Higher education institutions as a driver of sustainable social development: Polish experience for Ukraine
-
DOIhttp://dx.doi.org/10.21511/ee.11(1).2020.01
-
Article InfoVolume 11 2020, Issue #1, pp. 1-13
- Cited by
- 1119 Views
-
118 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The basis for sustainable and environmentally friendly development is gradually becoming aware of the importance of working more ethically and transparently and in a more humanistic way, as well as addressing the needs of people and society. In this case, the key challenge for higher education institutions (HEIs) is to train the conscious and responsible citizens who can take care of the country’s future. This article focuses on comparing the ability of HEIs in Poland and Ukraine to promote sustainable development (SD) by implementing the concept of social responsibility (SR). The research is based on the methods of statistical analysis, sociological survey, case study, abstract-logical, tabular and graphical method. The paper argues that HEIs have a wide range of tools to promote SD. These tools should be divided into three groups, namely: 1) including SD issues in educational programs; 2) developing knowledge and solutions for SD; 3) creation and participation in SR initiatives. The proposed mechanism of the impact of HEIs on SD through the implementation of the concept of SR will allow HEIs to take an active part in the life of the region and the country, namely: identify the needs, engage the stakeholders, facilitate the interaction, disseminate the effective practices, and develop SD strategies. The practical value of the obtained results is that the implementation of SR initiative by HEIs will promote the environmentally friendly development of the country and regions. As a result, it will increase the impact of HEIs on economic, technology and cultural development, human capital formation, solving social problems, building civil society, improving the environmental status.
- Keywords
-
JEL Classification (Paper profile tab)Q01, I23
-
References23
-
Tables9
-
Figures3
-
- Figure 1. Number of SR practices under the items of the Declaration of HEIs’ SR
- Figure 2. Number of SR practices of HEIs in Poland under the SDGs
- Figure 3. The mechanism of HEIs impact on SD through the implementation of SR concept
-
- Table 1. Summary statistics for SDGs in Poland and Ukraine
- Table 2. Demographic characteristics of the respondents, %
- Table 3. Respondents’ answers to the question: Select the most appropriate statement to describe the level of HEIs’ impact
- Table 4. Respondents’ answers to the question: How well do you know the concept of social responsibility?
- Table 5. Respondents’ answers to the question: Please evaluate the readiness of the higher education institution to implement the concept of social responsibility
- Table 6. Respondents’ answers to the question: Please indicate the most appropriate answer to each statement
- Table 7. Respondents’ answers to the question: What are the main reasons, in your opinion, encourage HEIs to implement the concept of social responsibility (multi-selection possible)?
- Table 8. Respondents’ answers to the question: What are the main obstacles to using the concept of corporate responsibility at your HEIs (multi-selection possible)?
- Table 9. SR examples of Polish HEIs
-
- Bandalaria, M. P. (2018). Open and Distance eLearning in Asia: Country Initiatives and Instructional Cooperation for the Transformation of Higher education in the Region. Journal of Learning for Development, 5(2), 116-132.
- De Ketele, J. M. (2009). The social relevance of higher education. In Global University Network for Innovation. In Higher education at a time of transformation: New dynamics for social responsibility. Basingstoke: GUNI/Palgrave Macmillan.
- Deklaracja społecznej odpowiedzialności uczelni. (2017).
- Dzwairo, B., Nombela, N., & Perumal, M. (2017). Sustainable leadership pre- and within the 21st century. Environmental Economics, 8(1), 75-82.
- Filho, W. L., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286-295.
- Govender, I. (2016). Towards inclusive education for environmental sustainability at a University of Technology. Environmental Economics, 7(4), 78-84.
- Grosseck, G., Tiru, L., & Bran, R. (2019). Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018. Sustainability, 11(21), 6136.
- Hardin, R., Bhargava, A., Bothner, C., Browne, K., Kusano, S., Golrokhian, A., Wright, M., Zeng, P. Z., & Agrawal, A. (2016). Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach. World Development Perspectives, 1, 58-63.
- Herrera, A. (2009). Social responsibility of universities. In Global University Network for Innovation. In Higher education at a time of transformation: New dynamics for social responsibility. Basingstoke: GUNI/Palgrave Macmillan.
- Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable Development: mapping different approaches. Sustainable Development, 13(1), 38-52.
- Khovrak, I. (2019a). Doświadczenia społecznej odpowiedzialności międzynarodowych ośrodków akademickich. In Społeczna odpowiedzialność: znaczenie dla uczelni i sposoby wdrażania (pp. 41-43). (In Polish).
- Khovrak, I. (2019b). The Impact of Universities on Sustainable Regional Development: Ukrainian Context. The Ideology and Politics Journal, 2, 147-166. (In Ukrainian).
- King, D. K., Glasgow, R. E., & Leeman-Castillo, B. (2010). Reaiming RE-AIM: Using the Model to Plan, Implement, and Evaluate the Effects of Environmental Change Approaches to Enhancing Population Health. American Journal of Public Health, 100(11), 2076-2084.
- Kvasničková Stanislavská, L., Kvasnička, R., Kuralová, K., & Margarisová, K. (2014). Social Responsibility of Higher Educational Institutions – the Comparison of the View of Students and Potential Students. Journal on Efficiency and Responsibility in Education and Science, 7(3-4), 95-99.
- Lucia, U., & Grisolia, G. (2019). Exergy inefficiency: An indicator for sustainable development analysis. Energy Reports, 5, 62-69.
- Michelsen, G., & Wells, P. J. (Eds). (2017). A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme (133 р.). Paris: UNESCO.
- Pirmana, V., Alisjahbana, A., Hoekstra, R., & Tukker, A. (2019). Implementation Barriers for a System of Environmental-Economic Accounting in Developing Countries and Its Implications for Monitoring Sustainable Development Goals. Sustainability, 11(22), 6417.
- Ramos-Monge, E. L., Llinàs-Audet, X., & Barrena-Martínez, J. (2019). Drivers and Barriers of University Social Responsibility: Integration into Strategic Plans. In World Review of Entrepreneurship, Management and Sustainable Development.
- Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G., & Fuller, G. (2019). Sustainable Development Report 2019. New York: Bertelsmann Stiftung and Sustainable Development Solutions Network (SDSN).
- Sharma, D., & Sharma, R. (2019). A Review Literature on University Social Responsibility Initiatives in the Global Context. Journal of Emerging Technologies and Innovative Research, 6(6), 27-35.
- Trynchuk, V., Khovrak, I., Dankiewicz, R., Ostrowska-Dankiewicz, A., & Chushak-Holoborodko, A. (2019). The role of universities in disseminating the social responsibility practices of insurance companies. Problems and Perspectives in Management, 17(2), 449-461.
- Vasilescu, R., Barna, C., Epure, M., & Baicu, C. (2010). Developing university social responsibility: A model for the challenges of the new civil society. Procedia-Social and Behavioral Sciences, 2(2), 4177-4182.
- Wróbel, M. (2019). Katalog dobrych praktyk SOU. In Społeczna odpowiedzialność: znaczenie dla uczelni i sposoby wdrażania (pp. 56-116). (In Polish).