Prelims
Leadership Strategies for Promoting Social Responsibility in Higher Education
ISBN: 978-1-83909-427-9, eISBN: 978-1-83909-426-2
ISSN: 2055-3641
Publication date: 3 August 2020
Citation
(2020), "Prelims", Sengupta, E., Blessinger, P. and Mahoney, C. (Ed.) Leadership Strategies for Promoting Social Responsibility in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 24), Emerald Publishing Limited, Leeds, pp. i-x. https://doi.org/10.1108/S2055-364120200000024001
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
Half Title Page
Leadership Strategies for Promoting Social Responsibility in Higher Education
Series Page
Innovations in Higher Education Teaching and Learning
Series Editor: Patrick Blessinger
Previous Volumes
Volume 2 | Inquiry-based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
Volume 3 | Inquiry-based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
Volume 4 | Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
Volume 5 | University Partnerships for Community and School System Development – Edited by Barbara Cozza and Patrick Blessinger |
Volume 6 | Emerging Directions in Doctoral Education – Edited by Patrick Blessinger and Denise Stockley |
Volume 7 | University Partnerships for Academic Programs and Professional Development – Edited by Patrick Blessinger and Barbara Cozza |
Volume 8 | University Partnerships for International Development – Edited by Patrick Blessinger and Barbara Cozza |
Volume 9 | Engaging Dissonance – Edited by Amy Lee and Rhiannon D. Williams |
Volume 10 | University Partnerships for Pre-service and Teacher Development – Edited by Barbara Cozza and Patrick Blessinger |
Volume 11 | Refugee Education: Integration and Acceptance of Refugees in Mainstream Society – Edited by Patrick Blessinger and Enakshi Sengupta |
Volume 12 | Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya |
Volume 13 | Strategies, Policies, and Directions for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 14 | Perspectives on Diverse Student Identities in Higher Education – Edited by Patrick Blessinger |
Volume 15 | Language, Teaching and Pedagogy for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 16 | Strategies for Fostering Inclusive Classrooms in Higher Education – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya |
Volume 17 | Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya |
Volume 18 | Integrating Sustainable Development into the Curriculum – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin |
Volume 19 | Teaching and Learning Strategies for Sustainable Development – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin |
Volume 20 | University Partnership for Sustainable Development Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin |
Volume 21 | Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development – Edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
Volume 22 | Introduction to Sustainable Development Leadership and Strategies In Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin |
Volume 23 | University–Community Partnerships for Promoting Social Responsibility in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
Title Page
Innovations in Higher Education Teaching and Learning Volume 24
Leadership Strategies for Promoting Social Responsibility in Higher Education
Edited By
ENAKSHI SENGUPTA
Centre for Advanced Research in Higher Education, New York, USA
International HETL Association, New York, USA
PATRICK BLESSINGER
St. John’s University, New York, USA
International HETL Association, New York, USA
CRAIG MAHONEY
University of the West of Scotland, UK
Created in partnership with the International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2020
Copyright © 2020 Emerald Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-83909-427-9 (Print)
ISBN: 978-1-83909-426-2 (Online)
ISBN: 978-1-83909-428-6 (Epub)
ISSN: 2055-3641 (Series)
Contents
List of Contributors | vii |
Series Editors’ Introduction | ix |
PART I ROLE OF CORPORATE SOCIAL RESPONSIBILITY | |
Chapter 1 Introduction to Leadership Strategies for Promoting Social Responsibility in Higher Education Enakshi Sengupta, Patrick Blessinger and Craig Mahoney |
3 |
Chapter 2 Corporate Social Responsibility: Reflections on Universities in the United Arab Emirates Ahmed Ankit and Tharwat El-Sakran |
15 |
Chapter 3 Civil Society Organizations, Higher Education Institutions, and Corporate Social Responsibility in Zambia Fred Moonga |
33 |
Chapter 4 Current Understandings of Global Competency in Shaping Globally Engaged Citizens Jacqulyn Ann Williams and Christine Schiwietz |
45 |
Chapter 5 Teaching Sustainability Activism to Student Scientists: Peer Learning and Curricular Design Jesse Priest |
63 |
Chapter 6 Imagining a more Inclusive University Mary Andall-Stanberry |
77 |
Chapter 7 Geroco: A Model for Integrating Sustainability in Management Education at Heis Anne-Karen Hueske and Caroline Aggestam Pontoppidan |
93 |
Part II Leadership And Management | |
Chapter 8 Educational Leadership, Accountability, Social Responsibility – the California Community Colleges: a Case Study Fabienne-Sophie Chauderlot |
113 |
Chapter 9 Ethical Leadership in Higher Education: Responding to the Rise of For-Profit Education in the United States Daniel J. Harper and Laura M. Harrison |
127 |
Chapter 10 Experience, Skill and Competence: Boundary Spanning Capabilities for Leadership and Management of Transnational Education Hazel Messenger and Wendy Bloisi |
141 |
Chapter 11 The Institution as Learner: Challenging the Metaphor of Debt in Higher Education Nicholas J. Shudak and Yasuko Taoka |
161 |
Chapter 12 The Competition of an American Public Good: Performance-based Funding and Other Neoliberal Tertiary Effects in Higher Education Shelley R. Price-Williams, Roger “Mitch” Nasser and Pietro A. Sasso |
175 |
About the Authors | 191 |
Name Index | 199 |
Subject Index | 209 |
List of Contributors
Mary Andall-Stanberry | Canterbury Christ Church University, UK |
Ahmed Ankit | Hamdan Bin Mohammed Smart University, UAE |
Patrick Blessinger | International Higher Education Teaching and Learning Association, USA |
Wendy Blois | London Metropolitan University, UK |
Fabienne-Sophie Chauderlot | Palomar College, USA |
Tharwat EL-Sakran | American University of Sharjah, UAE |
Daniel J. Harper | Ohio University, USA |
Laura M. Harrison | Ohio University, USA |
Anne-Karen Hueske | Technische Universitaet, Germany |
Craig Mahoney | University of the West of Scotland, UK |
Hazel Messenger | London Metropolitan University, UK |
Fred Moonga | Mulungushi University, Zambia |
Roger “Mitch” Nasser | Lindenwood University, USA |
Caroline Aggestam Pontoppidan | Copenhagen Business School, Denmark |
Shelley R. Price-Williams | University of Northern Iowa, USA |
Jesse Priest | New Mexico Tech, USA |
Pietro A. Sasso | Southern Illinois University Edwardsville, USA |
Christine Schiwietz | Georgetown University, Qatar |
Enakshi Sengupta | International Higher Education Teaching and Learning Association, USA |
Nicholas J. Shudak | Wayne State College, USA |
Yasuko Taoka | Wayne State College, USA |
Jacqulyn Ann Williams | Virginia Commonwealth University, Qatar |
Series Editors’ Introduction
INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning are more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:
- (1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;
- (2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and
- (3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovation teaching and learning are any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is a positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that lead to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, and other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
Enakshi Sengupta
Associate Editor, International HETL Association
- Prelims
- Part I: Role of Corporate Social Responsibility
- Chapter 1: Introduction to Leadership Strategies for Promoting Social Responsibility in Higher Education
- Chapter 2: Corporate Social Responsibility: Reflections on Universities in the United Arab Emirates
- Chapter 3: Civil Society Organizations, Higher Education Institutions, and Corporate Social Responsibility in Zambia
- Chapter 4: Current Understandings of Global Competency in Shaping Globally Engaged Citizens
- Chapter 5: Teaching Sustainability Activism to Student Scientists: Peer Learning and Curricular Design
- Chapter 6: Imagining a More Inclusive University
- Chapter 7: GEROCO: A Model for Integrating Sustainability in Management Education at HEIs
- Part II: Leadership and Management
- Chapter 8: Educational Leadership, Accountability, Social Responsibility – The California Community Colleges: A Case Study
- Chapter 9: Ethical Leadership in Higher Education: Responding to the Rise of For-Profit Education in the United States
- Chapter 10: Experience, Skill and Competence: Boundary Spanning Capabilities for Leadership and Management of Transnational Education
- Chapter 11: The Institution as Learner: Challenging the Metaphor of Debt in Higher Education
- Chapter 12: The Competition of an American Public Good: Performance-Based Funding and Other Neoliberal Tertiary Effects in Higher Education
- About the Authors
- Name Index
- Subject Index