This article, derived from the research “The formation of the subject from exemplary memory. A theoretical bet for the school”, aims to carry out a critical reflection to establish conditions of possibility in the formation of the subject, based on the knowledge of their past, the domain of symbolic perspective, and the production of meaning according to the education received. The chosen methodology was critical discourse analysis. The field diary and narrative were used as data collection instruments. In this process, the notion of exemplary memory proposed by Todorov was problematized, leading to the identification of the conditions under which exemplary memory can emerge in the student. The main conclusions are summarized as follows: 1) the subject’s singular reflection is a condition of possibility for the emergence of exemplary memory, provided that the subject is formed; 2) exemplary memory can arise in the subject from the particular and singular categories; and 3) exemplary memory becomes possible in the production of meaning constructed by the subject, according to their symbolic mastery and the education they have received.
This paper provides a strategic roadmap for the Universidad Cooperativa de Colombia (UCC) as it transitions towards its Plan Estratégico Nacional 2030. Against a backdrop of profound systemic stratification in Colombian higher education and the enduring legacy of internal conflict, the institution faces the dual imperative of deepening its territorial relevance while expanding its global engagement. Challenging traditional centre-periphery models, this analysis argues that for a private, multicampus, cooperative institution in the Global South, internationalisation must be reconceptualised not as a pursuit of reputational prestige, but as a structural mechanism for equity, resource mobilisation, and local problem-solving. Drawing on the theoretical framework of Place Leadership, the paper audits UCC’s current capacity—characterised by a decentralised network of 16 campuses across 19 cities and a student body primarily drawn from low and medium-low socioeconomic backgrounds. It identifies a strategic opportunity for UCC to function as a “Distributed Place Leader,” linking fragmented regional innovation systems into a cohesive national network. The document concludes with a set of actionable policy recommendations focused on networked governance, inclusive internationalisation (Internationalisation at Home and Collaborative Online International Learning), and the consolidation of solidarity ecosystems. These strategies position UCC to lead not merely as an educational provider, but as a Civic University of Social Innovation, capable of driving territorial resilience and democratising access to the global knowledge economy.
Higher education is currently undergoing profound transformations as a result of increasing digitalization, internationalization, and student diversity. The traditionally accepted notions of quality and flexibility in education must now be understood as interdependent dimensions that guide the development of relevant and meaningful education. This chapter examines contemporary approaches to educational quality (continuous improvement, self-regulation, and a culture of quality) and argues for the value of a competency-based approach in the current context. It also delves into the dimensions of flexibility and its relationship to quality assurance. Based on a narrative analysis supported by recent documentary evidence, it presents examples of institutional success, such as those of the Open University of Catalonia (UOC), the Monterrey Institute of Technology and Higher Education (ITESM), the Open University of the United Kingdom, and a brief case study of the Cooperative University of Colombia (UCC). The role of emerging technologies (learning analytics and artificial intelligence) is discussed, and trends toward 2030 are projected.
This paper examines how applied research universities can enhance their societal engagement by leveraging global trends in co-creation, knowledge transfer, and institutional innovation. The Universidad Cooperativa de Colombia (UCC) invited this contribution as part of the design process for its new National Strategic Plan (PEN) 2026–2029, the institution-wide strategy that sets priorities across its multicampus system. Responding to this mandate, the paper proposes a thematic framework that connects UCC’s cooperative identity and multicampus presence with international debates on research, innovation, and engagement. Four thematic entry points are developed. Section 2 examines participatory agenda-setting, with a focus on frameworks such as Responsible Research and Innovation (RRI) and foresight methods. Section 3 discusses helix collaboration and co-creation, highlighting how universities convene partnerships across sectors. Section 4 turns to institutionalisation, exploring governance, incentives, and curricular integration of societal engagement. Section 5 addresses digital infrastructures and collective intelligence, emphasising how artificial intelligence and open platforms are reshaping both academic practices and university–society interaction. Each theme is analysed with reference to global trends and illustrated with selected Latin American cases. These examples, presented as sources of inspiration, demonstrate how regional universities are incorporating engagement into their strategic planning, experimenting with citizen science, integrating social responsibility into development plans, and connecting with international open science networks. By juxtaposing such illustrations with UCC’s existing assets — clinics, transfer structures, territorial programmes, and SDG alignment — the analysis offers a comparative lens rather than an institutional diagnosis. The strategic synthesis in Section 6 presents these insights in a matrix that links global practices, Latin American illustrations, and UCC’s current strengths. This comparative approach highlights that UCC is not starting from zero. Instead, it has a robust base of practices that can be made more systematic, better connected across campuses, and more visible in national and international arenas. The paper concludes with nine recommendations, organised under the university’s three main functions: research, teaching, and societal interaction. These recommendations emphasize governance and incentives for research agendas, curricular pathways for project-based learning, and facilitation skills, as well as the role of multicampus networks as civic hubs facilitated by responsible digital infrastructures. By consolidating its cooperative mission and aligning with global benchmarks, UCC can reinforce its leadership in Colombia while contributing to broader international debates on the role of universities in democratic renewal and sustainable development.
Universities worldwide are facing a decisive inflection point that demands strategic, systemic action to transform student experience and well-being. While student-centered education has long been supported by research on learning and critical pedagogy, its urgency has intensified due to demographic change, technological disruption, and profound social and economic pressures. These forces have redefined who accesses higher education, how learning occurs, and what students expect from universities. In the context of post-pandemic challenges and the rapid expansion of generative AI, institutions must reaffirm their role as human-centered environments that cultivate belonging, meaning, and resilience. This paper argues that the future of higher education depends on embedding student experience and well-being into the core of institutional strategy and practice. Central to this transformation is the concept of relationship-rich education, understood as learning environments sustained by meaningful interactions among students, faculty, and staff. Evidence shows that strong academic and social relationships enhance cognitive development, mental health, persistence, and overall flourishing, benefiting not only students but also educators and institutional culture. However, structural constraints — including institutional scale, technology misuse, and misaligned incentives — frequently erode these essential connections. To address these challenges, the report proposes eight strategic priorities: designing relationship-rich learning ecosystems; integrating active and collaborative pedagogies into curricula; empowering students as co-creators of academic and institutional life; adopting a holistic approach to well-being that includes students, faculty, and staff; fostering inclusive and equity-driven environments; guiding the use of AI and technology through human-centered principles; reimagining professional development as relational growth; and embedding belonging and purpose into institutional culture. Together, these strategies outline a shift toward a relational, human-centered model of institutional excellence. By aligning mission, policy, and everyday practice around student experience and well-being, universities can strengthen learning outcomes, promote equity, and contribute more effectively to the public good.
