Catalysts of university social responsability into strategic planning by thematic analysis and deductive coding

1 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 2 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 3 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 4 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 5 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 6 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 7 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 Ha a d Uni e si y P ess. Shah, C., 2013. E ec s o awa eness on coo dina ion in collabo a i e in o ma ion seeking. 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Uni e sidad Loyola Andalucía, EMPLEABILIDAD Y EMPRENDIMIENTO. A ailable a : h ps://www.uloyola.es/se icios/empleabilidad-y- emp endimien o/emp endimien o [Accessed Decembe 3, 2017]. Uni e sidad Pon i icia de Comillas, P og ama de Apoyo a Emp endedo es. A ailable a : h p://www.comillas.edu/es/?op ion=com_con en & iew=a icle&id=303&I emid= 641&jjj=1512577301696 [Accessed Decembe 4, 2017]. Uni e sidad San Jo ge, 2016. APOYO Y FOMENTO DE EMPRENDEDORES. A ailable a : h ps://www.usj.es/alumnos/o ien acion-empleo/emp ende [Accessed Decembe 5, 2017]. Uni e sidade da Co uña, C eación de Emp esas. A ailable a : h p://o i.udc.es/c eacion-de-emp esas/ [Accessed Decembe 6, 2017]. Uni e sidade de San iago de Compos ela, Á ea de Valo ización, T ans e encia e Emp endemen o. A ailable a : h p://www.usc.es/es/in es igacion/a e/ [Accessed Decembe 6, 2017]. Uni e si a de Ba celona, Ba celona Ins i u d’Emp enedo ia. A ailable a : h p://www.ub.edu/emp enedo ia/ [Accessed Decembe 6, 2017]. Uni e si a de les Illes Balea s, 2017. P og ama de c eación de emp esas. A ailable a : h p://inno acio.uib.es/es/Fomen -de-lespe i -emp enedo / [Accessed No embe 29, 2017]. Uni e si a de València, 2017. In es igación y T ans e encia. A ailable a : h ps://www.u .es/u web/uni e sidad/es/in es igacion- ans e encia/emp endedu ia/p esen acion-no edades-1285946448373.h ml [Accessed Decembe 6, 2017]. Uni e si a Obe a de Ca alunya, Emp endimien o. A ailable a : h p://alumni.uoc.edu/opencms_alumni/opencms/es/se icios/emp endimien o/inde x.h ml [Accessed Decembe 1, 2017]. Uni e si a Poli ècnica de València, 2012. Vice ec o ado de Empleo y Emp endimien o. A ailable a : h ps://www.up .es/en idades/VE2/index-es.h ml [Accessed Decembe 6, 2017]. Uni e si a Pompeu Fab a, Uni e si a Pompeu Fab a. A ailable a : h ps://www.up .edu/web/inno acio/emp enedo s-es udian s [Accessed Decembe 6, 2017]. USDG, 2017. USDG Uni e si ies Sus einable De elopmen Goals. Pu ing he 2030 Agenda a he hea o ou uni e si ies’ wo k, p.h p://ods.ca /en/. Vallaeys, F., 2013. La Responsabilidad Social Uni e si a ia: ¿Cómo en ende la pa a que e la y p ac ica la? Re is a se icio comuni a io, 2(1). Vallaeys, F., De la C uz, C. & Sasia, P., 2009. Responsabilidad Social Uni e si a ia. Manual p ime os pasos, México D.F., México.: McG aw Hill. Vázquez, J.L., Aza, C. & Lane o, A., 2016. Ci izens’ pe cep ions on social esponsibili y in public adminis a ion o ganiza ions: a case s udy on Spain. T ansyl anian Re iew o Adminis a i e Sciences, (48), pp.166–183. Williams, C.C., Ma inez-Pe ez, A. & Kedi , A.M., 2016. In o mal En ep eneu ship in De eloping Economies: The Impac s o S a ing Up Un egis e ed on Fi m Pe o mance. En ep eneu ship Theo y and P ac ice. Yo k, J.G. & Venka a aman, S., 2010. The en ep eneu –en i onmen nexus: Unce ain y, inno a ion, and alloca ion. Jou nal o Business Ven u ing, 25(5), 18 pp.449–463. Zah a, S.A. e al., 2009. A ypology o social en ep eneu s: Mo i es, sea ch p ocesses and e hical challenges. Jou nal o Business Ven u ing, 24(5), pp.519–532. 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.