Universiteto vaidmuo ilgainiui kinta. Tam įtakos turi universitetų funkcijų kaitos poreikis – nepakanka kurti ir perduoti žinias, būtinas žinių ekonomikos vystymuisi. Universiteto veikla reikalauja persiorientavimo nuo procesų link rezultato, ypač ieškant jo veiklos naudos visuomenei. Tai reiškia, kad universitetas, siekdamas veikti kintančiomis sąlygomis, turi elgtis socialiai atsakingai. Šia disertacija siekiama ištirti socialinę atsakomybę (toliau – SA) universiteto mokslinės veiklos valdyme. Pasirinkta tyrimo strategija – grindžiamoji teorija, kuri leido suformuluoti empiriniais duomenimis grįstas teorines prielaidas. Disertacijoje nagrinėjama SA samprata prasmės ir turinio kitimo aspektais, taip pat parodoma SA transformacijos chronologinė raida, išskiriami SA tipai, apibendrinami tyrimai nuo įmonės SA link viešojo sektoriaus SA. Taip pat analizuojama universiteto SA ir jos tipai, SA įtaka universiteto organizacinei kultūrai, pateikiami keli gerosios patirties pavyzdžiai. Ši dalis baigiama įvadu į universiteto mokslinės veiklos socialinį vaidmenį ir mokslininko elgesį. Toliau paaiškinamas SA diegimas etikos priemonėmis, pradedant nuo vertybių institucionalizavimo, sąmoningumo formavimo ir vedant link SA realizavimo universiteto strategijoje. Taip pat pateikiami gauti empirinio tyrimo rezultatai pagal tyrimo klausimus ir jų analizė. / The role of a university develops over time in response to both internal and external pressures. Higher education is now influenced by the need to change even its central functions and mindset – it is no longer sufficient to create and transfer knowledge, necessary for the development of knowledge economy. The performance of a university requires a refocusing from process to outcomes, notably in quest of societal benefit. It means that a university, seeking to operate in a changing environment, should behave in as socially responsible a way as society expects. The aim of this dissertation is to study social responsibility (SR) in the management of university research performance. The selected research strategy – it is the grounded theory which enabled to provide theoretically empirical data-based assumptions. The doctoral dissertation analyses the aspects of altering meaning and scope of the concept of SR, while showing the chronological development of the transformation of SR and types of SR. It also summarises studies, from SR of business to SR of the public sector. Then it analyses university SR and its types; the influence of SR on organisational culture at university; and introduces some examples of good university practice. This part ends with an introduction to the university‘s social role in research performance and the behaviour of the researcher. Also, it refers to the implementation of SR by ethical means, starting from the institutionalisation of values, the... [to full text]

Cette thèse est destinée à examiner les débats sociaux et philosophiques en leur liaison avec l'actualisation de la « question de l’Université » dans la politique interne de la Russie dans les XIXe et XXe siècles. L'idée de l'Université a été transférée en Russie d'abord de l'Allemagne, puis de la France, tout comme la philosophie russe a été un produit intellectuel passionnant mais emprunté, né de la rationalité occidentale. Cependant l'appareil philosophique occidental n’avait en Russie qu’un caractère instrumental et il a été utilisé en priorité pour la solution de problèmes non philosophiques mais plutôt sociaux, religieux et culturels. L'analyse comparative des politiques universitaires russe et française sous le prisme des discours philosophiques propres à ces deux traditions intellectuelles, permet d'éclaircir l'originalité des modèles d'enseignement général et surtout des modèles universitaires dans leur liaison avec les finalités politiques de ces deux pays. / This thesis examines socio-philosophical discussions related to actualization of « University » as part of Russian public policy in XIX - XX centuries. The University as an idea was brought to Russia from the outside just as Russian philosophy was engendered by Western European rationality. Although a product of the western thought, Russian philosophy was mostly applied focusing on social, religious and cultural problems of the Russian society. Comparative analysis of Russian and French public policy seen through the prism of their respective philosophical discourse reveals unique characteristics of educational and university models and their connection to the policy goals.- Key words: university, nationalism, multiculturalism, academic freedom, autonomy, academic ethics, tolerance

Technology has wrought paradigmatic shifts in societal, institutional, and individual power to instantly share and collaboratively produce knowledge, influencing the definition and perceived significance of academic ethics (AE), a continually evolving social construct. Student disregard of AE can generate wide-ranging conflicts affecting multiple student-success stakeholders: students, their families, instructors, administrators, schools, employers of graduates, and society. Dominant AE higher education institutional strategies typically position the individual student as the problem, leaving contextual influences on their academic conduct outside the AE conflict resolution discourse. The researcher conducted an exploratory research study to ascertain undergraduate students' opinions about AE at a university poised to coordinate and consolidate policy for its undergraduate student population--Nova Southeastern University (NSU). NSU recently announced the creation of a new College of Undergraduate Studies (CUS) to establish a single and unified undergraduate identity throughout its six undergraduate degree-conferring schools. Data was collected and analyzed to assess the opinions of exiting NSU undergraduate students': 1) beliefs about AE, 2) familiarity with school policies and rules, 3) perceived AE experience at NSU, and 4) awareness of conflicts generated by disregard of AE standards and objectives. Conflicts resulting from disparate understandings of academic ethics between students, faculty, and administrators can be reduced and prevented through enhanced communication. This study's findings provided a repository of knowledge to inform NSU/CUS institutional AE strategies by giving voice to students, thereby enhancing communication and the conflict resolution potential of institutional initiatives for the benefit of students and student-success stakeholders at NSU and all similarly-structured universities.