A Conceptual Framework for the Corporate Sustainability Higher Education in Latin America

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Autor/inn/en	Scavarda, Annibal; Daú, Gláucya; Scavarda, Luiz Felipe; Chhetri, Prem; Jaska, Patrick
Titel	A Conceptual Framework for the Corporate Sustainability Higher Education in Latin America
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 2, S.481-501 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2021-0272
Schlagwörter	Sustainability; Higher Education; Corporations; Social Responsibility; Governance; Foreign Countries; Social Values; Research Reports; Agenda Setting; International Cooperation; Guidelines; International Education; Innovation; Educational Quality; Latin America + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmen; Soziale Verantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Sozialer Wert; Research report; Forschungsbericht; Internationale Kooperation; Internationale Zusammenarbeit; Richtlinien; Internationale Erziehung; Quality of education; Bildungsqualität; Lateinamerika
Abstract	Purpose: Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought "quality education" and "industry, innovation, and infrastructure" as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed. Design/methodology/approach: This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: "Latin America," "higher education," corporate social responsibility," "personal social responsibility," "corporate sustainability," "governance" and "sustainability." A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: "How much research has been developed in the Latin American higher education?" "How can the corporate social sustainability be applied in higher education?" and "Which perspectives can be considered?" Findings: The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the "discussion" section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education. Originality/value: This research study presents "A conceptual framework for the corporate sustainability higher education in Latin America" and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01