Socially Responsible Higher Education
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Item Adult education, culture development and social movements: The contemporary challenge( Society for Participatory Research In Asia (PRIA), 1993-04-27) Tandon, RajeshItem Big Tent Communique VI. Local identities and global citizenship: A message from Catania and challenges for universities(2015-11-04) Hall, Budd LIn a world facing growing inequality, conflict, and environmental strain, the Sixth Big Tent Communiqué reflects on what role universities can play in responding to these challenges. It sees higher education as more than classrooms and research, calling for closer ties with communities and a stronger sense of responsibility to society. The communiqué raises questions about how universities can support young people, create knowledge that connects rather than divides, and rebuild trust in uncertain times. Instead of final answers, it leaves open the possibility that the future of universities will depend on how far they are willing to rethink their purpose.Item Bridging the gap between the researcher and the community: PRIA’s engagements in promoting community based research and social responsibility in higher educational institutions(Participatory Research in Asia (PRIA), 2014) Tandon, Rajesh; Singh, Wafa; Srinivasan, SumitraPRIA has engaged with academia in a multitude of interventions, bringing community and practitioner knowledge into the portals of traditional research institutions and processes. By doing this, PRIA has helped Higher Educational Institutions (HEls) realize their social responsibility towards a community's needs and aspirations. This document traces PRIA's work in promoting community engagement within HEls in India and beyond. The experience, garnered over three decades, have been classified into six categories to highlight the different forms PRIA's interventions as a facilitator have taken to build bridges between the world of formal research, the practitioner knowledge of civil society actors and the experiential knowledge of local communities. The experiences discussed in this paper are not intended to be comprehensive; a few specific interventions are described under each category to illustrate the nature of the engagements fostered and the practices promoted.Item Building a global learning network: The international council for adult education(International Council for Adult Education, 0000) Hall, Budd LItem Case study on the role of adult education in community involvement for primary healthcare(1983-05) Tandon, RajeshItem Citizen engagement in urban governance: Lessons from small and medium towns in India(Society for Participatory Research in Asia (PRIA), 2009) Participatory Research in Asia (PRIA)Item Citizen report card: Citizen feedback for effective service delivery. An operational manual(Society for Participatory Research in Asia (PRIA), 2013) Participatory Research in Asia (PRIA)Item Civil engagement in higher education and its role in Human & Social Development(Participatory Research in Asia (PRIA), 2007-07) Tandon, RajeshItem Commentary on the progress report on the futures of education(UNESCO Chair, 2020-04-24) Tandon, Rajesh; Hall, Budd LItem Community based participatory research & sustainable development goals(2017) Hall, Budd L; Tandon, RajeshItem Community engagement in higher education institutions: Status report 2015(UNESCO Chair, 2015-04) Tandon, Rajesh; Singh, WafaItem Curriculum, higher education, and the public good(2009) Hall, Budd L; Bhatt, Nandita; Lepore, WalterCurriculum change in higher education is an extremely complex process. Influences on the content of what is taught in higher education include new knowledge coming from the various academic disciplines, from the regulatory bodies of many of the professions, from national calls for action, from global challenges, from social movements of the day. This chapter argues that in the search for excellence, engagement and social responsibility that there is no contradiction between responding to local calls for action and global matters. Illustrations of curriculum change which attend to both the local and the global include classroom changes, single university changes, system-wide changes in Canada, Asia, Latin America and New Zealand. We call for more attention to community engaged learning and the creation of central offices for community university engagement.Item Disciplines, professions and the sustainable development goals (SDGs): Challenges in higher education in india(Global University Network for Innovation (GUNi), 2019) Tandon, Rajesh; Pandey, PoojaItem Diversity & social inclusion in higher education: Reflections from FICCI HES 2017(UNESCO Chair, 2018-01-01) UNESCO ChairItem Enabling Public Grievance Redressal Systems in Municipalities: An Operational Manual(Society for Participatory Research in Asia (PRIA), 2013)Grievance redressal lies at the heart of accountable governance, yet in many contexts it remains fragmented and inaccessible to ordinary citizens. This manual offers a practical framework for designing and implementing public grievance systems that are transparent, responsive, and rooted in citizen participation. It sets out processes for creating enabling environments, building institutional structures, and clarifying roles for officials and communities alike. By addressing both procedural steps and the broader ethos of trust and accountability, the manual positions grievance redressal not only as a technical exercise but as a means of deepening democratic practice.Item Fostering social responsibility by higher educational institutions: COVID-19 & Beyond-WEBINAR(Participatory Research in Asia (PRIA), 2020-04-08) Participatory Research in Asia (PRIA); Association of Indian Universities
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