This volume explores different angles of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching.

This book provides empirical evidence on how universities have considered social responsibilities as their prime focus, and engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through experience, interventions and narratives.

This book explores the theoretical underpinnings and interventions of CSR practised by universities across the globe and the role their leadership plays in promoting this. It provides international examples from the US, Africa, Europe and Asia, with implications and insights for university leadership, staff, and students.

More than a century ago, John Dewey challenged the education community to look to civic involvement for the betterment of both community and campus. Today, the challenge remains. In his landmark book, editor Thomas Ehrlich has collected essays from national leaders who have focused on civic responsibility and higher education. Imparting both philosophy and working example, Ehrlich provides the inspiration for innovative new programs in this essential area of learning.

Higher education has seen an increase in attention to social change and social responsibility. Providing best practices in these areas will help professionals to create methods for change and suggestions for unity on a global level. Examining Social Change and Social Responsibility in Higher Education is an essential research publication that explores current cultural norms and their influence on curriculum and educational environments and intends to improve the understanding of social change and social responsibility at different sociological levels within various fields pertaining to higher education. Highlighting topics such as campus safety, social justice, and mental health, this book is ideal for academicians, professionals, researchers, administrators, and students working in various disciplines (e.g., academic advising, leadership, higher education, adult education, campus climate, Title IX, SAVE/VAWA, and more). Moreover, the book will provide insights and support executives concerned with the management of expertise, knowledge, information, and organizational development in different types of work communities and environments.

This book explores the finer nuances of community engagement in Indian higher education, ranging from theory to practice. It contextualizes the concept and practice of community engagement in the contemporary context, capturing global experiences, insights and varied standpoints. The volume also identifies gaps present in the system and recommends solutions for the successful implementation and scaling up of the practice of community engagement not only in India but also at the global level. It also brings to the forefront; opinions, perspectives and experiences of stellar women and their valuable scholarship with the aim of addressing the gender gap in the field of knowledge production on community engagement. The book will be of interest to scholars, teachers and researchers of education, higher education and sociology of education. It will also be useful for academicians, think tanks, higher education administration, policymakers, civil society organizations, higher education institutions and those interested in the study of community engagement.

CSR is a fragile concept if conceived only at the organizational level or driven only by leadership will. Many writers deal with aspects of social responsibility, but most deal with it as this kind of organizational and voluntary initiative. Few address the wider policy agenda. The contributors to Territories of Social Responsibility - researchers and practitioners from four continents - all participated in an international workshop co-ordinated by Patricia Almeida Ashley as part of her role as Chair in Development and Equity at the International Institute of Social Studies. They form a policy network contributing to studies on the concept of a multi-actor, multilevel and territorial approach to social responsibility and governance, oriented towards global, regional or local development and equity goals. This book introduces a new conceptual framework and promotes a research and policy agenda relating to it. A new model sees CSR embedded in institutional and legal frameworks, communicated and understood through a vector of communication and knowledge influencing situated culture and social values, and classified into three levels of ethical challenges. All of this can be expressed into the social processes of education, governance, the development of civil society, and policy making - a renovation of the existing perspectives on the concept of social responsibility. This ground breaking book integrates conceptual and empirical contributions and opens a research and policy agenda for the future. It will appeal to academics, higher level students, policy makers, and to leaders of and advisors to organizations affected by social responsibility issues.

This book offers practical advice for building organizations with social responsibility and sustainability organically built in – based on two-way communication between human resources (HR) and public relations (PR) departments working together as an organizational conscience touchstone benefiting People, Planet, and Profit.

This book examines tensions between the Chinese state and Chinese universities. It looks at the state’s demand for political socialization as a restriction on university autonomy and the university’s promotion of academic development through promoting academic freedom and fostering critical thinkers, using Jour University in PRC, as a case study. The book focuses on the dynamics and complexity of the interplay between the state, universities, faculty, staff and students in the process of socialization through political education and academic affairs. Theories on political socialization and higher education guide this study. As universities’ socio-political task of imbuing students with a certain type of ideology coexists with their role of promoting university autonomy, examining China’s higher education system provides important insights as different players’ interaction. These present a dynamic picture of role differentiation as a strategy to cope with a politically restricted autonomy, which challenges some common stereotypes that have been put on Chinese universities within the global community.

This book covers initiatives related to higher education’s public mission such as university-community engagement, knowledge transfer, economic development, and social responsibility, using empirical and conceptual cases in the US, South America, Europe, Africa, and Asia. In order to develop a better understanding of public mission initiatives in higher education across the globe, the volume editors developed a theoretical framework emerging from organizational theory. Each chapter analysis uses both external environmental elements (political, economic, sociocultural, and technological), as well as internal institutional elements (mission, vision, leadership, and governance). Finally, each chapter highlights issues related to implementation and challenges with the intent of prompting readers to consider appropriate ways in which to adopt some of the lessons learned by the contributing authors.Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.m.