the United Kingdom while, in the United States, the “student engagement” has gained traction. Although in Latin America the production of knowledge in higher education has been increasing in the last decade, studies on student experiences are rather scarce, although there are abundant literatures on higher education in general. By means of a bibliometric analysis and a content analysis of articles published between 2000 and 2017 by Latin American authors in two recognized indexes (Web of Science and SciELO), this article examines the production of knowledge about higher education students' experiences from a geopolitics of knowledge perspective. The results show that, in Latin America, there is a diverse production of knowledge about higher education students, and given this plurality, the concept of “epistemic polyphony” is proposed. On the one hand, there is an epistemic predominance of Anglo-Saxon influences but, on the other hand, it also presents specific features related to higher education systems in the region. The article ends with a reflection on the ways in which knowledge is produced in the Latin American region and how such production has an impact on policies.

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“…Sin embargo, la evolución del concepto de RSES emanado desde la CMES de la UNESCO del 2009, no ha estado exento de críticas y cuestionamientos, relacionados con las diferentes ideologías neoliberales que están relacionadas con la aplicación de dicho enfoque al ámbito universitario (Larrán y Andrades, 2017;Martí-Noguera, Calderón y Fernández-Godenzi, 2018; Martí-Noguera y Gaete-Quezada, 2019;Vallaeys, 2018 Calderón y Fernández-Godenzi, 2018). También, es importante rescatar la reflexión sobre los discursos de ES desarrollada por Martí-Noguera et al (2014), relativa a los aportes de la UNESCO mediante las Declaraciones de las CMES del 1998 y el 2009, señalando que este tipo de discursos: «Emanados de instituciones internacionales variopintas compuestas por representantes de diferentes países, sectores y gremios-no emiten políticas sino directrices que inciden en la creación de políticas, siendo un elemento común en el discurso actual la promoción del concepto de competencia que […] pone al servicio del mercado laboral un constructo psicológico con una finalidad fundamentada en un modelo económico» (p.37).…”

Section: Contexto De La Pes Sobre Rses De La Unescounclassified

Influencia supranacional de la UNESCO en la educación superior Latinoamericana

Quezada

2020

REEC

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Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region.

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Construcción de un sistema de Educación Superior socialmente responsable en América Latina: Avances y desafíos

Cited by 15 publications

References 25 publications

Analysis of the actions of Ibero-American universities to achieve social responsibility by promoting responsible competences

Analysis of the actions of Ibero-American universities to achieve social responsibility by promoting responsible competences

Polifonía epistémica de la investigación sobre las experiencias estudiantiles: El caso Latinoamericano

Influencia supranacional de la UNESCO en la educación superior Latinoamericana

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