The role of universities in the expansion of human capabilities and just sustainability transitions
- Autores: Diana Carolina Velasco Malaver
- Directores de la Tesis: Alejandra Boni Aristizábal (dir. tes.)
- Lectura: En la Universitat Politècnica de València ( España ) en 2024
- Idioma: inglés
- Tribunal Calificador de la Tesis: Cédric Gilbert Jean Gossart (presid.), Sara Bea Bobet (secret.), Diana Lucio Arias (voc.)
- Programa de doctorado: Programa de Doctorado en Desarrollo Local y Cooperación Internacional por la Universidad Jaume I de Castellón; la Universitat de València (Estudi General) y la Universitat Politècnica de València
- Materias:
- Enlaces
- Tesis en acceso abierto en: RiuNet
- Resumen
This doctoral dissertation explores the role of universities in enhancing human development and fostering just transitions, addressing two central research questions: How can universities' knowledge production improve human development within their academic and broader communities? And what roles can universities play in fostering just transitions to effectively address social challenges? To an-swer these questions, the research encompasses three case studies from two universities and a practi-cal policy project that brought together researchers, policymakers, and practitioners from diverse backgrounds.
The dissertation comprises four publications, each contributing to the overarching themes by ad-dressing specific sub-research questions through experimental engagements and theoretical analysis. Key findings include the expansion of epistemic capabilities through participatory decision-making in university settings, the integration of the Transformative Innovation Policy (TIP) framework with the Human Development and Capabilities approach, and the development of a new analytical framework for assessing the role of universities in just transitions, particularly in the Global South.
Empirically, the research provides insights into the practical application of theoretical frameworks in real-world scenarios, such as the creation of a capability list at Universidad de Ibagué, the experi-mental governance engagements at Universidad Autónoma Latinoamericana (Unaula), and the Peace and Region program. These case studies demonstrate the importance of involving diverse actors, fos-tering democratic deliberation, and creating experimental spaces to drive transformative innovation and regional sustainability.
The dissertation concludes with actionable policy recommendations for fostering transformative innovation to achieve the Sustainable Development Goals (SDGs), emphasising the need for time in-vestment, trust-building, and the inclusion of diverse voices. The research journey continues to evolve, generating new avenues for exploring desirable futures, reparative perspectives, and the transfor-mation of the higher education system to support just sustainability transitions.
