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Guillermo Domínguez-Fernández
Department of Education and Social Psychology, Pablo de Olavide University, 41013 Seville, Spain

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Short Biography

Senior lecturer at different Universities (UNED, Complutense de Madrid and, at present, Pablo de Olavide in Seville). Director of the Master's Degree in Teacher Training and Education for Development. His lines of work include the organisation and management of educational institutions and organisations. Director of International Research with different international organisations such as ATEI (Government Association of Ibero-American Educational Television), IEO (Organisation of Ibero-American States), UNESCO in collaboration with the Guinean Government, and UNED. He has coordinated and managed the EU TTNET Network and participated in the Copenhagen process of the EEC and CEDEFOP. Consultant and advisor to universities such as la Católica in Peru, Ambato and Loja in Ecuador, the Salle de Latinoamerica, Católica and BIO-BIO Network in Chile, Nacional de Asunción, in Cartagena de Indias, Colombia, Nacional in Nicaragua, and Río Gran Do Sol in Brazil.

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Journal article
Published: 17 February 2021 in Sustainability
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The 2030 Sustainable Development Agenda sets out 17 Sustainable Development Goals (SDGs) aimed at improving life in all its dimensions, covering all sectors, with a particular emphasis on education. The study presented here focuses on universities as priority organisations and agents of change within the sphere of their social commitment. We thus conducted an analysis of the related scientific production as well as a bibliometric mapping, identifying the main publications indexed in the Web of Science, within its main collection. Focusing on scientific production, we examine the types of documents published, the evolution of the number of publications, the countries of origin of the publications, the most cited sources and articles, together with the most productive authors and a co-citation analysis. Regarding the bibliometric mapping analysis, the five core clusters included in the study were: SDGs in general; SDG 4 on Quality Education; Education for Sustainable Development; Higher Education; and Education Management. Among the main conclusions reached, we would emphasise the need for a change in role and function of university education to tackle sustainable development.

ACS Style

Esther Prieto-Jiménez; Luis López-Catalán; Blanca López-Catalán; Guillermo Domínguez-Fernández. Sustainable Development Goals and Education: A Bibliometric Mapping Analysis. Sustainability 2021, 13, 2126 .

AMA Style

Esther Prieto-Jiménez, Luis López-Catalán, Blanca López-Catalán, Guillermo Domínguez-Fernández. Sustainable Development Goals and Education: A Bibliometric Mapping Analysis. Sustainability. 2021; 13 (4):2126.

Chicago/Turabian Style

Esther Prieto-Jiménez; Luis López-Catalán; Blanca López-Catalán; Guillermo Domínguez-Fernández. 2021. "Sustainable Development Goals and Education: A Bibliometric Mapping Analysis." Sustainability 13, no. 4: 2126.

Journal article
Published: 16 July 2020 in Sustainability
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The global challenge of the 2030 Agenda and the Sustainable Development Goals present a framework of opportunities, in which universities must respond to the demands of a sustainable social organisation by addressing the issues of quality education, the participation and inclusion of different sectors, and the need to promote university social responsibility. In response to this situation, we examine three experiences that highlight the reorganisation demanded at each of the three organisational levels: 1) Macro: the need for cooperation between different universities in Chile’s “macrocampus”; 2) Meso: the organisation and running of faculties in light of the challenges to renew curriculums with the experience implemented by the Social Sciences Faculty of Pablo de Olavide University in Spain; and, 3) Micro: the integration of students and commitment to the needs of the social surroundings, with the E-QUIPU experience implemented at Pontifical Catholic University of Peru (PUCP) in Peru. The report we present is based on a case study, and the findings and conclusions lead us to propose a new holistic-organisational paradigm to facilitate the sustainability of universities. The results of the restructuring allowed us to conduct a meta-evaluation of the sustainability of organisations within a problematic situation (COVID-19), which tested the results of the restructuring objective of Cybersociety.

ACS Style

Guillermo Domínguez-Fernández; Esther Prieto-Jiménez; Peter Backhouse; Eduardo Ismodes. Cybersociety and University Sustainability: The Challenge of Holistic Restructuring in Universities in Chile, Spain, and Peru. Sustainability 2020, 12, 5722 .

AMA Style

Guillermo Domínguez-Fernández, Esther Prieto-Jiménez, Peter Backhouse, Eduardo Ismodes. Cybersociety and University Sustainability: The Challenge of Holistic Restructuring in Universities in Chile, Spain, and Peru. Sustainability. 2020; 12 (14):5722.

Chicago/Turabian Style

Guillermo Domínguez-Fernández; Esther Prieto-Jiménez; Peter Backhouse; Eduardo Ismodes. 2020. "Cybersociety and University Sustainability: The Challenge of Holistic Restructuring in Universities in Chile, Spain, and Peru." Sustainability 12, no. 14: 5722.