Daniel T. L. Shek

Robert M. Hollister

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.

A Global Survey of Concepts and Experiences

University Social Responsibility and Quality of Life

Lloyd Rodwin

Curious about the images of the city that have been evolving in the different social sciences, we did what academics often do in such a situa 1 tion: we set up a seminar on "Images of the City in the Social Sciences." From the start, we counted on the help of specialists in other fields to pursue their interests. Of the persons who agreed to participate, all but two came from the United States, and their analyses, in the main, reflect the experience of Western countries and the United States. In our formal instructions to our collaborators, we took fi>r granted that a variety of images of the city could be found or inferred in their fields of expertise. We asked them to identify these images and their functions, to explain how and why they have changed over time, and to relate these images to the distinct intellectual traditions and techniques-analytical or otherwise-in their respective fields. The definition of image was left to the judgment of the participants.

Robert M. Hollister

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