The digitisation of education that has deliberately reformed the pedagogical practices of tertiary education in the 21st century, rapidly transformed all aspects of academia during the COVID-19 pandemic. Academic conferences, as traditional sites of embodied knowledge production, were also impacted and virtual conferences were quickly adopted as socially responsible alternatives. As a component of contemporary academic work, conferencing is meant to foster networks of community and support deep learning but are most often criticised as sites that reproduce prevalent discriminatory academic hierarchies. The most common observations in gender analysis of conferencing report on inequalities of representation and the absence of women in key roles. As organisers of the Southern African Student Psychology Conference (SASPC), we explore our experiences organising our first online conference in the context of the pandemic. Unfortunately, very few researchers have considered the representative space of online forms of conferencing, and to date none reflect the experiences of women academics from South Africa. This article aims to extend these examinations of the gendered nature of academic conferencing by utilising Empowerment Theory (ET) to understand narrative reflections from three women academics and organisers of an online Southern African conference. Collaborative Autoethnography (CAE) served as a critical emancipatory tool for collectively gathering counter stories of our internalised oppression as marginalised women academics. Consequently, this article explicates the gendered dynamics of academia, as well as sustainable pedagogical possibilities for change that is engendered by technology through online spaces as important sites of agency and resistance.

Resumen: Durante el siglo XVIII se empezaron a definir los parámetros de la moderna codificación penal y del sistema judicial y penológico. El replanteamiento global de la economía, la organización social, las formas de convivencia y, en general, las diversas facetas de la vida del hombre, propio de esta centuria, no podían no abarcar la legislación criminal. Dicha rama normativa era una herramienta clave para reafirmar la autoridad del Estado, proteger el orden social que él mismo había establecido, disciplinar socialmente a los individuos como también sus prácticas de comportamientos. Al mismo tiempo, las élites ilustradas tenían muy claro que el replanteamiento de la normativa criminal habría favorecido el amplio proceso de regulación e instrucción social, que, por afectar todos los ámbitos de la vida, habría permitido contrarrestar todas aquellas prácticas y costumbres que se contraponían a su discurso y visión sistémica. Así lo demuestra la tipificación como delito penal del incendio involuntario: si durante la época medieval y moderna el incendio ocasionado por imprudencia o negligencia, es decir, sin dolo, se consideró únicamente un cuasidelito civil, y como tal obligaba el responsable únicamente a la indemnización de los daños, con la codificación penal decimonónica terminó por ser elevado a delito penal. Este artículo se propone reconstruir las etapas principales de esta transición, y explicar los motivos sociales y culturales que la impulsaron. Resumen penológico economía general hombre centuria Estado establecido comportamientos tiempo sistémica involuntario negligencia decir dolo civil daños transición impulsaron

Abstract: During the 18th century, the parameters of modern penal codification and the judicial and penological system began to be defined. The global rethinking of the economy, social organization, forms of coexistence, and, in general, the various aspects of human life characteristic of this century, inevitably involved criminal legislation. This normative branch was a key tool for reaffirming the authority of the State, protecting its social order, and socially disciplining individuals and their behavioural practices. At the same time, the enlightened elites were well aware that the rethinking of criminal regulations would have favoured the extensive process of social regulation and discipline, which, by affecting all areas of life, would have allowed counteracting those practices and customs that contradicted their discourse and systemic vision. This is demonstrated by the typification of involuntary fire as a criminal offense: if during the medieval and modern era, fire caused by imprudence or negligence, in other words, without intent, was considered merely a cuasidelito, and the responsible party was only required to provide compensation for damages, with 19th-century penal codification, it being elevated to a criminal offense. This article aims to reconstruct the main stages of this transition and explain the social and cultural reasons that pushed it. Abstract th century defined economy organization coexistence general legislation State order time discipline which vision offense era negligence words intent cuasidelito damages 19thcentury thcentury 19th

Résumé Cette revue systématique vise à identifier les procédures méthodologiques adoptées dans les études empiriques sur la recherche et l’innovation responsables dans le domaine de l’éducation. Au total, 5 thèses, 3 maîtrises et 31 articles scientifiques ont été extraits des bases de données suivantes: Biblioteca Digital Brasileira de Teses e Dissertações [Bibliothèque numérique brésilienne des thèses et mémoires], SciELO, Eric et le Catálogo de Teses e Dissertações da Capes [Recueil des thèses et mémoires de la Capes]. Après avoir importé les documents dans le logiciel de gestion bibliographique Mendeley, seuls 19 d’entre eux répondaient aux critères d’inclusion. La conclusion est qu’il faut poursuivre les recherches sur ce sujet dans le domaine de l’éducation, afin de promouvoir une société où les pratiques de recherche et d’innovation visent à obtenir des résultats durables, éthiquement acceptables et souhaitables sur le plan social. linnovation l innovation léducation. léducation éducation. éducation l’éducation total suivantes Bibliothèque mémoires, , mémoires] SciELO Recueil Capes. . Capes] Mendeley 1 dentre d entre dinclusion. dinclusion inclusion. inclusion d’inclusion quil qu il léducation, éducation, dinnovation durables social

Resumen Esta revisión sistemática busca identificar qué procedimientos metodológicos son adoptados en los estudios empíricos sobre investigación e innovación responsables en educación. En total, se extrajeron 5 tesis, 3 disertaciones y 31 artículos científicos de las bases de datos de la Biblioteca Digital Brasileira de Teses e Dissertações, SciELO, Eric y Catálogo de Teses e Dissertações da Capes. Después de analizar estos estudios utilizando el software Mendeley, sólo 19 cumplieron los criterios de inclusión. Se concluye que más investigaciones son necesarias sobre este tema en el área de la educación, resultando en una sociedad en la cual, las prácticas de investigación e innovación apunten a lograr resultados sostenibles, éticamente aceptables y socialmente deseables. educación total tesis SciELO Capes Mendeley 1 inclusión cual sostenibles deseables

Abstract This systematic review seeks to identify which methodological procedures are adopted in empirical studies on responsible research and innovation in the field of education. In total, 5 theses, 3 dissertations and 31 scientific articles were extracted from the databases of the Biblioteca Digital Brasileira de Teses e Dissertações [Brazilian Digital Library of Theses and Dissertations], SciELO, ERIC and the Catálogo de Teses e Dissertações da Capes [Theses and Dissertations Catalog of Capes]. After analyzing these studies using the Mendeley software, only 19 met the inclusion criteria. It can be concluded that more research is required on this topic in the field of education, in order to build a society in which the aim of research and innovation practices will be to produce sustainable, ethically acceptable and socially desirable results. education total theses Brazilian Dissertations, , Dissertations] SciELO Capes. . Capes] software 1 criteria sustainable results

Resumo Esta revisão sistemática busca identificar quais procedimentos metodológicos são adotados em estudos empíricos sobre pesquisa e inovação responsáveis em educação. Ao total, 5 teses, 3 dissertações e 31 artigos científicos foram extraídos das bases de dados da Biblioteca Digital Brasileira de Teses e Dissertações, SciELO, Eric e Catálogo de Teses e Dissertações da Capes. Após a análise desses estudos no software Mendeley, apenas 19 atenderam aos critérios de inclusão. Conclui-se que mais pesquisas são necessárias sobre essa temática na área da educação, resultando em uma sociedade na qual as práticas de pesquisa e inovação visem a alcançar resultados sustentáveis, eticamente aceitáveis e socialmente desejáveis. educação total teses SciELO Capes Mendeley 1 inclusão Concluise Conclui se sustentáveis desejáveis

Abstract Given escalating environmental concerns and stricter regulations, there’s a pressing need for sustainable materials. Eco-composites, which blend natural fibers with polymer matrices for reinforcement, are gaining traction. This study stands out by employing Australian royal palm stem fibers within a polystyrene matrix for eco-composites. The research involved assessing thermal stability, quantifying lignin/carbohydrate content, and measuring moisture levels. Scanning electron microscopy was utilized to examine fiber structure. Results from evaluations of thermal and mechanical properties underscore the high-performance reinforcement potential of Australian royal palm fibers, suggesting their suitability for various eco-composite applications. Beyond meeting the demand for sustainable materials, this project introduces an innovative use of these fibers, broadening their potential applications and advocating for greener, socially responsible industry practices. regulations theres there s materials Ecocomposites, Ecocomposites Eco composites, composites Eco-composites traction ecocomposites. ecocomposites eco composites. eco-composites stability lignincarbohydrate lignin carbohydrate content levels structure highperformance high performance ecocomposite composite greener practices

RESUMEN El consumo sustentable es el término que se asocia al uso de productos y servicios con un impacto mínimo en el medio ambiente, salvaguardando los recursos para las generaciones actuales y futuras. En ese sentido, el objetivo del presente trabajo fue analizar las prácticas de consumo sustentable en estudiantes de una universidad privada peruana durante la pospandemia. La investigación tuvo un enfoque cuantitativo, un diseño no experimental y fue de tipo descriptivo transversal. La muestra estuvo conformada por 276 estudiantes a quienes se les aplicó el Cuestionario Sobre Prácticas de Consumo Sustentable Socialmente Responsable, instrumento con adecuados niveles de validez de contenido y confiabilidad. Los resultados indican que las prácticas de consumo responsable del 43,5% de los estudiantes fueron poco habituales, del 39,5% no fueron habituales y del 17% fueron habituales. Del mismo modo, se determinó que las prácticas de consumo sustentable se asociaban de manera significativa al sexo, grupo etario y al nivel socioeconómico de los estudiantes (p<0,05). Por último, se concluyó que las prácticas de consumo sustentable en los estudiantes universitarios fueron poco habituales, por ello, es necesario que se implemente de manera transversal e integral la educación ambiental en las universidades para afrontar la problemática ambiental y contribuir en la concreción de los objetivos de desarrollo sostenible.

ABSTRACT Sustainable consumption is the term associated with the use of products and services with a minimal impact on the environment, safeguarding resources for current and future generations. In this sense, the objective of the present work was to analyze the practices of sustainable consumption in students of a Peruvian private university during the post-pandemic. The research had a quantitative approach, a non-experimental design and was cross-sectional descriptive. The sample consisted of 276 students to whom the Questionnaire on Socially Responsible Sustainable Consumption Practices was applied, an instrument with adequate levels of content validity and reliability. The results indicate that the sustainable consumption practices of 43.5% of the students were unusual, 39.5% were not habitual and 17% were habitual. Similarly, it was determined that Sustainable consumption practices were significantly associated with sex, age group and socioeconomic level of the students (p<0.05). Finally, it was concluded that sustainable consumption practices in university students were unusual, therefore, it is necessary that environmental education be implemented in a transversal and comprehensive manner in universities to face environmental problems and contribute to the realization of environmental goals. sustainable development goals.

Abstract The present article focuses on the principles, processes and practices in the scope of artistic and aesthetic education, which have been developed in the Curricular Unit (UC) of Plastic Arts II, of the 2nd year within the Degree in Basic Education, at Lisbon’s Polytechnic School of Education. Within the tutorship of agents aiming to take action as future interveners at the spheres of education, whether in formal or non-formal contexts, to awake the future educational agent to the transformative potential of artistic and aesthetic education (whether in cultural, social, environmental terms....), it has been the objective of the interdisciplinary group of teachers (from art sciences, arts education, design and educational sciences) responsible for that UC. In this sense, ensuring that the creative and artistic processes are understood as investigative ones and their practices as socially constructed, integrating and transforming the individual and consequently the social environment, interrelating school, society and art, has been a recurrent concern.

Résumé Cet article se concentre sur les principes, les processus et les pratiques de l'éducation artistique et esthétique, développés dans l'Unité Curriculaire (UC) des Arts Plastiques II, de la deuxième année du Diplôme Universitaire en Éducation de Base, à l'École Supérieure d’Éducation du Polytechnique de Lisbonne. La formation d'agents capables d'intervenir dans les domaines de l'action éducative, dans des contextes formels et non formels, éveiller le futur agent éducatif au potentiel transformateur de l'éducation artistique et esthétique (en termes culturels, sociaux, environnementaux, ...), ceux-ci sont les objectifs du groupe interdisciplinaire d'enseignants (sciences de l'art, éducation artistique, design et sciences de l'éducation) qui est responsable de l'UC. En ce sens, faire comprendre les processus créatifs et artistiques comme des processus d'investigation et leurs pratiques comme socialement construites, intégrant et transformant l'individu et par conséquent le tissu social, reliant l'école, la société et l'art, a été une préoccupation récurrente.

Resumen Este artículo se centra en los principios, procesos y prácticas de la educación artística y estética, desarrollados en la Unidad Curricular (UC) de Artes Plásticas II, del 2º año de la Licenciatura en Educación Básica, en la Escola Superior de Educação do Politécnico de Lisboa. En la formación de agentes capaces de intervenir en áreas de acción educativa, en contextos formales y no formales, despertar al futuro agente educativo al potencial transformador de la educación artística y estética (en temas culturales, sociales, ambientales ...), se ha constituido como objetivo del grupo interdisciplinario de docentes (ciencias del arte, educación artística, diseño y ciencias de la educación) responsables de la UC. En este sentido, hacer que los procesos creativos y artísticos entendidos como procesos de investigación y sus prácticas como construidas socialmente, integrando y transformando al individuo y en consecuencia al tejido social, interrelacionando escuela, sociedad y arte, ha sido nuestra preocupación recurrente.

Resumo O presente artigo incide sobre princípios, processos e práticas de educação artística e estética, desenvolvidos na Unidade Curricular (UC) de Artes Plásticas II, do 2º ano da Licenciatura em Educação Básica, na Escola Superior de Educação do Politécnico de Lisboa. Na formação de agentes capacitados para a intervenção em âmbitos da ação educativa, em contextos formais e não formais, despertar o futuro agente educativo para o potencial transformador da educação artística e estética (seja este em termos culturais, sociais, ambientais...), tem-se constituído como um objetivo do grupo interdisciplinar de docentes (das ciências da arte, da educação artística, do design e das ciências da educação) responsáveis pela UC. Neste sentido, fazer compreender processos criativos e artísticos como processos investigativos e a suas práticas como socialmente construídas, integradoras e transformadoras do indivíduo e consequentemente do tecido social, interrelacionando a escola, a sociedade e a arte, tem sido nossa preocupação recorrente.

Community Engagement (CE) is universities' third mission (TM), with teaching and learning, and research as the first and second. Although endorsed as the TM of universities and despite clear policy mandates, CE is largely neglected in several South African universities for several reasons. There is growing pressure for universities to partake in CE in order to align their various disciplinary diversity and resources to connect with the broader society and produce socially engaged and responsible graduates. The long-term benefits of CE are linked to knowledge creation, improved community practices and improved social justice. The article aimed to explore academic staff members' understanding of CE, its execution in the institution and its challenges. Semi-structured interviews were used to collect data, and data were analysed using thematic analysis. The study concluded that there are conceptual contradictions in academics' view of CE and there is a mismatch between what is defined as CE and the actual practice. The CE challenges include lack of institutional guidance, lack of understanding on measuring its effectiveness, neglect, the uncertainty of who should conduct it and lack of finances channelled towards it. To curb the challenges, a clear conceptual framework/policy should be generated that stipulates a clear definition of CE, how to conduct it and which staff should engage communities. Finally, considering that CE benefits students, researchers and communities, provision for its funding should be made by universities to curb financial constraints.

ABSTRACT Objective: the purpose of this paper is to explore the effect of information transparency on the selection of a socially responsible partner, taking into account the role played by signal send by the location of the partner and stakeholder pressure. Theoretical approach: this study is based on the premise that information transparency is a central element in the buyer-supply relationship and can play a key role in the selection of a socially responsible partner. The location of a partner can also affect the feeling of transparency if the country where the partner is located is not recognized for its reputation. The stakeholder pressure for socially responsible practices can also affect the decision to choose a business partner. Methods: we employed a 2 x 2 full-factorial between-subjects, scenario-based role-playing experiment. In Study 1, we simulated a situation in which the buyer is asked about their likelihood of selecting a socially responsible supplier, while in Study 2 we simulated a situation in which the socially responsible supplier is asked about the likelihood of selling products to a buyer. Results: the results indicate that information transparency affects the decision to select socially responsible partners. Stakeholder pressure partially moderates this relationship, while location does not moderate this relationship in either study. Conclusion: we conclude that information transparency throughout the supply chain is a relevant factor in negotiations within a socially responsible context. Information transparency is a key aspect for both the buyer and the supplier when selecting a socially responsible partner. Objective approach buyersupply reputation Methods fullfactorial full factorial betweensubjects, betweensubjects between subjects, subjects between-subjects scenariobased scenario roleplaying playing experiment 1 Results partners Conclusion context

RESUMO Objetivo: o objetivo deste artigo é explorar o efeito da transparência da informação na seleção de um parceiro socialmente responsável, levando em consideração o papel desempenhado pelo sinal enviado pela localização do parceiro e a pressão dos stakeholders. Marco teórico: Este estudo parte da premissa de que a transparência da informação é um elemento central na relação comprador-fornecedor e pode desempenhar um papel-chave na seleção de um parceiro socialmente responsável. A localização de um parceiro também pode afetar o sentimento de transparência se o país onde o parceiro está localizado não for reconhecido por sua reputação. A pressão dos stakeholders por práticas socialmente responsáveis também pode afetar a decisão de escolha de um parceiro de negócios. Métodos: empregamos um experimento baseado em cenários e fatorial 2 x 2 entre participantes. No Estudo 1, simulamos uma situação em que o comprador é questionado sobre sua probabilidade de selecionar um fornecedor socialmente responsável, enquanto no Estudo 2 simulamos uma situação em que o fornecedor socialmente responsável é questionado sobre a probabilidade de vender produtos a um comprador. Resultados: os resultados indicam que a transparência da informação afeta a decisão de selecionar parceiros socialmente responsáveis. A pressão dos stakeholders modera parcialmente essa relação, enquanto a localização não modera essa relação em nenhum dos estudos. Conclusão: a divulgação de informações em toda a cadeia de suprimentos é um fator relevante nas negociações em um contexto socialmente responsável. A transparência das informações é um aspecto fundamental para o comprador e fornecedor na seleção de um parceiro socialmente responsável. Objetivo teórico compradorfornecedor papelchave chave reputação negócios Métodos participantes 1 Resultados estudos Conclusão

BACKGROUND: South Africa is beset with violent, antisocial practices and ways of life hindering peaceful co-existence and participatory democracy. This makes a targeted early education programme to develop a socially responsible generation imperative. AIM: Based on a larger research project, this study aimed to highlight the value of participatory action research in determining the outcomes of an early childhood development (ECD) Integral Education (IE) and Ubuntu approach for incorporation in the education and training of practitioners. SETTING: Three ECD practitioners were selected to participate in this study, which was located in a township in the south of Durban in three preschools (urban, semi-urban and rural. METHODS: Lewin's PAR method was used to explore, develop and evaluate an intervention for change. Data were collected through focus group and participant interviews, observations and journal entries and then analysed thematically. RESULTS: The findings revealed that, personally and professionally, the practitioners experienced positive changes through adopting an integral approach that included becoming more introspective and reflective in their practice. CONCLUSION: Educating and training early childhood practitioners to develop the appropriate knowledge, skills, attitudes and values to adopt and implement an ECD IE and Ubuntu approach are essential for developing a new generation of socially responsible citizens for participatory democracy in South Africa. CONTRIBUTION: The findings highlighted key components of an ECD IE practitioner training programme based on the integrality of the mind, body, heart, spirit and community. Thus, the development of a caring, compassionate and humane society in democratic South Africa can be enabled.

Resumen En las empresas, el distintivo empresa socialmente responsable avala las prácticas de responsabilidad social empresarial; sin embargo, resulta interesante conocer la perspectiva de su activo más importante con otro modelo igualmente reconocido. Así pues, el objetivo de esta investigación es valorar las prácticas de responsabilidad social en una multinacional con el distintivo empresa socialmente responsable desde la percepción de su recurso humano considerando la norma ISO 26000. Esta investigación adopta un enfoque cuantitativo, de corte transversal y con alcance explicativo. Los resultados evidencian las dimensiones con las que la empresa cumple con su papel de ser socialmente responsable. La muestra es la principal limitación. La originalidad y valor de la investigación radican en que esta permite conocer la alineación existente entre las prácticas de responsabilidad social empresarial de la empleadora y la percepción del recurso humano al respecto. Se concluye que hay una coincidencia entre ambos modelos para calificar un comportamiento socialmente responsable.

Abstract In companies, the socially responsible company badge endorses corporate social responsibility practices; however, it is interesting to see the perspective of its most important asset with another equally recognized model. Thus, the objective of this research is to assess the practices of social responsibility in a multinational with the socially responsible company label from the perception of its human resources considering the ISO 26000 standard. This research adopts a quantitative, cross-sectional approach with an explanatory scope. The results evidenced the dimensions with which the company fulfills its role of being socially responsible, being the sample its main limitation. The originality/value lies in the fact that it allows knowing the existing alignment between the corporate social responsibility practices of the employer and the perception of its human resources. As conclusions, there is coincidence between both models to qualify a socially responsible behavior.

Resumen El comportamiento de compra de los consumidores es una de las actitudes sociales que más interés suscita en las investigaciones sobre comunicación y marketing. El presente estudio tiene como objetivo realizar un análisis comparativo de este tipo de comportamiento en dos territorios, cuyo desarrollo económico es sustancialmente diferente, en cuanto a la aceptación por los consumidores de prácticas poco respetuosas con el medio ambiente por parte de las empresas (p. e. el greenwashing). Así, partiendo del estudio realizado en Colombia, se ha replicado su metodología y se ha llevado a cabo una encuesta similar a consumidores de Cataluña, con el fin de comparar los resultados y analizar la influencia de diferentes variables y aspectos determinantes en la decisión de compra de los consumidores de ambos territorios. El estudio concluye que los consumidores colombianos presentan un 10.5% menos de respeto ambiental en su comportamiento de compra en comparación con los catalanes.

Resumo O comportamento de compra dos consumidores é uma das atitudes sociais que mais desperta o interesse em pesquisas sobre comunicação e marketing. O presente estudo pretende realizar uma análise comparativa deste tipo de comportamento em dois territórios cujo desenvolvimento econômico é substancialmente diferente no que diz respeito à aceitação pelos consumidores de práticas pouco respeitosas com o meio ambiente por parte das empresas (por exemplo, o greenwashing). Assim, com base no estudo realizado na Colômbia, replicou-se sua metodologia e realizou-se uma pesquisa semelhante entre os consumidores da Catalunha, a fim de poder comparar os resultados e analisar a influência de diferentes variáveis e aspectos determinantes na decisão de compra dos consumidores de ambos os territórios. O estudo conclui que os consumidores colombianos mostram 10.5% menos respeito pelo meio ambiente em seu comportamento de compra em comparação com os catalães.

Abstract The consumers' purchase behaviour is one of the social attitudes that has a high interest in research on communication and marketing. The objective of this study is to carry out a comparative analysis of this type of behaviour in two territories whose economic development is substantially different in terms of consumer acceptance of not very respectful business practices with the environment (e.g. greenwashing). Based on the study from Colombia, the methodology has been replicated and a similar survey of consumers in Catalonia has been developed, in order to be able to compare the results and analyse the influence of different variables and determining the consumers' purchase decision-making factors in both territories. The study concludes that Colombian consumers have 10.5% less respect for the environment in their purchasing behaviour compared to Catalan consumers.

Resumen Introducción . En México es palpable la falta de convergencia educativa en la enseñanza superior, con un avance desigual en la formación por competencias, sobre todo al sur del país. Se considera que el personal docente es el eje principal en el desarrollo de la calidad educativa. El propósito de esta investigación es conocer cómo se asume un proceso profesionalizante que busca el desarrollo de las competencias docentes aplicado a un grupo de maestros y maestras de una institución pública de nivel superior ubicada al sur del país. Metodología. Se realizó una investigación-acción colaborativa y participativa longitudinal de tipo exploratoria-descriptiva. Se diseñó un proceso profesionalizante y se aplicó en una de las divisiones académicas más pobladas de la institución educativa (IE) sujeto/objeto de estudio. Esta fue desarrollada en un período de año y medio con un grupo de docentes seleccionado por conveniencia y con roles intercambiables. Resultados. A través de indicadores cualitativos y cuantitativos, se muestra el involucramiento del personal docente en el proceso profesionalizante. Estos indicadores son: participación voluntaria; reconocimientos; difusión de la actuación académica; evidencias de la enseñanza aprendizaje por competencias; interacción didáctico-pedagógica y la teoría en la práctica. Discusión. Se destaca la importancia de una gestión educativa con liderazgo proactivo que practique un currículo más cohesionado hacia un trabajo interdisciplinar y transdisciplinar, en procura de una gestión socialmente responsable. Finalmente, la investigación acción colaborativa y participativa guía hacia un saber-puente para el desarrollo de las competencias docentes; sin embargo, se requiere la continuidad de este proceso para innovar en la educación superior.

Resumo Introdução. No México, é palpável a falta de convergência educacional no ensino superior, com avanços desiguais na formação por competências, especialmente no sul do país. O corpo docente é considerado o principal eixo no desenvolvimento da qualidade educacional. O objetivo desta pesquisa é conhecer como se assume um processo profissionalizante aplicado a um grupo de docentes de uma instituição pública de nível superior localizada no sul do país, visando o desenvolvimento de competências docentes. Metodologia. Foi realizada uma pesquisa-ação exploratória-descritiva longitudinal colaborativa e participativa. Um processo de profissionalização foi desenhado e aplicado em uma das divisões acadêmicas mais populosas da Instituição Educativa (IE) sujeito/objeto de estudo. Este trabalho foi desenvolvido em um período de um ano e meio com um grupo de docentes selecionados por conveniência e com funções variadas. Resultados. Por meio de indicadores qualitativos e quantitativos, evidencia-se o envolvimento do corpo docente no processo de profissionalização. Esses indicadores são: participação voluntária; reconhecimentos; divulgação do desempenho acadêmico; evidências de ensino-aprendizagem por competências; interação didático-pedagógica e teoria na prática. Discussão. Destaca-se a importância de uma gestão educacional com lideranças proativas que pratiquem um currículo mais coeso no sentido de um trabalho interdisciplinar e transdisciplinar, buscando uma gestão socialmente responsável. Por fim, a pesquisa-ação colaborativa e participativa orienta para uma ponte de conhecimento para o desenvolvimento de competências docentes; no entanto, a continuidade desse processo é necessária para inovar no ensino superior.

Abstract Introduction. The lack of educational convergence in higher education is palpable in Mexico, with uneven progress in training by competencies, especially in the country’s south. The teaching staff is considered to be the main axis in the development of educational quality. Therefore, this research aims to know how a professionalizing process applied to a group of male and female teachers from a public higher education institution located in the south of the country is assumed, seeking the development of teaching competencies. Methodology. A collaborative and participatory longitudinal exploratory-descriptive action research was conducted. A professionalizing process was designed and applied in one of the most populated academic divisions of the educational institution (IE) that was the subject and object of the study. The research was conducted in one and a half years with a group of teachers selected for convenience and with interchangeable roles. Results. Through qualitative and quantitative indicators, the involvement of the teaching staff in the professionalizing process is shown. These indicators are voluntary participation, recognitions, dissemination of academic performance, evidence of teaching-learning by competencies, didactic-pedagogical interaction, and theory in practice. Discussion. The importance of an educational management with proactive leadership that practices a more cohesive curriculum towards interdisciplinary and transdisciplinary work is highlighted, seeking socially responsible management. Finally, collaborative and participatory action research guides towards a knowledge bridge for the development of teaching competencies; however, the continuity of this process is required to innovate in higher education.

RESUMO Conhecer a perspectiva dos colaboradores é fundamental para alinhar uma boa Gestão de Recursos Humanos. Para tanto, buscou-se verificar se os colaboradores de organizações portuguesas percebem a presença de práticas de gestão alinhadas à Responsabilidade Social Corporativa (RSC) e se essas impactam o Desempenho Organizacional (DO). O delineamento metodológico adotado caracteriza-se como um estudo descritivo e quantitativo. Pela análise de regressão múltipla, dá-se ênfase a que o fator com maior impacto positivo sobre a percepção de desempenho da organização, ao proporcionar saúde e segurança no local de trabalho, foram as práticas de gestão econômico-financeira socialmente responsáveis (β=0,327) e as estratégias de negócios da organização alinhadas à responsabilidade social (β=0,277). Entre as práticas que impactam a interação e comprometimento da organização com a comunidade, pode-se enfatizar as estratégias de promoção da marca alinhadas aos princípios da RSC (β=0,305) e, novamente, as estratégias de negócios da organização alinhadas à responsabilidade social (β=0,266).

ABSTRACT Knowing the employees’ perspective is essential for good human resource management. In this investigation we sought to determine whether the employees of Portuguese organizations perceive that management practices are aligned with corporate social responsibility (CSR), and whether these practices affect organizational performance. The methodological design we adopted in this study is characterized as being descriptive and quantitative. Multiple regression analysis reveals that the greatest positive impact on the perception of organizational performance for providing health and safety in the workplace was obtained by way of socially responsible, economic-financial management practices (β=0.327) and from the organization’s business strategies being aligned with social responsibility (β=0.277). Among the practices impacting the organization’s interaction and commitment to the community, we emphasize brand promotion strategies being aligned with CSR principles (β=0.305), and the organization’s business strategies being aligned with its social responsibility (β=0.266).

RESUMEN Conocer la perspectiva de los empleados es esencial para alinear una buena gestión de los recursos humanos. Para ello, se buscó verificar si los empleados de las organizaciones portuguesas perciben la presencia de prácticas de gestión alineadas con la responsabilidad social corporativa (RSC) y si estas impactan en el desempeño organizacional (DO). El diseño metodológico adoptado se caracteriza por ser un estudio descriptivo y cuantitativo. Mediante el análisis de regresión múltiple, se destaca que los factores con mayor impacto positivo en la percepción del desempeño organizacional en la provisión de salud y seguridad en el trabajo fueron las prácticas de gestión económico-financiera socialmente responsables (β=0.327) y las estrategias empresariales de la organización alineadas a la responsabilidad social (β=0.277). Entre las prácticas que impactan en la interacción y el compromiso de la organización con la comunidad, se pueden destacar las estrategias de promoción de la marca alineadas con los principios de la RSC (β=0.305) y, de nuevo, las estrategias empresariales de la organización alineadas con la responsabilidad social (β=0.266).

ABSTRACT University Social Responsibility (USR) is a strategic management approach whose introduction in universities mission statement is encouraged by international organizations (e.g., United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO)), as well as by public administrations. Universities are increasingly responding to this demand by incorporating USR principles and sustainable development in their practices and daily activities. This study aimed to identify the strategic profile of socially responsible universities (based on their institutional mission statement). To achieve this goal, qualitative comparative analysis was applied to the case of the Spanish higher education system. The findings confirm the initial intuition about the heterogeneous nature of the strategic patterns followed by Spanish universities. In order to respond to the international calls for incorporating social responsibility principles into their culture, Spanish universities adopt different strategies that affect the four areas that shape their organizational scope.

RESUMEN La Responsabilidad Social Universitaria (RSU) es una estrategia de dirección de la universidad que proponen tanto organismos internacionales, por ejemplo, la Organización de las Naciones Unidas (ONU) y la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), como nacionales para que se incluya en la declaración de la misión de cada universidad. Las universidades vienen dando respuesta a esta demanda, incorporando los principios de RSU y de desarrollo sostenible en su día a día. El trabajo que aquí se presenta tuvo como objetivo establecer el perfil o los perfiles estratégicos a los que responden las universidades que se posicionan como socialmente responsables en la declaración institucional de su misión. Para ello se utilizó el método del análisis cualitativo comparativo. La aplicación empírica se centró en el estudio del sistema universitario español. Los hallazgos confirmaron la hipótesis de partida sobre la existencia de diferentes patrones, por lo que fue posible concluir que no hay una única manera de introducir la RSU en las universidades, sino que son varias las estrategias en los cuatro ámbitos de su actuación que siguen las universidades españolas para dar respuesta a las llamadas internacionales de incorporar la responsabilidad social en su quehacer.

El presente trabajo pretende dar a conocer los principios TRUST que dan directrices para considerar confiables a los repositorios de datos. Estos principios abarcan la Transparencia, la Responsabilidad, el Foco en el Usuario, la Sostenibilidad y la Tecnología, y presentan un marco común para guiar a los gestores de repositorios de datos en la implementación de las mejores prácticas en cuanto a preservación digital. Para lograr el objetivo propuesto se dan definiciones para el área, conceptos vinculados a la calidad, normativa vigente para auditoría y certificación y finalmente, se explican y ejemplifican los modos de cumplir con los mencionados principios que aseguran que los datos almacenados son FAIR es decir que son datos encontrables, accesibles, interoperables y reusables por cualquier comunidad de modo de avanzar hacia una ciencia abierta, participativa y socialmente comprometida.

This work presents TRUST principles, which provide guidelines for trustworthy data repositories. These principles, namely, Transparency, Responsibility, User Community and Sustainability, and Technology (TRUST), set a shared framework to guide repository managers in implementing the best practices for Digital Preservation. In order to achieve this goal, domain definitions are provided, along with concepts related to quality, current regulations for auditing and certification. Finally, this work also explains -with illustrative examples- how to comply with the aforementioned principles and thus ensure the data stored in the repositories are Findable, Accessible, Interoperable, Reusable (FAIR) by any community to move towards an open, participatory and socially responsible science.