Interacción de las Instituciones de Educación Superior con el entorno: orientaciones, finalidades y estrategias. Una revisión sistemática de la literatura 2017-2021

Jovanny Jiménez; Concepción Maiztegui-Oñate; José Luis  Da Silva Pinto

doi:10.19136/etie.a4n8A.4781

Authors

Jovanny Jiménez Universidad de Deusto https://orcid.org/0000-0002-6481-4201
Concepción Maiztegui-Oñate Universidad de Deusto https://orcid.org/0000-0001-9366-2983
José Luis Da Silva Pinto Universidad Católica Andrés Bello https://orcid.org/0000-0002-7929-3939

DOI:

https://doi.org/10.19136/etie.a4n8A.4781

Abstract

The social impact of higher education institutions (HEIs) assumes the approaches of UNESCO (1998-2015), which has suggested promoting the common good in society. This proposal has generated some debates and scientific articles with different interpretations (university social responsibility, university-community engagement and civic engagement), to improve the interaction of HEIs with the environment. Through a systematic review (Newman and Gough, 2020) with the PRISMA methodology, 53 articles from five databases (ERIC, WOS, Scopus, SciELO, ProQuest) from the period 2017-2021 have been identified to contrast the priorities, orientations and strategies implemented by HEIs in different geographical and cultural contexts. The different denominations converge in the objectives such as: the Promotion of ethical and socially responsible behavior, the promotion of democratic values and the promotion of Sustainable Development. Each of them develops strategies that are transversal to the substantive functions of the university. Therefore, it suggests the integration of the reproductive-economic purposes and the social-humanising purposes of higher education (Ashwin, 2020), to form citizens with "active empathy for life" (Vallaeys, 2021, p. 23), willing to promote the values of democracy, social justice and sustainability, grouped around the common good that protects society.

Keywords: common good, university social responsibility, university-community commitment, civic commitment.

Author Biographies

Jovanny Jiménez, Universidad de Deusto

Bachelor's degree in Education with a major in Philosophy from the Universidad Católica Andrés Bello. Master's degree in Urban Social Policies from the Universidad Tres de Febrero. PhD student at the Faculty of Psychology and Education of the University of Deusto.

This article is part of a broader research on "university-community engagement" and university networks, thanks to a training grant from the Unesco-Santander Chair at the University of Deusto.
Concepción Maiztegui-Oñate, Universidad de Deusto

Concepción Maiztegui Oñate has a degree in Psychology, a Master's degree from the University of Brussels and a PhD in Pedagogy from the University of Deusto. She is currently a lecturer in the Department of Social Pedagogy at the Faculty of Psychology and Education. Her teaching activity focuses on the degree in Social Education, where she teaches the following subjects: Citizenship Education; Leisure and Sociocultural Animation and Education, Inclusion and Antiracism. Her PhD course focuses on qualitative research methodology. Her publications deal mainly with social participation and citizenship, especially from an intercultural approach. In recent years she has participated in projects on inclusion of vulnerable groups (ENLIVEN), interculturality and integration of the immigrant population. She is part of the research team "Intervention: Quality of Life and Social Inclusion".
José Luis Da Silva Pinto , Universidad Católica Andrés Bello

Director of the Research and Transfer Secretariat of the UCAB, coordinator of the modern and contemporary ethics research line. He is in charge of knowledge management and research in coordination with the Institutes and Centres of the UCAB. Director of the Centre for Research and Humanistic Training. Director of Lógoi. Journal of Philosophy. Executive Secretary of the Academic Training Council of the UCAB.