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A kutatási téma leírása:
Universities, community engagement, social responsibility and sustainability
By the 21th century it is a common expectation towards universities to engage with communities beyond their walls and contribute to social justice and environmental sustainability beside their core social missions of teaching and research.
Within present research topic doctoral students are supposed to examine concepts, tools and opportunities that universities possess to support community engagement, social responsibility and sustainability transitions on different spatial levels.
In relation to research design, qualitative and especially cooperative and participatory research approaches are supported.
Related own publications:
Juhász J. – Málovics Gy. – Bajmócy Z. (2021): Co-creation, reflection, and transformation. The social impacts of a service-learning course at the University of Szeged. Vezetéstudomány (Budapest Management Review), 52(7): 6-17. o. https://doi.org/10.14267/VEZTUD.2021.07.02
Málovics, G., Juhász, J., Bajmócy, Z., 2022. The potential role of university community engagement (UCE) in social justice and sustainability transformation - the case of the University of Szeged (Hungary). DETUROPE 14, 103–128. https://doi.org/10.32725/det.2022.024
Key publications:
Benneworth, P., Ćulum, B. Farnell, T., Kaiser, F., Seeber, M.,Šćukanec, N., Vossensteyn, H., & Westerheijden, D. (2018). Mapping and Critical Synthesis of Current State-of-the-Art on Community Engagement in Higher Education. Zagreb: Institute for the Development of Education
GUNI (Ed.) (2013): Higher Education in the World 5: Knowledge, Engagement & Higher Education: Contributing to Social Change, Palgrave Macmillan, Hampshire. https://www.guninetwork.org/higher-education-in-the-world-5-2013/
GUNi (Ed) (2017): Higher education in the world 6: Towards a socially responsible university – balancing the global with the local. GUNi, Girona. https://www.guninetwork.org/higher-education-in-the-world-6-2017/
Hazelkorn, E., 2018. Reshaping the world order of higher education: the role and impact of rankings on national and global systems*. Policy Reviews in Higher Education 2, 4–31. https://doi.org/10.1080/23322969.2018.1424562
Hazelkorn, E., 2016a. Contemporary debates part 1: theorising civic engagement, in: Goddard, J., Hazelkorn, E., Kempton, L., Vallance, P. (Eds.), The Civic University. Edward Elgar Publishing. https://doi.org/10.4337/9781784717728.00010
Hazelkorn, E., 2016b. Contemporary debates part 2: initiatives, governance and organisational structures, in: Goddard, J., Hazelkorn, E., Kempton, L., Vallance, P. (Eds.), The Civic University. Edward Elgar Publishing. https://doi.org/10.4337/9781784717728.00011
Sustainability and social justice, ecological economics and transformation
According to ecological economics, there is a need for socioeconomic transformation in order to make a move toward environmentally sustainable and socially just economic and social processes. The reason is that the incremental “greening” (environmental reform) might not be enough for a transition to sustainable and just socio-economic order.
Within present research topic doctoral students are supposed carry out research in relation to socioeconomic transformation/transition processes/initiatives which are aimed at sustainability and social justice on different spatial levels (from the local to the global).
In relation to research design, qualitative and especially cooperative and participatory research approaches are supported.
Related own publications:
Málovics Gy. - Cretan, R. - Mereine-Berki B. - Tóth (2019): Socio-environmental justice, participatory development, and empowerment of segregated urban Roma: Lessons from Szeged, Hungary. Cities https://doi.org/10.1016/j.cities.2018.11.013
Málovics Gy. – Méreiné Berki B. – Mihály M. (2021): Policy reform instead of policy transformation? Experiences of participatory action research (PAR) on desegregation policy in Szeged, Hungary. IJAR – International Journal of Action Research 17(1): 81-101. https://doi.org/10.3224/ijar.v17i1.05
Málovics Gy. – Méreiné Berki B. –Pataki Gy. – Juhász J. –Pálné Mihók B. – Szentistványi I. – Nagy M. –Tóth J. (2021): Confronting espoused theories with theories-in-use: Challenges of participatory action research (PAR) with marginalized communities in contributing to social change and theory building. Action Research 19(2): 255-276. http://journals.sagepub.com/doi/abs/10.1177/1476750318774389
Key publications:
Avelino, F., Wittmayer, J.M., Pel, B., Weaver, P., Dumitru, A., Haxeltine, A., Kemp, R., Jørgensen, M.S., Bauler, T., Ruijsink, S., O’Riordan, T., 2019. Transformative social innovation and (dis)empowerment. Technological Forecasting and Social Change 145, 195–206. https://doi.org/10.1016/j.techfore.2017.05.002
Bradbury, H., Waddell, S., O’ Brien, K., Apgar, M., Teehankee, B., Fazey, I., 2019. A call to Action Research for Transformations: The times demand it. Action Research 17, 3–10. https://doi.org/10.1177/1476750319829633
Bradbury-Huang, H., 2010. What is good action research?: Why the resurgent interest? Action Research 8, 93–109. https://doi.org/10.1177/1476750310362435
Gowdy, J., Erickson, J.D., 2005. The approach of ecological economics. Cambridge Journal of Economics 29, 207–222. https://doi.org/10.1093/cje/bei033
Hopwood, B., Mellor, M., O’Brien, G., 2005. Sustainable development: mapping different approaches. Sustainable Development 13, 38–52. https://doi.org/10.1002/sd.244
Illge, L., Schwarze, R., 2009. A matter of opinion—How ecological and neoclassical environmental economists and think about sustainability and economics. Ecological Economics 68, 594–604. https://doi.org/10.1016/j.ecolecon.2008.08.010
előírt nyelvtudás: angol középfok B2
felvehető hallgatók száma: 2
Jelentkezési határidő: 2024-05-15 |
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