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CATALYSTS OF UNIVERSITY SOCIAL RESPONSIBILITY INTO
STRATEGIC PLANNING BY THEMATIC ANALYSIS AND DEDUCTIVE
CODING
El a L. Ramos-Monge
Poly echnic Uni e si y o Ca alonia, Depa men o Managemen , Ba celona,
Spain
[email p o ec ed]
Xa ie Llinàs-Aude
Poly echnic Uni e si y o Ca alonia, Depa men o Managemen , Ba celona,
Spain
[email p o ec ed]
Jesús Ba ena-Ma ínez
Uni e si y o Cadiz, Depa men o Business Managemen , Facul y o Economics
and Business, Cadiz, Spain
[email p o ec ed]
ABSTRACT
The ele ance o highe educa ion ins i u ions (HEI) o social de elopmen is
unques ionable because o hei po en ial o con ibu ing in ellec ual solu ions o
he social, economic, and en i onmen al wel a e o socie y. The cu en s udy
aims o: 1) examine which a e he main ca alys s o uni e si y social esponsibili y
(USR) om a s a egic managemen pe spec i e; 2) show he ela ions among
hose ca alys s h ough seman ic ne wo ks; and 3) analyse he ole o uni e si y
p omo ion o en ep eneu ship. The me hod uses a con en analysis in a sample o
23 uni e si ies and examines he subjec and codes o cla i y he ca alys s. The
seman ic ne wo ks a e shown o e eal hese connec ions. I was ound ha a high
pe cen age o uni e si ies o ien hei e o s owa ds enhancing he employabili y
o s uden s, mainly h ough en ep eneu ial p ojec s in ended o achie e social
esponsibili y.
Keywo ds: s a egic managemen , s a egic planning, s akeholde heo y, highe educa ion ins i u es,
uni e si y social esponsibili y, sus ainable en ep eneu ship, s uden employabili y, uni e si y economic
managemen , uni e si y coope a ion, quali a i e esea ch, deduc i e me hod.
Biog aphical no es:
El a Lize h Ramos-Monge is a PhD s uden in Business Adminis a ion and
Managemen a he Uni e si a Poli ècnica de Ca alunya (Spain) in he Depa men o
Managemen . She holds a mas e ’s deg ee in business and economic s udies. He
mas e ’s hesis was ela ed o s uden en ep eneu ship in Spanish and Mexican
uni e si ies. He esea ch ocuses on he inclusion o social esponsibili y in
uni e si ies, i s applica ion, he ole o s akeholde s, and he in eg a ion o social
esponsibili y in uni e si y s a egy. He esea ch in e es s include s a egic
managemen , uni e si y social esponsibili y (USR), co po a e social esponsibili y
(CSR), quali a i e analysis, and uni e si y en ep eneu ship. She has published a
chap e in INTECH en i led ‘Uni e si ies as co po a e en i ies: he ole o social
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esponsibili y in hei s a egic managemen ’ and an a icle en i led ‘D i e s and ba ie s
o uni e si y social esponsibili y: in eg a ion in o s a egic plans’.
Xa ie Llinàs-Aude is a lec u e a he Poly echnic Uni e si y o Ca alonia in he
Depa men o Managemen (OE). He esea ches he ields o human capi al,
compe i i eness and inno a ion, s a egic managemen , economics, business aining,
highe educa ion managemen , egional economy, and people managemen . He
speci ically explo es issues such as he ole o aining in o ganisa ions, manage ial
skills, and compe encies. He has published a icles in na ional and in e na ional jou nals
such as In angible Capi al, In e na ional Jou nal o T aining and De elopmen , Re is a
de Educación, and he Eu opean Jou nal o Enginee ing Educa ion.
Jesús Ba ena-Ma ínez is an assis an lec u e in he Facul y o Business and
Economics a he Uni e si y o Cadiz (Spain). His PhD disse a ion ecei ed a special
men ion om he San ande Chai o Co po a e Social Responsibili y (CSR) o he bes
PhD on CSR in Spain in 2014. He has published in jou nals such as he In e na ional
Jou nal o Human Resou ce Managemen , Co po a e Social Responsibili y, and
En i onmen al Managemen , In angible Capi al, Eu opean Resea ch on Managemen
and Business Economics, Eu opean Jou nal o Managemen and Business Economics,
and Jou nal o Human Values. His eaching and esea ch in e es s include human
esou ce managemen , co po a e social esponsibili y, and in ellec ual capi al.
1. INTRODUCTION
The s udy o uni e si y social esponsibili y (USR) ecei es conside able
academic a en ion o i s con ibu ion o sus ainabili y in e ms o social,
economic, and en i onmen al impac . To enable ha posi i e impac , highe
educa ion ins i u ions (HEI) should conside he in eg a ion o USR as pa o hei
s a egy. USR can be explained as a policy o ensu ing an e hical quali y o
pe o mance o he uni e si y s akeholde s h ough esponsible managemen
(Vallaeys 2013). HEI should p omo e d i e s (o ca alys s) o USR o achie e his
esponsible managemen . These ca alys s a e unde s ood in his esea ch as he
speci ic ac ions ha academic au ho i ies os e and in eg a e as pa o uni e si y
ac i i ies. In his line, academic au ho i ies should unde s and, engage,
communica e, con ol, coo dina e and lead ac ions o USR. This ask can be
helped by using s a egic plans as a main ool o academic managemen (Llinàs e
al. 2011) and a b idge be ween s a egic hinking and s a egic ac ions.
The po en ial o uni e si ies o help social de elopmen has no been
su icien ly explo ed, al hough many e o s by many o ganisa ions ha e been
made (GRI 2017; GUNI 2017; ISO 26000 2017; PRME 2018). In his wo k, USR
is s udied om he uni e si y managemen app oach, speci ically including USR
in s a egy and s a egic plans o o malise i in HEI. Consequen ly, conside able
in e es in his issue a ises om he alue ha social esponsibili y could b ing o
social de elopmen and he possible answe s i may o e o cu en socio-
economic challenges.
The objec i es o his wo k a e o: 1) disco e which a e he main ca alys s
ha uni e si ies in eg a e in o s a egic plans, and ou hypo heses a e p oposed
ela ed o USR ca alys s, 2) show ela ions among ca alys s h ough seman ic
ne wo ks, and 3) analyse how uni e si ies p omo e en ep eneu ship o achie e
hei esponsibili y o s uden s. To achie e hese objec i es and o espond o he
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hypo heses, he ca alys s we e aken om he model o ‘USR d i e s in Spanish
uni e si ies’ (Ramos-Monge e al. 2017a).
Resul s show ha uni e si ies conside USR ca alys s in e e y uni e si y
dimension. Mo eo e , connec ions among ca alys s a e displayed by means o
seman ic ne wo ks o iden i y how some ca alys s include o he s. Finally, o
achie e he hi d objec i e, p ojec s, p og ammes, and o he uni e si y ac i i ies
we e iden i ied o disco e how hey p omo e en ep eneu ship (as ‘P omo ion o
en ep eneu ial p ojec s’ is a USR ca alys ). I is shown ha e e y uni e si y in he
sample has implemen ed en ep eneu ial ac i i ies. I is sugges ed ha uni e si ies
p omo e en ep eneu ial beha iou by boos ing sus ainable en ep eneu ship, as
his ype o en ep eneu aims o balance economic heal h, social equali y, and
en i onmen al esilience (Hocke s & Wüs enhagen 2010; Rice e al. 2014; Ra en
e al. 2017). Fu he mo e, i has been iden i ied ha he li e a u e suppo s he
p omo ion o social en ep eneu ship in uni e si ies in o de o o e solu ions o
social challenges (Ra en & Welpe 2011).
To de elop his wo k, a hema ic analysis and a deduc i e coding is used.
Thema ic analysis is a me hodology o iden i ying, analysing, and egis e ing
pa e ns o hemes wi hin da a (B aun & Cla ke 2006). This p ocess includes he
iden i ica ion o hemes h ough ‘ca e ul eading and e- eading o he da a’ (Rice
& Ezzy 1999). The e o e, 23 s a egic uni e si y plans we e aken as a sample and
ATLAS. i so wa e was used o analyse each s a egic plan.
The con en o his documen is s uc u ed as ollows. The i s sec ion
explains he esea ch gap and heo e ical amewo k. Secondly, he manusc ip
explo es he me hod and alida ion o he model. The inal sec ion p esen s he
esul s, conclusions, and discussions.
1.1. Resea ch gap and objec i es
Uni e si ies a e making impo an e o s o implemen social esponsibili y.
Ne e heless, he e is no consensus abou which speci ic ac i i ies o ca alys s
belong o USR and how hese ac i i ies a e in e connec ed. Mo eo e , al hough
uni e si ies a e inc easing hei e o s o p omo e en ep eneu ial p ojec s
(Ro hae mel e al. 2007), he link be ween he USR and uni e si y
en ep eneu ship needs u he analysis. The e o e, his esea ch es ablishes he
ollowing objec i es:
1. Find he main ca alys s o uni e si y social esponsibili y (USR) in s a egic
plans and gi e esponse o hypo heses
2. Rep esen ela ions among USR ca alys s h ough seman ic ne wo ks
3. Analyse he ole o uni e si y p omo ion o en ep eneu ship.
2. THEORETICAL FRAMEWORK
Fo a be e unde s anding o his issue, i is impo an o make e e ences o
speci ic subjec s such as uni e si y s a egic managemen , USR concep ,
s akeholde heo y, USR in s a egic plans, and USR ca alys s.
2.1. S a egic managemen and s a egic planning
In e e y o ganisa ion, s a egic managemen is an essen ial ac i i y o
es ablish he pa h o ollow, and s a egic planning se es o cla i ying ha
di ec ion, es ablishing p io i ies, and imp o ing o ganisa ional pe o mance (Shah
2013). S a egic managemen includes a echnical eam o moni o ac i i ies
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ela ed o HEI wo k by using he s a egic plan as a p incipal managemen ool
(Llinàs e al. 2011).
The USR, as CSR when used s a egically, helps c ea e alue in he long
e m as i is mo e e icien in esou ce u ilisa ion (Rexhepia e al. 2013). Thus,
uni e si y s a egic managemen helps academic au ho i ies achie e uni e si y
missions h ough s a egic decisions (Ramos-Monge e al. 2017b). In his line, i is
impo an o de ine s a egy as ‘a sys em o inding, o mula ing, and de eloping a
doc ine ha will ensu e long- e m success i ollowed ai h ully’ (K in 2009).
The e o e, i e e s o inding an e icien way o achie e he speci ied objec i es.
S a egy is also unde s ood as de ining he goals and wha is needed o achie e
hese goals (Po e 1980; Po e 1996). No mally, i is expec ed ha uni e si ies,
as public o ganisa ions, pu sue social s a egies because o hei inhe en social
mission (Vázquez e al. 2016).
Al hough s a egic planning belonged mainly o he p i a e sec o un il he
1970s (Candy & Go don 2011), by he la e 1980s s a egic planning had eme ged
in uni e si ies as pa o an imp o ed managemen p ocess (Albon e al. 2016).
S a egic managemen is o building and execu ing HEI goals by academic
au ho i ies. In his p ocess, esou ces and in e nal and ex e nal en i onmen s
should be conside ed (Nag e al. 2007). S a egic managemen no mally includes
wo s eps: 1) o mula ion o a plan, which includes in e nal and ex e nal analysis,
s a egy o ma ion, and ecogni ion o goals; 2) implemen a ion o a plan, which
includes s uc u e (de ine o ganisa ional s uc u e and ini ia i es) and con ol and
eedback (Min zbe g & Quinn 1996). Execu ion o implemen a ion o he plan is
usually he mos di icul pa , his complica ion is commonly ela ed o se e al
aspec s such as lack o au onomy, go e nance, leade ship, s akeholde
pa icipa ion, and manage ial alen . This s ep is di icul because i in ol es mo e
people and equi es a high le el o commi men (H ebiniak 2007).
Success depends on he abili y o hink s a egically. S a egic hinking
in ol es he applica ion o knowledge, in ui ion, and c ea i i y, he main objec i e
being o de e mine compe i i e s a egies o posi ion he o ganisa ion (Min zbe g
1994).
S a egic hinking and s a egic planning should no be con used. S a egic
hinking needs in ui i e, c ea i e, inno a i e, and uncon en ional me hods o
hinking (He acleous 1998). Howe e , s a egic planning in ol es an analy ical
p ocess (Min zbe g 2009) ha is o en complex and chao ic (Min zbe g 1994).
Inc easingly, s a egic planning is no longe a well-es ablished p ocess and
has been shown as a nonlinea ac i i y (Albon e al. 2016). Communica ion among
uni e si y s akeholde s is o g ea impo ance o ca ying ou s a egic planning.
Beyond desc ibing mission, ision, and alues, s a egic planning mus include
speci ic and achie able goals (Cowbu n 2005). These goals a y acco ding o each
uni e si y en i onmen and he esou ces and needs. To help his ask, s a egic
managemen a ises as a way o imp o ing o ganisa ion, inc easing
compe i i eness, and is ela ed om he beginning wi h he accoun abili y and
acc edi a ion s anda ds (Aleong 2007).
2.1.1. Uni e si y social esponsibili y and i s backg ound
To explain social esponsibili y in uni e si ies, i is necessa y o cla i y
essen ial concep s o uni e si y managemen , since social esponsibili y a ises
om he uni e si y’s adminis a ion. Thus, co po a e go e nance p ocesses he
ela ions by which o ganisa ions a e managed (Shaile 2004) and his ep esen s an
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impo an s a ing poin . These aspec s mus be ca e ully ca ied ou o achie e
speci ic objec i es. Consequen ly, he di ec ion o such ac ions is he key o
achie ing he objec i es.
In uni e si ies, academic au ho i ies will pe o m ha impo an ole, while
o companies he p incipal objec i e o co po a e go e nance is o p o ec he
owne ’s in e es s. Co po a e go e nance in HEI se es o co e he uni e si y
s akeholde demands. These demands dis inguish HEI om p i a e co po a ions,
due o he ac ha he uni e si y’s mission as a public o ganisa ion is mainly
social (Vázquez e al. 2016).
This co po a e go e nance ecognises igh s and esponsibili ies among
s akeholde s and emb aces decision-making p ocess in he o ganisa ion (Lin
2013). Wi hou a well-o ganised uni e si y go e nance, decisions ela ed o social
esponsibili y ca alys s (as i is called in his wo k) could be qui e di icul o
make.
Once co po a e go e nance is clea , i is impo an o con inue wi h he
eme ging concep o USR, which o igina ed in p i a e o ganisa ions, speci ically
when i was ecognised ha decision-making by businesses a ec s socie y (Bowen
1953). The concep o co po a e social esponsibili y (CSR) appea ed as a
mechanism by which o ganisa ions moni o and ensu e hei ac i i ies a e legal
and e hical (Rasche e al. 2017).
The main heo ies on CSR ha e been classi ied in o ou g oups: 1)
ins umen al heo ies ha conside social esponsibili y as an ins umen o weal h
c ea ion; 2) poli ical heo ies ela ed o he esponsible use o co po a e powe in
he poli ical ield; 3) in eg a i e heo ies based on sa is ying social demands; and
4) e hical heo ies ounded on e hical esponsibili ies o socie y (Ga iga & Melé
2004). Howe e , he di icul ies o applying CSR seem o be ela ed o doub s
abou i s bene i s. This may be explained as ha managemen will a ely apply
CSR wi hou inancial bene i s (Bu ke & Logsdon 1996). Se e al au ho s ha e
s udied he ela ionship be ween CSR and inancial s a egy and ha e de e mined
ha CSR has a s a egic alue (Bu ke & Logsdon 1996; McWilliams & Siegel
2001). Fo uni e si ies, he scena io is qui e di e en , uni e si ies ha e a social
mission and do no pu sue p o i s.
Conside ing he desc ip ion o CSR, USR can be de ined as he pe o mance
o e hical policy by uni e si y s akeholde s h ough esponsible managemen o
educa ional, cogni i e, and en i onmen al impac s, and in cons an dialogue wi h
socie y o inc ease sus ainable de elopmen (Vallaeys 2013). USR can also be
unde s ood as he s a egic commi men o socie y, he ecogni ion o e e y
in e nal and ex e nal s akeholde , and he sea ch o policies ha will bene i he
s akeholde s (UNIBILITY 2017). As men ioned in he in oduc ion, his wo k is
suppo ed by a p e ious esea ch using he Delphi me hod (Ga cía & Suá ez
2013), which consis ed o asking expe s abou USR. Besides ob aining esul s
ela ed o USR ca alys s, he e we e also impo an con ibu ions o USR
de ini ions (see Table 1).
The e o e, decision-making by academic au ho i ies a ec s socie y, bu no
in he same way as p i a e companies – and uni e si ies a e expec ed o ha e a
posi i e e ec on socie y by encou aging social, economic, and en i onmen al
de elopmen and b inging social alue. This alue makes e e ence o he deg ee
o which a pa icula ac ion o planned ac ion is impo an o use ul in ela ion o
some hing o achie e (Camb idge Dic iona y 2017). In his line, i is impo an o

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no e he impo ance o USR ca alys s o achie ing he social mission o he
uni e si y.
Uni e si y e hical wo k can be di ided in o wo domains aligned wi h he
uni e si y’s social cha ac e : 1) communica i e associa ion, ela ed o ci il
beha iou , igh o speak, jus ice, solida i y, compassion, ole ance, empa hy and
dialogue, based on hones y and espec ; and 2) he domain o secula in ellec ual
p ac ices ela ed o eedom o in ellec ual ac i i ies, obse a ion, easoning,
esea ch, c i icism, and imagining (Ma ginson 2007). This esea ch is based on he
ou uni e si y impac s: o ganisa ional, educa i e, social, and cogni i e (Vallaeys
e al. 2009).
E o s ega ding social esponsibili y ocused on p omo ing e hical ac ions
in bo h public and p i a e o ganisa ions ha e been mos ly o ien ed by in e na ional
o ganisa ions, who ha e joined e o s o be e de ine, measu e, con ol and
e alua e he subjec . Uni e si ies ha e used hese sou ces and ied o adap hem
o he pa icula i ies o HEI. Some o hese o ganisa ions a e:
 Global Repo ing Ini ia i e (GRI) is an in e na ional o ganisa ion ha has
de eloped sus ainabili y epo ing, helping p i a e and public
o ganisa ions o communica e hei impac s in o issues such as: clima e
change, human igh s, go e nance, and social well-being (Dumay e al.
2010; GRI 2017). This is he p incipal s anda d o epo ing in o ma ion
ela ed o social esponsibili y and one o he mos demanding s anda ds
(Rueda & U ibe 2011).
 Global Uni e si y Ne wo k o Inno a ion (GUNi) is an in e na ional
ne wo k c ea ed by he UNESCO, (UNU), and (UPC) which inspi es HEI
o ede ine hei ole by changing hei posi ion wi hin socie y (GUNI
2017)
 ISO 26000 Social Responsibili y, as an in e na ional s anda d ha helps all
public o p i a e o ganisa ions, ega dless o hei size, o de elop a
esponsible managemen , ollowing p inciples ega ding human igh s,
labou p ac ices, he en i onmen , ai ope a ing p ac ices, consume
issues and, communi y in ol emen and de elopmen (ISO 26000 2017).
 P inciples o Responsible Managemen Educa ion (PRME)
C ea ed unde he coo dina ion o he UN Global Compac and key
academic ins i u ions, PRME de eloped six p inciples: 1) de elop s uden
capabili ies o business and socie y; 2) uni e si y p omo ion o alues
ela ed o global social esponsibili y; 3) imp o e educa ional me hods o
e ec i e lea ning and esponsible leade ship; 4) encou age esea ch abou
he ole, dynamics, and impac o co po a ions in he c ea ion o
sus ainable social, en i onmen al, and economic alue; 5) c ea e ne wo ks
wi h business manage s o lea n mo e abou he challenges in mee ing
social and en i onmen al esponsibili ies; and 6) p omo e communica ion
among uni e si y s akeholde s on issues ela ed o global social
esponsibili y and sus ainabili y (PRME 2018).
Likewise, o he o ganisa ions such as he Ca alan Associa ion o Public
Uni e si ies (ACUP) and he Ca alan Agency o De elopmen and Coope a ion in
coo dina ion wi h o he Ca alan uni e si ies ha e joined e o s o engage
uni e si ies wi h he Sus ainable De elopmen Goals (USDG 2017).
2.1.2. S akeholde heo y
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USR implemen a ion needs e o s by academic au ho i ies in ecognising
g oups in ol ed o a ec ed by HEI ac i i ies, and wi hou his ecogni ion i could
be di icul o s a e s a egic ac ions in eply o hei demands. Thus, s akeholde
heo y explains and suppo s USR (La án Jo ge & And ades Peña 2015).
The uni e si y communi y includes mul iple s akeholde s: s uden s and
amilies; uni e si y adminis a i e s a and acul y membe s; supplie s o goods
and se ices; educa ional sec o ; o he uni e si ies; comme ce and indus y
(Rea ill 1998). S akeholde s ha e also been classi ied as in e nal o ex e nal
(Bu ows 1999; Jongbloed e al. 2008). Some au ho s ag ee ha no all
s akeholde s a e equally impo an , and his is explained by he s akeholde le el
o in luence acco ding o he heo y o s akeholde salience (Mi chell, R. K., Agle,
B. R., & Wood 1997). This heo y dis inguishes hose s akeholde s wi h an
u gency o immedia e ac ions, in luence, o powe in he de elopmen o speci ic
ac ions; and he legi imacy o he ac i i ies ha he ins i u ion pe o ms.
In he case o uni e si ies, s uden s claim special a en ion because hey end
o be he main clien s o HEI (Sánchez & Maina des 2016). Ini ia i es such as he
P inciples o Responsible Managemen Educa ion (PRME) ocus a en ion on
imp o ing s uden aining by p omo ing s uden alues in business schools.
2.1.3. Ca alys s o uni e si y social esponsibili y
To add ess he s a egic ac ions aken by academic au ho i ies o achie e
USR, his pape ook a model o USR ca alys s ob ained om he s udy en i led
‘D i e s and ba ie s o uni e si y social esponsibili y: in eg a ion in o s a egic
plans’ (Ramos-Monge e al. 2017a).
This s udy used a Delphi me hod, which consis s o gi ing se e al i e a ions
o ques ionnai es o expe s on a USR opic, wi h each ques ionnai e modi ied
acco ding o he eedback p o ided by expe s in p e ious i e a ions. This s udy
conside ed 27 expe s om Spanish and Mexican uni e si ies and a ques ionnai e
was applied wi h a Like scale and open ques ions. The objec i e was o achie e
expe consensus (Lins one & Tu o 1975).
As a esul o he Delphi me hod, a USR ca alys model was ob ained (see
Table 2). The model is di ided in o ou dimensions and each has sepa a e g oups
o ca alys s (as ac ions wi h a mo e gene al concep ) and sub-ca alys s (mo e
speci ic ac ions o look o USR). E e y g oup o USR ca alys s was chosen based
on a li e a u e e iew, and dimensions we e de eloped based on he uni e si y
impac s sugges ed by Vallaeys e al. 2009: (1) he o ganisa ional dimension
includes s a , lec u e s, and uni e si y supplie s, as desc ibed in his s udy; (2) he
o ganisa ional dimension includes e hical and en i onmen al managemen , as well
as managemen s a ; (3) he educa ional dimension includes he impac on
s uden s; (4) he cogni i e dimension includes impac s on esea che s; and (5)
social pa icipa ion includes impac s on ex e nal ac o s such as ci il socie y, and
p i a e and public sec o s.
2.1.4. P omo ion o uni e si y en ep eneu ship as USR ca alys s
En ep eneu ship is an impo an ca alys o social de elopmen , pa icula ly,
when he economy is ocused on a mo e echnological socie y (Schumpe e &
Opie 1934). Uni e si ies a e a key ac o o echnological and economic
de elopmen (Mowe y e al. 2001; Rosenbe ga & Nelsonb 1994).
Thus, since en ep eneu ship is conside ed an oppo uni y o he
de elopmen o socie y (S e anescu e al. 2011), i is conside ed ha
8
en ep eneu ship o e s inno a i e solu ions o social p oblems (OECD 2010).
Sus ainable en ep eneu ship is iewed as a ype o en ep eneu ship ha sea ches
o en i onmen al solu ions (Dean & McMullen 2007; Cohen & Winn 2007; Yo k
& Venka a aman 2010) and social challenges (Zah a e al. 2009).
Because he bene i s o en ep eneu ship a e closely ela ed o social and
economic de elopmen , he issue dese es special a en ion o highligh he
ela ionships be ween uni e si y and en ep eneu ship. Fi s ly, i is impo an o
poin ou ha uni e si ies inc ease e o s o p omo e en ep eneu ial p ojec s
(Ro hae mel e al. 2007), due o he abili y o uni e si ies o s a and encou age
he en u e-c ea ion p ocess (Rasmussen & Bo ch 2010). Mo eo e , uni e si ies
boos en ep eneu ship ac i i ies in o de o achie e social bene i s (Williams e al.
2016). Uni e si ies ake ca e o hei social esponsibili ies, pa icula ly o s uden
demands, as educa ional impac s seem o be he uni e si y a ea wi h he highes
le el o a en ion (Vázquez e al. 2016), and s uden s seem o ep esen he main
s akeholde (Sánchez & Maina des 2016).
2.2. Hypo heses
The knowledge economy (D ucke 1969) has gi en he uni e si ies new
economic and social challenges, inducing hem o ede ine hei objec i es,
s a egies and policies (GUNI 2017; Bena ides 2001). These challenges need o
inco po a e s a egic ini ia i es in hei s a egic plans (Kelle 1983) because such
plans a e an ins umen ha comp ises uni e si y mission, ision, s a egic
objec i es, and pe o mance indica o s (Llinàs e al. 2011).
The e o e, his wo k sugges s as hypo heses ha a se ies o USR ca alys s
a e conside ed in s a egic plans o add ess hese economic and social challenges:
 H1. Uni e si ies include in hei s a egic plans he ollowing ca alys s o
achie e esponsible uni e si y managemen :
o Responsible economic managemen o esou ces
o Equal oppo uni ies
o P omo ion o en i onmen al ca e
o Responsible managemen s a
 H2. Uni e si ies include in hei s a egic plans he ollowing ca alys s o
achie e esponsible academic aining:
o De elopmen o esponsible capabili ies and compe ences among
s uden s
o E o s o s uden employabili y
o Adjus academic aining o socie y needs
 H3 Uni e si ies include in hei s a egic plans he ollowing ca alys s o
achie e esponsible esea ch:
o E hical ways o in es iga e and o p oduce use ul esea ch o socie y
 H4 Uni e si ies include on hei s a egic plans he ollowing ca alys s o
achie e esponsible social de elopmen :
o P omo ion o solida i y and uni e si y coope a ion
3. METHOD
To de elop his wo k, a hema ic analysis was d i en by a deduc i e a p io i
empla e o codes (C ab ee & Mille 1999). In his esea ch, he empla e was
de ined by a p e ious esea ch ob ained using a Delphi me hod as explained
p e iously.
9
To de elop a deduc i e analysis, he empla e, o codebook as C ab ee &
Mille (1999) called i , is de ined be o e he in-dep h analysis o he da a. In his
case, a model o USR ob ained om he Delphi me hod was aken as a empla e o
de elop his esea ch. Thus, he hema ic analysis d i en in his wo k is explained
in six phases (see Table 3).
The o al o uni e si ies wi h open access in hei s a egic plans was 41.
Howe e , only 23 we e up- o-da e, as Sec ion 3.1 explains. Consequen ly, 23
s a egic plans we e en e ed in o ATLAS. i, a compu e p og am ha is widely
used in quali a i e da a analysis and da a coding p ocesses. The objec i e o his
documen collec ion was o ga he s a egic plans o analyse and ep esen USR
ca alys s conside ed wi hin s a egic plans.
3.1. Sample
The sample has been buil conside ing 76 Spanish uni e si ies (CRUE 2017)
and ollowing he p ocess p esen ed in Figu e 1. Fi s ly, 41 s a egic plans wi h
open access we e iden i ied, and he 35 uni e si ies wi hou an a ailable s a egic
plan we e con ac ed ia e-mail. Ne e heless, hose who answe ed he eques did
no ha e he s a egic plans upda ed o 2017. In consequence, he sample consis s
o 23 alid s a egic plans (see Table 4).
3.2. Ins umen
As an ins umen o analysis, he ATLAS. i p og am was chosen because i
enables de eloping a sys ema ic analysis and has capaci y o a la ge amoun o
da a. Mo eo e , he p og am p o ides ools o codi y and anno a e special indings
o acili a e analysis o esul s.
3.3. Valida ion
The alida ion o his s udy has been di ided in o wo pa s:
1. Valida ion o he o iginal model ob ained om he s udy ‘D i e s and
ba ie s o uni e si y social esponsibili y: in eg a ion in o s a egic plans’
in which he eliabili y o he in e nal consis ency o he ques ionnai e
applied o academic au ho i ies was es ed. I was shown ha ques ions o
he ins umen measu ed he same cons uc and we e highly co ela ed.
2. Valida ion o hema ic analysis, in his pa , alida ion and c edibili y is
ela ed o co obo a ing and legi ima ing coded hemes, which is he
p ocess o con i ming he indings (C ab ee & Mille 1999). In his line,
he di e en esea che s o his wo k made he co esponding e i ica ions
o esul s om mul iple pe spec i es.
4. ANALYSIS OF RESULTS
The p esen a ion o esul s is di ided in o h ee pa s o e lec he h ee
objec i es o his wo k: 1) examine he main ca alys s o uni e si y social
esponsibili y (USR) and gi e esponse o he hypo heses; 2) ep esen ela ions
among USR ca alys s h ough seman ic ne wo ks; and 3) analyse he ole o
uni e si y p omo ion o en ep eneu ship.
4.1. Main ca alys s in s a egic plans and hypo heses
In his pa , he main ca alys s a e p esen ed o each dimension gi ing
esponse o he ou hypo heses. The ca alys s we e chosen by he numbe o
16
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17
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19
De ini ion o Uni e si y Social Responsibili y by expe s
“Is o ensu e ha s a ha e he bes wo king condi ions and ha he igh s o s uden s, esea che s and eache s a e
espec ed, wi h special a en ion o pe sons wi h disabili ies, disad an aged g oups, and gende equali y”
“Is a concep ha should be applied o e e y uni e si y ac i i y, due uni e si y is c ea ed as wo king o ganiza ion on
he knowledge ield wi h he main objec i e o guide educa ion and esea ch o he common good, hus all hei
ac ions should be aimed a de eloping hei esponsibili y owa ds socie y”
“Is he ans e o aining and educa ion ac i i ies o a knowledge amewo k, allowing solu ions o social issues”
“Is he eal commi men o he public uni e si ies o manage hei impac s (social, en i onmen al, economic,
educa ional and esea ch). Is he imp o emen o employmen si ua ion o hei employees, also, i means o ain
c i ical ci izens who p omo e social de elopmen ”
“Is when he uni e si ies a e awa e o hei ela ionships and impac s in o hei communi y. Social esponsibili y
achie e when uni e si ies gi e special ecogni ion o en i onmen al impac s, also when uni e si ies look o wa d o
sol e social issues”
“Is o apply all he p ecep s o co po a e social esponsibili y wi h he pa icula i ies o he uni e si y en i onmen ”
“Is he p omo ion o ac i i ies o s uden s en ol o social esponsibili y h ow hei academic aining, including
hose ac i i ies ha bene i in e nal s akeholde s”
“Is o p omo e and suppo esponsible p ac ices, in o de o he uni e si y become a o ce o c ea ing alue,
helping o ans o m a socie y and a mo e p oduc i e, sus ainable and inclusi e economy”
“Is a way o manage he uni e si ies, aking in o conside a ion opinions and in e es s o e e y s akeholde ”
“Is he demons a ion ha aining and esea ch is ocused on he social needs. I e e s o opics such as
en i onmen al ca e, social inclusi eness, and accoun abili y cul u e”
“I is he commi men o Highe Educa ion Ins i u ions o ca e o he en i onmen , go e nance, anspa ency,
equi y, access o cul u e, p omo ion o s uden s heal h and employees, esea ch wi h social use and imp o emen o
wo king condi ions. Thei goal is o achie e a digni ied li e o all”
“USR is a alue ela ed o eedom o eaching and esea ch, which guide he labou o he ul ilmen o i s social
mission”
“Is he uni e si y s akeholde engagemen included on s a egic plans and uni e si y ac i i ies o achie e a
sus ainable, peace ul and cul u ed socie y”
Table 1.Expe s de ini ions o Uni e si y Social Responsibili y ob ained om s udy “D i e s and ba ie s o
Uni e si y Social Responsibili y: in eg a ion in o s a egic plans” (Ramos-Monge e al. 2017a)
Uni e si y
dimensions
Ca alys s
Li e a u e suppo
Responsible
uni e si y
managemen
Responsible economic managemen o esou ces
(PRME 2018;
GRI 2017)
Sub-ca alys s:
 Look o s able unding sou ces
 Look o p i a e unds
 P omo ion o ne wo ks wi h companies o look o p i a e
unds
 Look o in e nal unds o esea ch
 P omo ion o ne wo ks wi h companies o p omo e esea ch,
dissemina ion and en ep eneu ship
 T anspa ency and accoun abili y
20
Equal oppo uni ies
(Jacobs 1996;
Teelken & Deem
2013)
Sub-ca alys s:
 Gende equali y
 Uni e si y ac ions o people wi h disabili ies
 Uni e si y ac ions o people wi h limi ed esou ces
 Campus wi h disabili y se ices
P omo ion o en i onmen al ca e
(Hines e al.
1987)
Sub-ca alys s:
 Responsible esou ce managemen
 Ene gy e iciency plan
 P omo ion o sus ainable anspo
Responsible managemen s a
(Gibbs & Co ey
2016; Mu ay &
Lomba di 2010;
Ra en & Suseno
2006; A aya &
Pe e s 2010)
Sub-ca alys s:
 E alua ions o he eaching pe o mance
 E alua ions o adminis a i e pe o mance
 P omo ion o cul u al ac i i ies among s a
 T aining o uni e si y s a inside and ou side he ins i u ion
 Concilia ion o wo k and amily li e
 A ac ion o s a alen
Responsible
academic
aining
De elop o esponsible capabili ies and compe ences among s uden s
(PRME 2018).
Volun ee ing
(C onje 2015).
Sub-ca alys s:
 P omo ion o cul u al ac i i ies among s uden s
 P omo ion o e hical aining linked o he p o essional p o ile
 P omo ion o spo s ac i i ies among s uden s
 Abili y o in e ac and collabo a e in o a eam
 A ac ion o s uden alen
 P omo ion o olun ee ing
E o s o s uden s employabili y
(Williams
e al.
2016;
Ra en
2017;
Cooke
2007;
Fe ei a e
al. 2017)
Sub-ca alys s:
 P omo ion o en ep eneu ial p ojec s
 P omo ion o ne wo ks wi h companies o p omo e s uden
employmen
Adjus academic aining o socie y needs
(Bena ides
2001)
Sub-ca alys s:
 P omo ion o o eign language lea ning in he uni e si y
 P omo ion o schola ships o inancial aid
Responsible
esea ch
E hical way o in es iga e and in e p e indings
(Owen e al.
2012; PRME
2018; UNESCO
1998; GUNI
2017)
Sub-ca alys s:
 Con ibu ion o esea ch o he p o ec ion o he en i onmen
 Con ibu ion o esea ch o social de elopmen
 S udies o social e u n o he uni e si y esea ch ac i i y
 Con ibu ion o esea ch ela ed o equali y, mino i ies,
disad an aged g oups, gende iolence, ci izen pa icipa ion,
child po e y and anspa ency
21
 Uni e si y pa icipa ion in he de ini ion o na ional esea ch
p io i ies
 Uni e si y ac ions o dissemina e esea ch (publica ions,
semina s, con e ences, e c.)
 A ac ion o esea ch alen
 Look o p i a e unds o esea ch
 Look o public unds o esea ch
 Fos e ing esea ch ela ionships wi h companies o o he s
o ganiza ions
Responsible
social
de elopmen
P omo ion o solida i y and uni e si y coope a ion
(GUNI 2017; De
la C uz & Sasia
2008; UNESCO
1998; Mo is e
al. 2011;
Rexhepia e al.
2013)
Sub-ca alys s:
 Figh disc imina ion
 P omo ion o cul u al and spo ing ac i i ies o socie y
 A en ion o cu en p oblems o poli ics, economy, heal h,
e c.
 P omo ion o uni e si y communica ion h ough di e en
pa hs (social ne wo ks, mee ings, web pages, con e ences,
cong esses, e c.)
 De elop Uni e si y Social Responsibili y memo y
 P omo ion o ac ion o comba po e y
 P omo ion o en ep eneu ial p ojec s in ol ing he
pa icipa ion o socie y
Table 2.Model and li e a u e suppo o ca alys s and sub-ca alys s o USR
Phase
Desc ip ion o phase
Con ibu ion
1
De eloping he code manual
In his s age, a dep h analysis o USR heo y was ca ied ou ,
heo e ical concep s was aken o coding in e es ing ea u es o
he da a ela ed o ca alys s o USR. Fi e code ca ego ies we e
in eg a ed in o code manual (dimensions o uni e si y wo k).
2
Tes ing he eliabili y o codes
To de e mina e he applicabili y o he aw in o ma ion coding a
Delphi me hod was ca ied ou o es he code manual. Thus,
he Delphi me hod consul ed 27 academic expe s on social
esponsibili y om Spain and Mexico. Alpha o C onbach o
alida e in e nal consis ency o he ques ionnai e was measu ed
ob aining sa is ac o y esul s.
3
Summa izing da a and iden i ying
ini ial hemes
Reading aw da a om he s a egic plans. Then, ecognizing
key poin s o whole analysis. In his s ep, s a egic ac ions
speci ied in o plans we e analysed.
4
Applying empla e o codes and
addi ional coding
To use a “ empla e analy ic echnique”. A model esul ing om
he Delphi me hod was in oduced in o ATLAS. i p og am. This
model include a se ies o USR ca alys s in o HEI, all hose
ca alys s we e consensual by expe s. Thus, coding he segmen s
o da a in plans ook pa in he p ocess, ma ching ela ed
segmen s wi h codes (USR ca alys s). Also, induc i e codes
(Boya zis 1998)we e added, due o he ac ha hey we e
closely ela ed wi h o he ca alys s ha we e al eady egis e ed
on USR d i e s model. Ones he plans we e coded, seman ic
ne wo k we e de eloped o clus e he codes o each a ea o
uni e si y wo k.
5
Connec ing he codes and
iden i ying hemes
This connec ion o codes is he p ocess o de e mining pa e ns
(C ab ee & Mille 1999). The hemes we e ede ined. In his
wo k, hemes a e equi alen o dimensions o uni e si y wo k.
Al hough hese dimensions we e p e-de ined, ca alys s we e
g ouped in o ca alys s (gene al) and sub-ca alys s (mo e speci ic
ca alys s).
6
Co obo a ing and legi ima ing
coded hemes
Co obo a ing i o con i m he indings (C ab ee & Mille
1999). This phase is closely ela ed o alidi y and c edibili y. In
his s udy, esea che s o his wo k had made he e i ica ions o

22
esul s. Making e i ica ion possible as esea ches ga e hei
pe spec i es o alida e esul s.
Table 3.Phases o codi ica ion da a based on C ab ee & Mille 1999; Boya zis 1998
Figu e1.P ocess o he sample selec ion.
31 wi h open
access o hei s
s a egic plan
50
Public
26
P i a e
76
Uni e si ies in
Spain
10 wi h open
access o hei s
s a egic plan
18 wi h s a egic plan
wi hin ime pe iod
2017
5 wi h s a egic plan
wi hin ime pe iod 2017
19 wi hou open
access o hei s
s a egic plan
16 wi hou open
access o hei s
s a egic plan
35 eques o
s a egic plan
6 esponses
2 uni e si ies do no
ha e s a egic plan
4 uni e si ies ha e
s a egic plan ou o he
pe iod
23
Spanish Uni e si y plans as he sample
Du a ion o
uni e si y plan
Uni e si a de València
2016-2019
Uni e si a Poli ècnica de València
2015-2020
Uni e sidade de San iago de Compos ela
2011-2020
Uni e si a Pompeu Fab a
2016-2025
Uni e sidade da Co uña
2013-2020
Uni e sidad de Jaén
2014-2020
Uni e sidad Pon i icia de Comillas
2014-2018
Uni e si a de Ba celona
2008-2020
Uni e sidad de Salamanca
2013-2018
Uni e sidad del Pais Vasco
2012-2017
Uni e si a Obe a de Ca alunya
2014-2020
Uni e sidad San Jo ge
2015-2020
Uni e si a de les Illes Balea s
2015-2017
Uni e sidad Loyola Andalucía
2013-2018
UNED | Uni e sidad Nacional de Educación a Dis ancia
2014-2017
Uni e sidad de Deus o
2014-2018
Uni e sidad de Cádiz
2015-2020
Uni e sidad de la Rioja
2014-2020
Uni e sidad de Ex emadu a
2014-2018
Uni e sidad de Las Palmas de G an Cana ia
2015-2018
Uni e sidad de Alcalá
2015-2017
Uni e sidad de Alican e
2014-2019
Uni e sidad de Can ab ia
2015-2018
Table 4.Uni e si ies wi h s a egic plan aking as sample
Table 5.Main USR ca alys s on uni e si y managemen
Table 6.Main USR ca alys s on academic aining
Uni e si y
dimensions
Ca alys s
Sub-Ca alys s
S a egic
plans
men ions
Fo ce in
pe cen age
Responsible
uni e si y
managemen
Responsible economic
managemen o
esou ces
Look o s able unding sou ces
13
56%
T anspa ency and accoun abili y
12
52%
Equal oppo uni ies
12
52%
P omo ion o
en i onmen al ca e
Responsible esou ce
managemen
13
56%
Responsible managemen
s a
E alua ions o he eaching
pe o mance
12
52%
T aining o uni e si y s a
inside and ou side he ins i u ion
16
69%
Uni e si y
dimensions
Ca alys s
Sub-Ca alys s
S a egic
plans
men ions
Fo ce in
pe cen age
Responsible
academic
aining
De elop o esponsible
capabili ies and
compe ences among
s uden s
P omo ion o olun ee ing
12
52%
E o s o s uden s
employabili y
P omo ion o en ep eneu ial
p ojec s
13
56%
Adjus academic aining
o socie y needs
P omo ion o o eign language
lea ning in he uni e si y
15
65%
24
Table 7.Main USR ca alys s on esponsible esea ch
Table 8.Main USR ca alys s on social de elopmen
Figu e 2.Seman ic ne wo k o esponsible uni e si y managemen and sub-ca alys s. The op node o he
igu e is he dimension and hei immedia e o sp ing a e he ca alys s. The emaining nodes a e conside ed
sub-ca alys s.
Uni e si y
dimensions
Ca alys s
Sub-Ca alys s
S a egic
plans
men ions
Fo ce in
pe cen age
Responsible
esea ch
E hical way o
in es iga e and in e p e
indings
Uni e si y ac ions o dissemina e
esea ch (publica ions, semina s,
con e ences, e c.)
13
56%
Uni e si y
dimensions
Ca alys s
Sub-Ca alys s
S a egic
plans
men ions
Fo ce in
pe cen age
Responsible
social
de elopmen
P omo ion o solida i y
and uni e si y
coope a ion
P omo ion o uni e si y
communica ion h ough di e en
pa hs (social ne wo ks, mee ings,
web pages, con e ences,
cong esses, e c.)
13
56%
25
Figu e 3.Seman ic ne wo k o esponsible academic aining and sub-ca alys s. The op node o he igu e is
he dimension and hei immedia e o sp ing a e he ca alys s. The emaining nodes a e conside ed sub-
ca alys s.
Figu e 4.Seman ic ne wo k o esponsible esea ch and sub-ca alys s. The op node o he igu e is he
dimension and hei immedia e o sp ing a e he ca alys s. The emaining nodes a e conside ed sub-ca alys s.