Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education
Abstract
:1. Introduction
2. Theoretical Framework
2.1. The Role of the Higher Education Institutions and University Social Responsibility
2.2. Teaching in Heterodox Economics; The Social and Solidarity Economy and Higher Education Institutions
2.2.1. Teaching Pluralist Economics in HEIs
2.2.2. Potentials of the SSE in the Higher Education Framework
3. AIMS
Aims of the Study
- -
- Identify the representations of FEB students at the University of the Basque Country regarding what the SSE is and what it involves, as a tool for the transmission of ethical values and principles.
- -
- Identify students’ prior knowledge and its connection with formal knowledge in the field of the social and solidarity economy (SSE).
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- Identify the potentials and complementarities of inserting the SSE into the teaching of economics and business.
4. Methodology
4.1. Text Analysis
4.1.1. Participants
4.1.2. Procedure
4.1.3. Design
4.1.4. Instrument
4.1.5. Data Analysis
4.2. Similarity Analysis
5. Results
5.1. Text Analysis: Representations Regarding What Faculty of Economics and Business Students Understand by the SSE
5.1.1. Word Cloud
5.1.2. Similarity Analysis
5.1.3. Reinert Method
“The Solidarity Economy proposes a transition towards new models in which equity is a central element of relationships among individuals, communities and peoples, as well as the planet.”[E87, woman, BAM degree. χ2 = 210.8]
“I think the aim of the SSE is to achieve social development, responding to the problems that exist today and reducing the inequalities that exist.”[E119, women, economics degree. χ2 = 196.2]
“The SSE creates decent jobs.”[E86, woman, business administration and management (BAM) degree. χ2 = 154.6]
“The creation of enterprises such as cooperatives that break away from the classic hierarchical model base their ideas on the SSE.”[E146, man, economics degree. χ2 = 199.2]
“I consider that the SSE should aim to improve society in general… these improvements would be in the environment, the region’s economy and the economy of the different stages of production (farmer, processors, wholesaler).”[E48, woman, BAM degree. χ2 = 199.2]
“In an equitable economic system, it is sought to ensure that all people have access to the resources necessary to satisfy their basic needs (…). This involves a fair distribution of wealth and income, as well as an equality of opportunities…”[E54, man, business degree. χ2 = 164.1]
“Companies that are set up based on this economic model (SSE) are usually founded on the principle of mutual support among peers. (…) The model is concerned with inequalities and an optimistic vision of a fairer future”[E147, man, economics degree. χ2 = 200.3]
“Since solidarity involves empathy with and support for society, it will therefore help to achieve an SSE.”[E23, woman, business degree. χ2 = 68.5]
“(…) I think that a social economy, as the name indicates, must be based on cooperation among the people and different organisations that constitute the system.”[E155, woman, economics degree. χ2 = 196.8]
“In order to set in motion an economy that is more social and caring it is necessary to act as a community, seeking the common good, and not the interests of the individual.”[E80, woman, BAM degree. χ2 = 156.8]
“The authorities and the government can establish policies that favour the reduction of income and social inequalities, such as through laws or setting different kinds of taxes.”[E170, woman, economics degree. χ2 = 167.2]
6. Discussion and Final Reflections
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Total | Man | Woman | ||||
---|---|---|---|---|---|---|
[Average age: 22.8 years] | N | % | N | % | N | % |
Economics degree | 76 | 42% | 34 | 44.7% | 42 | 55.3% |
Business degree | 44 | 24% | 15 | 34.1% | 29 | 65.9% |
BAM degree | 63 | 34% | 22 | 34.9% | 41 | 65.1% |
Total | 183 | 71 | 39% | 112 | 61% |
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Arcos-Alonso, A.; Fernandez de la Cuadra-Liesa, I.; Garcia-Azpuru, A.; Barba Del Horno, M. Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education. Educ. Sci. 2025, 15, 27. https://doi.org/10.3390/educsci15010027
Arcos-Alonso A, Fernandez de la Cuadra-Liesa I, Garcia-Azpuru A, Barba Del Horno M. Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education. Education Sciences. 2025; 15(1):27. https://doi.org/10.3390/educsci15010027
Chicago/Turabian StyleArcos-Alonso, Asier, Itsaso Fernandez de la Cuadra-Liesa, Amaia Garcia-Azpuru, and Mikel Barba Del Horno. 2025. "Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education" Education Sciences 15, no. 1: 27. https://doi.org/10.3390/educsci15010027
APA StyleArcos-Alonso, A., Fernandez de la Cuadra-Liesa, I., Garcia-Azpuru, A., & Barba Del Horno, M. (2025). Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education. Education Sciences, 15(1), 27. https://doi.org/10.3390/educsci15010027