Sustainability through directed change in the visionary university : from predicting to producing the future

The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Curaj, Adrian - 1958- [verfasserIn] Păunică, Mihai [verfasserIn] Popa, Andreea [verfasserIn] Holeab, Cosmin [verfasserIn] Jora, Octavian-Dragomir - 1980- [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Rechteinformationen:	Open Access Namensnennung 4.0 International ; CC BY 4.0

Schlagwörter:	higher education sustainable development globalization change technology management leadership

Übergeordnetes Werk:	Enthalten in: Amfiteatru economic - Bucharest : Editura ASE, 1999, 22(2020), 55 vom: Aug., Seite 905-919
Übergeordnetes Werk:	volume:22 ; year:2020 ; number:55 ; month:08 ; pages:905-919

Links:	Link aufrufen Link aufrufen Link aufrufen

DOI / URN:	10.24818/EA/2020/55/905

Katalog-ID:	1776268482

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allfields	10.24818/EA/2020/55/905 doi 10419/281534 hdl (DE-627)1776268482 (DE-599)KXP1776268482 DE-627 ger DE-627 rda eng I23 I25 O33 O34 O36 F53 F55 jelc Curaj, Adrian 1958- verfasserin (DE-588)1228572631 (DE-627)1750418185 aut Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. DE-206 Namensnennung 4.0 International CC BY 4.0 cc https://creativecommons.org/licenses/by/4.0/ higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206 Păunică, Mihai verfasserin aut Popa, Andreea verfasserin aut Holeab, Cosmin verfasserin aut Jora, Octavian-Dragomir 1980- verfasserin (DE-588)137701683 (DE-627)594328977 (DE-576)304850497 aut Enthalten in Amfiteatru economic Bucharest : Editura ASE, 1999 22(2020), 55 vom: Aug., Seite 905-919 Online-Ressource (DE-627)632417552 (DE-600)2565624-7 (DE-576)327497246 2247-9104 nnns volume:22 year:2020 number:55 month:08 pages:905-919 https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf Verlag kostenfrei https://doi.org/10.24818/EA/2020/55/905 Resolving-System kostenfrei https://hdl.handle.net/10419/281534 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2026 GBV_ILN_2111 GBV_ILN_2129 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 22 2020 55 8 905-919 26 01 0206 3999366478 x1z 05-11-21 2403 01 DE-LFER 4001644878 00 --%%-- --%%-- n --%%-- l01 11-11-21 2403 01 DE-LFER https://doi.org/10.24818/EA/2020/55/905 2403 01 DE-LFER https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf
spelling	10.24818/EA/2020/55/905 doi 10419/281534 hdl (DE-627)1776268482 (DE-599)KXP1776268482 DE-627 ger DE-627 rda eng I23 I25 O33 O34 O36 F53 F55 jelc Curaj, Adrian 1958- verfasserin (DE-588)1228572631 (DE-627)1750418185 aut Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. DE-206 Namensnennung 4.0 International CC BY 4.0 cc https://creativecommons.org/licenses/by/4.0/ higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206 Păunică, Mihai verfasserin aut Popa, Andreea verfasserin aut Holeab, Cosmin verfasserin aut Jora, Octavian-Dragomir 1980- verfasserin (DE-588)137701683 (DE-627)594328977 (DE-576)304850497 aut Enthalten in Amfiteatru economic Bucharest : Editura ASE, 1999 22(2020), 55 vom: Aug., Seite 905-919 Online-Ressource (DE-627)632417552 (DE-600)2565624-7 (DE-576)327497246 2247-9104 nnns volume:22 year:2020 number:55 month:08 pages:905-919 https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf Verlag kostenfrei https://doi.org/10.24818/EA/2020/55/905 Resolving-System kostenfrei https://hdl.handle.net/10419/281534 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2026 GBV_ILN_2111 GBV_ILN_2129 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 22 2020 55 8 905-919 26 01 0206 3999366478 x1z 05-11-21 2403 01 DE-LFER 4001644878 00 --%%-- --%%-- n --%%-- l01 11-11-21 2403 01 DE-LFER https://doi.org/10.24818/EA/2020/55/905 2403 01 DE-LFER https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf
allfields_unstemmed	10.24818/EA/2020/55/905 doi 10419/281534 hdl (DE-627)1776268482 (DE-599)KXP1776268482 DE-627 ger DE-627 rda eng I23 I25 O33 O34 O36 F53 F55 jelc Curaj, Adrian 1958- verfasserin (DE-588)1228572631 (DE-627)1750418185 aut Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. DE-206 Namensnennung 4.0 International CC BY 4.0 cc https://creativecommons.org/licenses/by/4.0/ higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206 Păunică, Mihai verfasserin aut Popa, Andreea verfasserin aut Holeab, Cosmin verfasserin aut Jora, Octavian-Dragomir 1980- verfasserin (DE-588)137701683 (DE-627)594328977 (DE-576)304850497 aut Enthalten in Amfiteatru economic Bucharest : Editura ASE, 1999 22(2020), 55 vom: Aug., Seite 905-919 Online-Ressource (DE-627)632417552 (DE-600)2565624-7 (DE-576)327497246 2247-9104 nnns volume:22 year:2020 number:55 month:08 pages:905-919 https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf Verlag kostenfrei https://doi.org/10.24818/EA/2020/55/905 Resolving-System kostenfrei https://hdl.handle.net/10419/281534 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2026 GBV_ILN_2111 GBV_ILN_2129 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 22 2020 55 8 905-919 26 01 0206 3999366478 x1z 05-11-21 2403 01 DE-LFER 4001644878 00 --%%-- --%%-- n --%%-- l01 11-11-21 2403 01 DE-LFER https://doi.org/10.24818/EA/2020/55/905 2403 01 DE-LFER https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf
allfieldsGer	10.24818/EA/2020/55/905 doi 10419/281534 hdl (DE-627)1776268482 (DE-599)KXP1776268482 DE-627 ger DE-627 rda eng I23 I25 O33 O34 O36 F53 F55 jelc Curaj, Adrian 1958- verfasserin (DE-588)1228572631 (DE-627)1750418185 aut Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. DE-206 Namensnennung 4.0 International CC BY 4.0 cc https://creativecommons.org/licenses/by/4.0/ higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206 Păunică, Mihai verfasserin aut Popa, Andreea verfasserin aut Holeab, Cosmin verfasserin aut Jora, Octavian-Dragomir 1980- verfasserin (DE-588)137701683 (DE-627)594328977 (DE-576)304850497 aut Enthalten in Amfiteatru economic Bucharest : Editura ASE, 1999 22(2020), 55 vom: Aug., Seite 905-919 Online-Ressource (DE-627)632417552 (DE-600)2565624-7 (DE-576)327497246 2247-9104 nnns volume:22 year:2020 number:55 month:08 pages:905-919 https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf Verlag kostenfrei https://doi.org/10.24818/EA/2020/55/905 Resolving-System kostenfrei https://hdl.handle.net/10419/281534 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2026 GBV_ILN_2111 GBV_ILN_2129 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 22 2020 55 8 905-919 26 01 0206 3999366478 x1z 05-11-21 2403 01 DE-LFER 4001644878 00 --%%-- --%%-- n --%%-- l01 11-11-21 2403 01 DE-LFER https://doi.org/10.24818/EA/2020/55/905 2403 01 DE-LFER https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf
allfieldsSound	10.24818/EA/2020/55/905 doi 10419/281534 hdl (DE-627)1776268482 (DE-599)KXP1776268482 DE-627 ger DE-627 rda eng I23 I25 O33 O34 O36 F53 F55 jelc Curaj, Adrian 1958- verfasserin (DE-588)1228572631 (DE-627)1750418185 aut Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense. DE-206 Namensnennung 4.0 International CC BY 4.0 cc https://creativecommons.org/licenses/by/4.0/ higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206 Păunică, Mihai verfasserin aut Popa, Andreea verfasserin aut Holeab, Cosmin verfasserin aut Jora, Octavian-Dragomir 1980- verfasserin (DE-588)137701683 (DE-627)594328977 (DE-576)304850497 aut Enthalten in Amfiteatru economic Bucharest : Editura ASE, 1999 22(2020), 55 vom: Aug., Seite 905-919 Online-Ressource (DE-627)632417552 (DE-600)2565624-7 (DE-576)327497246 2247-9104 nnns volume:22 year:2020 number:55 month:08 pages:905-919 https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf Verlag kostenfrei https://doi.org/10.24818/EA/2020/55/905 Resolving-System kostenfrei https://hdl.handle.net/10419/281534 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_90 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2026 GBV_ILN_2111 GBV_ILN_2129 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 22 2020 55 8 905-919 26 01 0206 3999366478 x1z 05-11-21 2403 01 DE-LFER 4001644878 00 --%%-- --%%-- n --%%-- l01 11-11-21 2403 01 DE-LFER https://doi.org/10.24818/EA/2020/55/905 2403 01 DE-LFER https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf
language	English
source	Enthalten in Amfiteatru economic 22(2020), 55 vom: Aug., Seite 905-919 volume:22 year:2020 number:55 month:08 pages:905-919
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topic_title	I23 I25 O33 O34 O36 F53 F55 jelc Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora higher education (dpeaa)DE-206 sustainable development (dpeaa)DE-206 globalization (dpeaa)DE-206 change (dpeaa)DE-206 technology (dpeaa)DE-206 management (dpeaa)DE-206 leadership (dpeaa)DE-206
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title_full	Sustainability through directed change in the visionary university from predicting to producing the future Adrian Curaj, Mihai Păunică, Andreea Popa, Cosmin Holeab and Octavian-Dragomir Jora
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title_sort	sustainability through directed change in the visionary universityfrom predicting to producing the future
title_auth	Sustainability through directed change in the visionary university from predicting to producing the future
abstract	The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense.
abstractGer	The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense.
abstract_unstemmed	The sustainability of a university can be questioned from the perspective of three functional goals, henceforth setting the analytical framework: (i) the development of suited knowledge (dynamic and evolving, mirroring the complexity of the socioeconomic environment, definitely internationalised and future-oriented), (ii) the development of students' skills, as future workforce (valuing the knowledge) and (iii) the development of institutional capacities, in agile constructions (adequate to face the first two challenges). Such a vision of sustainability in higher education treats change as the very "fuel" of sustainability, not as a threat, an ordeal, or a risk factor; it also transfers the notion of "being sustainable" from an attribute of a state to that of a process; and at the same time, it is precisely a process that does not simply "happen", but is purposefully driven by action, and it comprises a multi-level and polyvalent reality, where prognosis is to be accompanied by proactivity, forecast by foresight, and piecemeal approaches by systemic ones. This essay thoroughly contextualizes such a conceptualization of the sustainable university. It aims to identify some problems that higher education encounters in the managerial, teaching and research processes, that is in the creation and transfer of knowledge, within the current international institutional setup. It also seeks to explain how a culture of collaboration can be developed in such a way that good practices and knowledge are to be shared, obstacles are to be overcome, and efforts are to be capitalized upon in this context. It is essential to understand how teachers, students and graduates can all become prepared to muster and master such change, instead of being led by it or becoming its victims, governing both normalcy and disruptions. It also outlines a strategic understanding and a performance "kit" with innovative approaches, tools and other resources for universities aspiring to carry out plenary sustainability; thence, even if this logic might (not) have been tried out within present-day Romanian higher education, it should be part of its future tense.
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container_issue	55
title_short	Sustainability through directed change in the visionary university
url	https://www.amfiteatrueconomic.ro/temp/Article_2939.pdf https://doi.org/10.24818/EA/2020/55/905 https://hdl.handle.net/10419/281534
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doi_str	10.24818/EA/2020/55/905
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up_date	2024-07-04T19:18:41.180Z
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