This book explores how the notion of the responsible university manifests itself at various levels within Nordic higher education. As the impetus of the knowledge society has catapulted the higher education sector to the forefront of policy agendas, universities and other types of higher education institutions face increasing scrutiny, assessment and accountability. This book examines this phenomenon using the Nordic countries as cases in point, given the strong public commitment towards widening participation and public research investments. The editors and contributors analyse the history and current transformations of the idea of the responsible university, investigate new innovations in the educational landscape and look into how universities have begun to organise themselves to become more responsible. Drawing together scholars from the humanities and the social sciences, this interdisciplinary collection will be of interest and value to students and scholars of the role and nature of the modern university, in addition to practitioners and policy makers tasked with finding solutions to address the competing and often contradictory demands posed by a responsibility agenda. .

Americans now obtain college degrees at a higher rate than at any time in recent decades in the hopes of improving their career prospects. At the same time, the rising costs of an undergraduate education have increased dramatically, forcing students and families to take out often unmanageable levels of student debt. The cumulative amount of student debt reached nearly $1.5 trillion in 2017, and calls for student loan forgiveness have gained momentum. Yet public policy to address college affordability has been mixed. While some policymakers support more public funding to broaden educational access, others oppose this expansion. Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why. Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. Quadlin and Powell also explore why Americans hold these beliefs. They identify individualistic and collectivist world views that shape public perspectives on the questions of funding, accessibility, and worthiness of college. Those with more individualistic orientations believed parents and students should pay for college, and that if students want to attend college, then they should work hard and find ways to achieve their goals. Those with collectivist orientations believed in a model of shared responsibility – one in which the government takes a greater level of responsibility for funding education while acknowledging the social and economic barriers to obtaining a college degree for many students. The authors find that these belief systems differ among socio-demographic groups and that bias – sometimes unconscious and sometimes deliberate – regarding race and class affects responses from both individualistic and collectivist-oriented participants. Public opinion is typically very slow to change. Yet Who Should Pay? provides an illuminating account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.

"Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focused upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and 'reclaim' the public purposes of higher education"--

This timely book offers the why, how and what of a purpose-driven university, utilising cases, research, concepts and a framework which can be implemented in any university interested in making a difference. This book tells the stories of purpose-driven universities and other organisations.

This book provides a critical review of the theory and practice of University Social Responsibility. In addition to addressing the nature of and concepts surrounding University Social Responsibility, as well as its ties to areas such as service learning or engaged scholarship, the book also presents effective practices from around the world. Dedicated chapters demonstrate how University Social Responsibility can manifest itself in different types (civic, moral, economic or global responsibility), levels (local, national, regional or international), and formats (partnership, venture or joint project), depending on local contexts and needs. The book also focuses on three areas of work – educating students to take on social responsibility, broadening access to education, and applying knowledge to societal problems – to highlight the potential and viable ways University Social Responsibility can be employed to promote quality of life in society. Offering a unique resource, it is intended to stimulate thinking and expand the repertoire of all educators, administrators, and organizations who wish to incorporate societal needs into their core mission and promote quality of life in different communities around the world.

This book offers a scientific whistleblower’s perspective on current implementation of federal research misconduct regulations. It provides a narrative of general interest that relates current cases of research ethics to philosophical, historical and sociological accounts of fraud in scientific research. The evidence presented suggests that the problems of falsification and fabrication remain as great as ever, but hidden because the current system puts universities in charge of investigations and permits them to use confidentiality regulations to hide the outcomes of investigations. The book documents the significant conflict of interest that arises because federal regulation gives universities the responsibility to conduct investigations of their own faculty with severely limited oversight. The book is intended for young research scientists or anyone who wishes to understand the challenges faced by scientists in the workplace today. The central thread in the book is an exclusive account of an experienced research scientist who was the first to expose the facts that led to the longest running research misconduct investigation in the history of the National Science Foundation.

When Fat Boy, the first atomic bomb was detonated at Los Alamos, New Mexico in 1945, moral responsibility in science was forever thrust into the forefront of philosophical debate. The culmination of the famed Manhattan Project, which employed many of the world's best scientific minds, was a singular event that signaled a new age of science for power and profit and the monumental responsibility that these actions entailed.Today, the drive for technological advances in areas such as pharmaceuticals, biosciences, communications, and the defense industry channels the vast majority of scientific endeavor into applied research. In The Responsible Scientist, John Forge examines the challenges of social, moral, and legal responsibility faced by today's scientists. Focusing on moral responsibility, Forge argues that scientists have a responsibility not to do work that has harmful outcomes and that they are encouraged to do work that prevents harm. Scientists also have a backward-looking responsibility, whereby they must prevent wrongful outcomes and omissions that they are in a position to foresee.Forge presents a broad overview of many areas of scientific endeavor, citing the responsibility of corporations, employees, and groups of scientists as judged by the values of science and society's appraisals of actions and outcomes. He maintains that ultimate responsibility lies in the hands of the individual-the responsible scientist-who must exhibit the diligence and foresight to anticipate the use and abuse of his or her work.

Corporate social responsibility (CSR) expresses a fundamental morality in the way a company behaves toward society. It follows ethical behavior toward stakeholders and recognizes the spirit of the legal and regulatory environment. The idea of CSR gained momentum in the late 1950s and 1960s with the expansion of large conglomerate corporations and became a popular subject in the 1980s with R. Edward Freeman's Strategic Management: A Stakeholder Approach and the many key works of Archie B. Carroll, Peter F. Drucker, and others. In the wake of the financial crisis of 2008–2010, CSR has again become a focus for evaluating corporate behavior. First published in 1953, Howard R. Bowen’s Social Responsibilities of the Businessman was the first comprehensive discussion of business ethics and social responsibility. It created a foundation by which business executives and academics could consider the subjects as part of strategic planning and managerial decision-making. Though written in another era, it is regularly and increasingly cited because of its relevance to the current ethical issues of business operations in the United States. Many experts believe it to be the seminal book on corporate social responsibility. This new edition of the book includes an introduction by Jean-Pascal Gond, Professor of Corporate Social Responsibility at Cass Business School, City University of London, and a foreword by Peter Geoffrey Bowen, Daniels College of Business, University of Denver, who is Howard R. Bowen's eldest son.

Building the Responsible Enterprise provides students and practitioners with a practical, yet academically rooted, introduction to the state-of-the-art in sustainability and corporate social responsibility. The book consists of four parts, highlighting different aspects of corporate responsibility. Part I discusses the context in which corporate responsibility occurs. Part II looks at three critical issues: the development of vision at the individual and organizational levels, the integration of values into the responsible enterprise, and the ways that these building blocks create added value for a firm. Part III highlights the actual management practices that enable enterprises to achieve excellence, focusing on the roles that stakeholder relationships play in improving performance. The book concludes with a conversation about responsible management in the global village, examining the emerging infrastructure in which enterprise finds itself today. Throughout the text, cases exemplify key concepts and highlight companies that are guiding us into tomorrow's business environment.

"The question of how much freedom the press should enjoy has been debated throughout American history. In 1942 an impartial commission was formed to study mass communication, evaluate the performance of the media, and make recommendations for possible regulation of the press. This book is the general report of that commission."--Book cover.