Socially Responsible Higher Education

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Start date: 2020Subject: search.filters.subject.SDG 17: Partnerships for the Goals

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    Realizing sustainable development goals through higher education institutions. Vol. 60, No. 12, March 21–27, 2022.
    (Association of Indian Universities, 2022-03-27) Association of Indian Universities
    Sistla Rama Devi Pani opens this special issue of University News at a moment when the pandemic has strained the social fabric that Sustainable Development Goals are meant to repair, pushing higher education institutions to ask what their role in that repair looks like. The issue sets the ambition of a universal 2030 agenda against the harder question of how individual universities, working with limited resources and local realities, can act on it at all. Bringing together the AIU Vice Chancellors Meet deliberations, it moves across all seventeen goals through essays on gender equality, employment, clean energy, biodiversity, and inclusive education, alongside institutional profiles and thesis summaries. The contributions show how universities take up the SDGs within their own local contexts and resource constraints. Collectively, the issue frames SDG implementation not as a uniform institutional mandate but as an ongoing process shaped by diverse, locally grounded efforts across higher education institutions.
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    Leave no one behind. Repositioning Higher Education for achieving SDGs
    (UNESCO Chair, 2022-11-05) Vargiu, Andrea; Tandon, Rajesh; Kaul, Niharika
    Recent global disruptions connected to financial turbulence, pandemic outbreak, and global political instability up for hybrid warfare put the 2030 Agenda's vision at risk. Higher Education (HE) is central to the 2030 Agenda, but its potential hasn't been fully deployed thus far. A stronger role of HE in tackling the world's most pressing issues is therefore necessary. Which requires the repositioning of HE and the reshaping of its principles and practices. By referring to extensive experience on the ground of the Knowledge for Change Consortium members, and a wide range of contributions from the Global South and the excluded North, this policy brief approaches this need by discussing four interrelated themes: 1. HE for the public good 2. Socially inclusive HE 3. Diversity of epistemologies and knowledge systems 4. Contextual responsiveness and place-based learning This policy brief calls on HE leaders and actors to promote transformations within their institutions and HE systems, using the recommendations to critically reflect and act to reposition HE for achieving the 2030 Agenda.
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    Commentary on the progress report on the futures of education
    (UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd L
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    International collaboration for changing the culture of research: The UNESCO Chair in community-based research and social responsibility in higher education
    (Autonomie Locali e Servizi Sociali, 2020-04-01) Hall, Budd L; Tandon, Rajesh
    This paper traces the development of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, established through the long-standing collaboration of Budd Hall and Rajesh Tandon. It explains how the Chair promotes community-based participatory research by strengthening partnerships between universities, civil society organizations, and local communities across the Global South and the excluded North. This work includes global studies, open-access publications, international networks, and the K4C Consortium. Engaged research also supports the SDGs by fostering knowledge co-creation and socially responsible, locally grounded higher education. The paper argues that transforming research culture demands collaboration, knowledge democracy, and closer academia-community links to tackle social and environmental challenges.
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    Shaping socially responsible higher education through knowledge democratisation
    (2023) Hall, Budd L
    Beginning with early influences, Budd Hall shares some background on his 60+ years of engagement with the world of higher education. Sharing a world view deeply critical of the contemporary domination of global capitalism, he suggests that knowledge activism, knowledge democracy, and questions of knowledge equity, are key to the radical reinvention of higher education that is needed. He goes on to outline principles of socially responsible higher education, closing with a message of the urgency of our times.