de Mo aes Ab ahão, Vi iane; Vaque o-Diego, Ma ía; Cu ás Mós oles, Rosa
A icle
Uni e si y social esponsibili y: The ole o eache s
Jou nal o Inno a ion & Knowledge (JIK)
P o ided in Coope a ion wi h:
Else ie
Sugges ed Ci a ion: de Mo aes Ab ahão, Vi iane; Vaque o-Diego, Ma ía; Cu ás Mós oles, Rosa
(2024) : Uni e si y social esponsibili y: The ole o eache s, Jou nal o Inno a ion & Knowledge
(JIK), ISSN 2444-569X, Else ie , Ams e dam, Vol. 9, Iss. 1, pp. 1-8,
h ps://doi.o g/10.1016/j.jik.2024.100464
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Uni e si y social esponsibili y: The ole o eache s
Vi iane de Mo aes Ab ah~
ao
a,
*, Ma ía Vaque o-Diego
a
, Rosa Cu
as M
os oles
b
a
ESIC Uni e si y, Cam. Valdenig iales, S/N, 28223, Pozuelo de Ala c
on, Mad id, Spain
b
Uni e sidad Poli
ecnica de Valencia, Camí de Ve a, s/n, 46022, Val
encia, Valencia, Spain
ARTICLE INFO
A icle His o y:
Recei ed 15 Sep embe 2023
Accep ed 24 Janua y 2024
A ailable online 7 Feb ua y 2024
ABSTRACT
In he las decades, he social impac o uni e si ies has a isen as a new conce n, which has shi ed he way
academic knowledge is designed o include opics such as inclusion, en i onmen al p o ec ion, e hics, and so
on. Being eache s he main ac o s o hese changes, i is necessa y o unde s and hei belie s and p ac ices
ega ding his ma e . This s udy aims o analyze he pe cep ion and cu icula p ac ices o highe educa ion
eache s o business- ela ed subjec s ega ding Uni e si y Social Responsibili y (USR). A sample o wen y-
one uni e si y eache s ela ed o socially ele an subjec s in business deg ees was selec ed o answe a
ques ionnai e abou hei pe cep ions and p ac ices ega ding USR. In gene al, he findings indica e ha
eache s a e no ully awa e o he ole o social opics in hei subjec s, and do no engage hei s uden s in
hese ma e s wi hin hei subjec s. In addi ion, eache s do no ully pe cei e ac ions o social esponsibili y
aken by he uni e si y. This diagnos ic s udy may enable u u e changes in cu icula p ac ices and eache
aining ha will allow s uden s o ecei e a comple e educa ion abou social issues ela ed o hei p o es-
sional de elopmen .
© 2024 The Au ho (s). Published by Else ie España, S.L.U. on behal o Jou nal o Inno a ion & Knowledge.
This is an open access a icle unde he CC BY-NC-ND license
(h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/)
Keywo ds:
Uni e si y social esponsibili y
Highe educa ion
Social jus ice
Teache ’s p ac ices
Classifica ion codes
I230
M14
O35
D63
A22
In oduc ion
In he co po a e wo ld, being en i onmen al, social, and go e -
nance (ESG) complian o ha ing a posi i e co po a e social esponsi-
bili y policy has become a key ac o owa d inno a ion and social
change. Following he same end, in ecen yea s, he p ac ical social
elemen o uni e si ies has a isen as a new field o conce n. As s a ed
by Sanz, Pe is and Esc
amez (2017), highe educa ion mus be ac i e
in he global and local sphe es wi h espec o jus ice and sus ainabil-
i y. Tha means ha he ole o he uni e si y has de eloped beyond
he simple p oduc ion and dissemina ion o knowledge; he espon-
sibili y o highe educa ion ins i u ions is, inc easingly, o exe cise
hei ole as an engine o social ans o ma ion and g ow h, se ing
he di e en indi idual and social needs o a wo ld ha is inc eas-
ingly awa e o i s di e si y (P
e ez Domínguez, 2009). Such change
has esul ed in he concep o uni e si y social esponsibili y, hence-
o h uni e si y social esponsibili y (USR). This is a b oad unde ak-
ing ha encompasses bo h he uni e si y’s ac i i y owa d s uden s
and employees and he wide socie y beyond, in eg a ing p ocedu es
o social esponsibili y in i s adminis a ion and deli e ing inno a i e
educa ion, knowledge p oduc ion, se ices, and communi y ac i i ies
(Shek, Yuen-Tsang, & Ng, 2017, p. 13).
Many o hese ac i i ies a e pe o med by uni e si y eache s,
who play a c ucial ole in achie ing USR by being one o he s ake-
holde s ha can include up- o-da e, socially ele an con en and
p ac ices in hei cou ses and demand a mo e socially awa e campus.
To ha end, i is deemed necessa y o unde s and hei pe cep ions
and p ac ices and iden i y a eas o imp o emen as a fi s s ep
owa d a comple e and sus ainable USR p ac ice.
The e o e, his s udy aims o add ess he pe cep ions and p ac i-
ces ega ding USR by eache s in a p i a e business and ma ke ing
uni e si y in Mad id (Spain). Fi s , we aim o explo e and unde s and
eache s’pe cep ions o he uni e si y’s social p ac ices, an icipa ing
a posi i e ou look among educa o s. Second, ou ocus ex ends o
eache s in ol ed in subjec s ha inco po a e social issues, o exam-
ine hei e o s o in eg a e socially ele an opics in o hei cu icu-
lum. Las ly, we seek o assess he awa eness and commi men o
eache s engaged in subjec s ea u ing social opics, emphasizing
hei ecogni ion o he necessi y o keep up o da e and well-
in o med abou he e ol ing needs o socie y. Wi h hese objec i es,
we aim o gain insigh s in o he dynamics o eache s’ esponses o
and in ol emen in he uni e si y’s social ini ia i es.
The p esen esea ch pape is s uc u ed as ollows. The li e a u e
e iew sec ion ou lines he heo e ical amewo k o co po a e social
esponsibili y (CSR) and USR and he hypo hesis de elopmen . The
* Co esponding au ho .
E-mail add esses: [email p o ec ed] (V. de Mo aes Ab ah~
ao), ma ia.
[email p o ec ed] (M. Vaque o-Diego), [email p o ec ed] (R. Cu
as M
os oles).
h ps://doi.o g/10.1016/j.jik.2024.100464
2444-569X/© 2024 The Au ho (s). Published by Else ie España, S.L.U. on behal o Jou nal o Inno a ion & Knowledge. This is an open access a icle unde he CC BY-NC-ND license
(h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/)
Jou nal o Inno a ion & Knowledge 9 (2024) 100464
Jou nal o Inno a ion
&Knowledge
h ps://www.jou nals.else ie .com/jou nal-o -inno a ion-and-knowledge
hi d sec ion desc ibes he me hodology deployed, including he
me hods and ools used. The ou h sec ion p esen s he esul s o
he esea ch, and he fi h sec ion discusses hem. The final sec ion
o e s he main conclusions and sugges ions o u u e esea ch.
Li e a u e e iew
Co po a e social esponsibili y
A he beginning o he wen y-fi s cen u y, he concep o CSR
began o eme ge as a esul o changes in collec i e hinking owa d
g ea e social awa eness. Companies a e inc easingly de o ing
esou ces o a ious social ini ia i es, anging om communi y ou -
each and en i onmen al p o ec ion o b oade socially esponsible
business p ac ices (Du, Bha acha ya, & Sen, 2010, p.1). A he same
ime, CSR e o s a e d i en no only by he idea ha business can be
a powe ul and posi i e o ce o social change bu also by he mul i-
ple business benefi s ha companies can de i e om hei CSR e o s
(ibid,1).
The G een Pape “P omo ing a Eu opean F amewo k o Co po a e
Social Responsibili y”(Eu opean Union, 2001)defines CSR as he
cyclical ela ionship be ween companies and socie y, when busi-
nesses decide olun a ily o con ibu e o a be e socie y, he eby
esponding o he expec a ions socie y has abou business. Compa-
nies ha p ac ice hei social esponsibili y go beyond p ofi , inco po-
a ing hei mo al and e hical esponsibili y owa d he wide socie y
and indi iduals in o hei business p ac ices (Ali, Mus apha, Osman,
& Hassan, 2021, p. 2). Nowadays, he e m ESG, is becoming mo e
p ominen as i encompasses all undamen als ha impac a com-
pany’s pe o mance in he social−economic sphe e, including gene al
go e nance, employmen s anda ds, human esou ces, and en i on-
men al p ac ices (Ha pe Ho, 2016).
This e o owa d add essing social esponsibili y culmina ed in
he de elopmen o Sus ainable De elopmen Goals (SDGs). In 2015,
he membe s a es o he Eu opean Union app o ed he documen
“T ans o ming ou wo ld: The 2030 Agenda o Sus ainable De elop-
men ”(Uni ed Na ions, 2015), o e adica e po e y and p omo e
sha ed economic p ospe i y, social de elopmen , and en i onmen al
p o ec ion o all coun ies. The eme gence o he SDGs has spu ed
a ious go e nmen en i ies in o ac ion, implemen ing s a egies o
compel he execu ion o ini ia i es ha con ibu e o he global pu -
sui o sus ainabili y o posi ion hei na ions as exempla y in some
espec (Cas o, Zanello, Lizcano, & Daza, 2022).
Uni e si y social esponsibili y
Se e al ac o s ha e led he concep o CSR o de elop owa d he
eme gen no ion o USR a he beginning o he wen y-fi s cen u y.
Fi s , uni e si ies a e unde going d ama ic changes as hey ha e a
esponsibili y o pa icipa e in socie y, no only in e ms o hei edu-
ca ional ole bu also because o hei mo al and e hical s ance (Yao,
Wang, Jiang, Li, & Li, 2022). The concep o USR comes om he need
o uni e si ies o unde s and and add ess hei oles and subsequen
esponsibili ies wi hin socie y. Uni e si ies, like any o he co po a-
ion, a e now equi ed o p omo e he “social use ulness o knowl-
edge”aiming o imp o e socie y’s quali y o li e (Shek e al., 2017,p.
13). The b ead h o he concep has esul ed in se e al e minologies
ha define he concep o USR in a ious con ex s, al hough he a i-
e y o e ms only de i es om he specific aspec s o how USR mani-
es s i sel (Esfijani, 2012).
The no ion o USR is d i en by socie y’s demand o highe educa-
ion ins i u ions o ain mo e expe p ofiles ha can pe o m in an
inc easingly compe i i e en i onmen cha ac e ized by globaliza ion,
he uns uc u ed de elopmen o he wo ld economy, inequali ies in
social and popula ion p og ess, ad ances in communica ion, and he
ise o he lea ning socie y (Ali e al., 2021).
Likewise, in ecen yea s, he inc eased compe i ion in he uni e -
si y sec o has o ced uni e si ies o apply di e en ypes o
s a egies o a ac and e ain s uden s, among which is he applica-
ion o CSR p ac ices (Ga de S
anchez, Rod íguez Bolí a , & L
opez-
He n
andez, 2013). Thus, CSR in uni e si ies is ela ed o he 17 SDGs,
so all SDGs should be in eg a ed in o he ins i u ion and able o
impac in a a ie y o ways in he se ice o socie y. The li e a u e
eflec s he decisi e ole played by uni e si ies in he ans o ma ion
o he social con ex , in e ms o he no only ad ancemen o science
and he sha ing o knowledge wi h and o socie y bu also he
empowe men o s uden s h ough hei exe cise o ac i e, inclusi e,
pa icipa o y, and democ a ic ci izenship (Coelho & Menezes, 2021,
p.2).
USR has been also defined as “a e-concep ualiza ion o he uni-
e si y ins i u ion as a whole in he ligh o alues, objec i es, o ms
o managemen , and ini ia i es ha imply a g ea e commi men o
socie y and o con ibu ing o a new, mo e balanced and sus ainable
model o de elopmen ”(Comisi
on T
ecnica de la Es a egia Uni e si-
dad 2015, 2011, p. 34).
Po (2022, p. 18) s a es ha USR p o ides a amewo k o how
uni e si ies impac and ela e o socie y, and, mo e specifically, wha
knowledge s uden s need o ha e o add ess socie al issues a e
g adua ion. Highe educa ion has a majo impac on he g ow h and
de elopmen o he communi y, mainly achie ed h ough he con-
nec ion be ween he cu iculum and he p o essional and social eal-
i y ha hei s uden s will ace a e g adua ing (P
e ez Domínguez,
2009, pp. 9, 10). As Wang, Li, Tian, Zakuan and Rani (2023) poin ou ,
ans o ma ions in socie y occu fi s and hen a e applied o cu en
educa ion cul u es and sys ems, bu some imes wi hou s a egic ini-
ia i es ensu ing he quali y o he eaching and lea ning en i on-
men s. I is impo an ha he uni e si y as a whole conside s he
impac o i s knowledge p oduc ion and pedagogical s a egies on i s
s uden s, and how he la e a e a ec ed and become p o essionals
and ci izens “equipped wi h c i ical hinking abili ies, and ac i ely
in ol ed in social ans o ma ion”(Sanz e al., 2017). A s udy con-
duc ed in Cos a Rica (Gae e Quezada,
Al a ez Rod íguez, Gae e Que-
zada, &
Al a ez Rod íguez, 2019) aimed o analyze he p esence o
he concep o uni e si y social esponsibili y in p ominen examples
used as p omo e s o USR in La in Ame ican in e -uni e si y ne -
wo ks. The esul s indica e ha USR should be included in ins i u-
ional s a egic plans. This inclusion will enable ins i u ions o be e
guide hei espec i e academic communi ies, clea ly exp essed in
hei co po a e iden i y and in eg a ed in o ins i u ional s a egic
plans, allowing o mo e e ec i e guidance o be made a ailable o
hei academic communi ies. S a u-S ele , Gil-G
omez, Ol a-
Badenes, & Gue ola-Na a o (2023) highligh he need in a democ-
acy o educa e s uden s in he no ions o pa icipa ion, public
commi men , and social esponsibili y. This ag ees wi h Recommen-
da ion CM/Rec (2007) 6 adop ed by he Council o Eu ope (2007),
which s a es ha one o he mul iple pu poses o highe educa ion
and esea ch is he p epa a ion o s uden s o sus ainable employ-
men , o li e as ci izens, and o pe sonal de elopmen . Gi en i s
complexi y, he Council o Eu ope, in i s Re e ence F amewo k o
Compe ences o Democ a ic Cul u e (Council o Eu ope, 2018) c e-
a ed a model o compe encies ha s uden s mus acqui e h ough
he di e en educa ional ins i u ions hey belong o du ing hei aca-
demic li e. Among he 20 main compe encies shown in Fig. 1, mo e
han hal a e ela ed o social esponsibili y.
Al hough USR has become one o he mos impo an poin s o
ac ion o highe educa ion ins i u ions, he e is a lack o empi ical
s udies ega ding he specifics o he p ac ice o USR in uni e si ies.
Despi e he ele ance o he opic wo ldwide, he e is an une en dis-
ibu ion o esea ch on his ma e . The main sou ces o discou se
come om La in Ame ica and Asia. Fo example, a s udy conduc ed a
he Na ional Uni e si y He milio Valdiz
an o Huanuco, in Pe u, was
designed o unde s and he pe spec i e o all i s s akeholde s, bo h
in e nal and ex e nal, ega ding USR (C
espedes Agui e, 2019). I con-
cluded ha he uni e si y mus o e come challenges, pa icula ly
V. de Mo aes Ab ah~
ao, M. Vaque o-Diego and R. Cu
as M
os oles Jou nal o Inno a ion & Knowledge 9 (2024) 100464
2
hose ela ed o he limi ed accoun abili y o i s esea ch and social
engagemen ac i i ies. Addi ionally, i was deemed c ucial o inno-
a e eaching s a egies ha os e s onge connec ions be ween
s uden s, acul y, and socie al issues. Ano he s udy by Shek e al.
(2017) ocused on he Hong Kong Poly echnic Uni e si y and he Uni-
e si y Social Responsibili y Ne wo k es ablished in 2015, wi h he
pa icipa ion o a o al o 14 uni e si ies. Despi e he e o s made,
he au ho s highligh ha a “sys ema ic and igo ous e alua ion o
USR is eno mously needed o demons a e he impac o a highe
le el coo dina ion a he policy le el o highe educa ion”(p. 19).
In Spain, ew cases a e a ailable. One is he case s udy by Fe n
an-
dez and Quin e o (2013). This a icle e alua es he measu es aken
by h ee ins i u ions: he Uni e si y o San iago de Compos ela, he
In e na ional Uni e si y o Andalusia, and he Uni e si y o Malaga as
ep esen a i es o he Spanish Uni e si y Sys em, o mula ing se en
heo e ical p oposi ions and 35 esea ch ques ions. I s gene al con-
clusions poin o he ac ha USR has been inco po a ed in o hei
managemen sys ems, wi h no men ion o i s applica ion in he cu -
icula con en o he uni e si ies analyzed. O he wo ks ha e s udied
he impac ha implemen ing socially esponsible aining can ha e
on s uden s. A ango A ango Tob
on, Cla ijo Zapa a, Pue a Lope a and
S
anchez Duque (2014) conduc ed quan i a i e, non-expe imen al,
desc ip i e, and co ela ional esea ch wi h 234 s uden s o de e -
mine he ela ionship be ween academic aining, empa hy, alues,
and he socially esponsible beha io s o s uden s. The s udy con-
cluded ha academic aining p o ides o he de elopmen and con-
solida ion o socially esponsible beha io s in he s uden s, finding
ha he longe he ime spen in he uni e si y, he g ea e he s u-
den s’in en ions o de elop hei knowledge and skills owa d social
esponsibili y, wi h majo ends o socially esponsible beha io s
linked o labo esponsibili y, olun ee ac i i ies, social aid, ci ic
esponsibili y and ecology/en i onmen . They sugges ha he uni-
e si y mus c ea e c oss-cu icula aining in social esponsibili y o
consolida e his p ofile h ough educa ion in alues ha no only
suppo he mo al and e hical de elopmen o s uden s bu also a ic-
ula e and complemen he emo ional and empa hic de elopmen in
he social dimension o u u e p o essionals. The pu pose o his is o
p epa e hem no only o desc ibe, explain, and unde s and he com-
plexi ies o socie y bu also o gene a e significan changes by acing
cu en p oblems ha a ec ou socio-cul u al en i onmen and p o-
posing s a egies o help sol e hem.
Finally, ecen s udies ha ha e analyzed unde g adua es’pe cep-
ions o he po en ial impac o USR se ice-lea ning p ojec s on hei
own academic, ci ic, and p o essional de elopmen , ha e concluded
ha hei in ol emen in such p ojec s p oduces changes no only in
he way hey concei e o hei academic li e bu also in hei ole
bo h inside and ou side he uni e si y (Coelho & Menezes, 2021).
Theo e ical backg ound and hypo heses
The USR model comp ises ou basic elemen s, as shown in Fig. 2:
a esponsible campus, p o essional aining, he social managemen
o knowledge p oduc ion, and social pa icipa ion, which a ec no
only he managemen o he ins i u ion bu also all i s membe s
(Guasch Mu illo & He n
andez Gal
an, 2012; see also Vallaeys, De la
C uz, & Sasia, 2009). These ou pilla s o USR will be he basis o he
hypo heses o his s udy.
In all academic and social ma e s ela ed o USR, uni e si y
eache s a e a i al pa o he engine o change, being ole models o
hei s uden s in he p ac ice o hei p o essional ac i i ies (Lunen-
be g, Ko hagen & Swennen, 2007). They a e in ol ed pa icula ly in
he de elopmen o he second pilla o USR men ioned be o e, p o-
essional aining, whe e he key concep is o de elop a uni e si y
ha p epa es s uden s o be esponsible ci izens and p o essionals in
a human and sus ainable way (Vallaeys e al., 2009, p. 32). Howe e ,
esea che s such as Ko hagen (2004) and Hooge, Honingh and Lan-
gelaan (2011) ha e claimed ha some eache s a e no awa e o hei
social ole and subsequen impac on hei s uden s.
Thus, he fi s s ep owa d ele an and ealis ic USR is o conduc
a sel -diagnos ic s udy, which includes analyzing he p ac ices, pe -
cep ions, and belie s o he eaching s a as a ocal g oup o impac
(Vallaeys e al., 2009, pp. 24, 25). Such a s udy mus ho oughly high-
ligh he inclusion, o no , o ci izen and social esponsibili y issues in
he cu iculum, he in eg a ion be ween p o essional and social
knowledge, based on social p ojec s, and he in eg a ion o ex e nal
social ac o s in he design o subjec s (ibid, 33).
Hypo hesis 1 (H1). Teache s ha e a posi i e pe cep ion o he uni e -
si y’s social p ac ices.
A esponsible ins i u ion ha is awa e o he cu en social eali y
gua an ees equali y and non-disc imina ion o all hose in ol ed
(s uden s, eaching and esea ch s a , adminis a i e and se ice
Fig. 1. The 20 compe encies included in he compe ence model o he Council o Eu ope.Sou ce: Council o Eu ope, 2008, page 38
V. de Mo aes Ab ah~
ao, M. Vaque o-Diego and R. Cu
as M
os oles Jou nal o Inno a ion & Knowledge 9 (2024) 100464
3
s a , e c.) in all i s se ices and s uc u es. I also eac s posi i ely o
en i onmen al issues, as i is awa e o he impac he ins i u ion has
on he su ounding ecosys em (Guasch Mu illo & He n
andez Gal
an,
2012, p. 52). Teache s, as employees o his ins i u ion, should be
encou aged by i s CSR and ad oca e o i s de elopmen (Ng, Yam &
Aguinis, 2019, p. 109). This migh impac he p o essional p ac ices o
eache s, gi en ha “ he mo e he company’s employees pe cei e
he messages abou CSR ini ia i es as belie able and us wo hy, he
mo e likely hey a e o hink ha hei company is se ing he g ea e
communi y and is de o ing ime, money, and o he esou ces o
socially esponsible causes”(Schae e , Te lu e & Diehl, 2020,p.
209). Howe e , he sa is ac ion o eache s specifically ega ding USR
p ac ices has no ye been s udied.
Hypo hesis 2 (H2). Teache s in ol ed in subjec s ha include social
issues a emp o include socially ele an opics in hei cu iculum.
As in any ins i u ion, bu especially o uni e si ies, knowledge is
he main esou ce i can p o ide (An unes, de & Pinhei o, 2020). An
e ec i e oca ional educa ion inco po a es he p inciples and alues
o he p o ec ion o na u al esou ces, e hics, equali y, accessibili y
and non-disc imina ion in managemen , design, o ganiza ion, subjec
ma e , and eaching me hodology. In p ac ical e ms, his is achie ed
by o e ing inno a i e and up- o-da e educa ional se ices ollowing
he p inciples o e hics, social and en i onmen al commi men , and
he p omo ion o alues, while being accoun able o socie y
(Gonz
alez, de la, Río, Robledo & Paune o, 2010, p. 236). Among he
di e en aspec s ha p omo e a good USR, he managemen o aca-
demic aining and dissemina ion o knowledge should include a sa -
is ac o y and up- o-da e selec ion o he cu icula con en ha
eflec s he eal needs o s uden s in hei u u e employmen (P
e ez
Domínguez, 2009, p. 12). As s a ed by Apa icio Pay
a and Ma ínez
Na a o (2017):
The uni e si y educa ion p o ided o u u e p o essionals mus
include among i s objec i es bo h he p epa a ion o he design
o a common and di e se social space and adequa e aining o
li e oge he in i , espec ing he equal digni y o all people.
(2017, p. 26, ansla ed)
In a s udy conduc ed in Colombia (Fuen es Do ia e al., 2020), CSR
p ac ices wi hin highe educa ion ins i u ions we e analyzed in ela-
ion o peace ag eemen s. The s udy concludes ha ins i u ions can
con ibu e h ough eaching ac i i ies by an unde s anding o CSR as
an essen ial pa o hei mission and ision.
Hypo hesis 3 (H3). Teache s in ol ed in subjec s ha include social
opics in hei cu iculum a e awa e o he need o keep up o da e and
well-in o med abou he needs o socie y.
As s a ed by An unes e al. (2020),“o ganiza ions gain e ficien
alue by managing knowledge, gene a ing new knowledge o c ea-
i e combina ions.”The p oduc ion and managemen o knowledge,
a key esponsibili y o uni e si y eache s, should ocus on unde -
s anding he social eali y o he en i onmen and socie y, u ning
scien ific ac i i y owa d his social esponsibili y (Vallaeys e al.,
2009, p. 39). Teache s who a e in cha ge o socially ele an subjec s
should di ec such p oduc ion o knowledge based on he eal needs
o he p o essional p ac ice being augh o s uden s, h ough an
exchange o expe iences be ween he uni e si y and ex e nal compa-
nies (Gallo, 2022, p. 206). In addi ion, he uni e si y and i s membe s
should pa icipa e in he communi y, coope a ing h ough p ojec s
o he c ea ion o mu ual lea ning communi ies and he esolu ion
o social p oblems (Guasch Mu illo & He n
andez Gal
an, 2012, p. 53).
A s udy ca ied ou in Pennsyl ania, USA, on he pa ne ship be ween
he communi y o Hazelwood and Duquesne Uni e si y concluded
ha h ough his collabo a ion “uni e si ies can deepen unde s and-
ings and applica ions o knowledge,”i s s uden s “a e na u ally
ad an aged as c i ical ad oca es o communi y change and g ow h,”
and communi ies “can s ide owa d he e o o e un ealized social and
p o essional ho izons”(Hopson, Mille & Lo elace, 2016, p. 42).
Me hodology
The essence o he me hod chosen he e cen e s on knowledge and
a ibu ed in en ion (Folguei as Be omeu, Luna Gonz
alez & Puig
La o e, 2013). The subjec o analysis was he deg ee o knowledge
abou he eache s’pa icipa ion in he implemen a ion o inclusi e
p ac ices, he e hical wo k in hei subjec s, and he de elopmen o
compe encies. These a iables espond o he aim o he p ojec : o
de elop USR in he educa ional field, and how eache s a e applying
socially esponsible eaching p ac ices.
The sample used in his s udy is made up o selec ed eache s cu -
en ly employed a a p i a e business and ma ke ing uni e si y
loca ed in Mad id, Spain, who pa icipa ed by comple ing an
Fig. 2. A eas o USR.Sou ce: Adap ed om Vallaeys e al., 2009,p.16
V. de Mo aes Ab ah~
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4
anonymous ques ionnai e du ing he 2022−2023 academic yea . The
deg ees o e ed by his uni e si y a e Business Managemen , Ma ke -
ing, Digi al Business, Da a Science, Communica ion and Ad e ising
(PR), and In e na ional Business. The sample was selec ed by he
esea che s conside ing he eache s whose subjec s a e linked o
social esponsibili y in he business field. To do so, he eaching
guides o he o ficial academic deg ees we e consul ed and analyzed,
and hose ha included opics such as e hics, human esou ces, and
legisla ion ela ed o he subjec ma e we e chosen, leading o he
selec ion o a o al o 40 eache s whose subjec s we e somehow
linked. An email was sen o hese eache s, esul ing in a o al o 21
pa icipan s who hen comple ed he ques ionnai e.
The ques ionnai e included ou sociodemog aphic ques ions and
21 Like scales o u poin s, anging om A lo o No a all, wi h
sen ences ela ed o USR based on Vallaeys e al. (2009, pp. 42, 43,
49). I was p esen ed using an online o m (O fice) in Spanish, o acil-
i a e i s unde s anding by he majo i y o esponden s (see Appendix
I). Once collec ed, he da a we e analyzed quan i a i ely and in e -
p e ed in ligh o cu en li e a u e.
To simpli y he ollowing analysis, he USR ques ions we e coded
in he o de hey we e p esen ed in he ques ionnai e. These we e
hen g ouped in o he ou a eas o USR men ioned be o e in he li e -
a u e e iew: Responsible Campus, Social Managemen o Knowledge
P oduc ion, Social Pa icipa ion and P o essional T aining.
Resul s
O he 21 pa icipan s, 14 a e emale, 7 a e male, and he a e age
age is 45.8. In e ms o age, 14.29% a e in he 30−39 age g oup, 52.38
a e be ween 20 and 25 yea s old, and he emaining pa icipan s a e
be ween 50 and 59 yea s old. Rega ding hei academic backg ound,
47.6% hold a PhD, 42.85% a mas e ’s deg ee, and 9.5% a bachelo ’s
deg ee. Table 1 shows he demog aphic in o ma ion.
The subjec s augh by he pa icipan s a e shown in he wo d
cloud o Fig. 3 by size acco ding o hei ecu ence.
This wide ange o subjec s is an excellen depic ion o he weigh
ha social issues ha e in business- ela ed deg ees. I is wo h men ion-
ing ha he subjec o mode n languages also includes opics o social
esponsibili y, as he me hodology used by he depa men is con en
and language in eg a ed lea ning and eache s de elop social and busi-
ness- ela ed opics h ough he second language being augh .
Tu ning o he USR ques ionnai e, he analysis was ca ied ou by
he USR a ea.
Responsible campus
The e was a g ea a ie y o opinions ega ding he pe cep ions
ha eache s ha e o he uni e si y’s p ac ices. While many see ha
eamwo k and solida i y a e p omo ed (71.4% on Q1: Teamwo k and
solida i y a e p omo ed in he uni e si y), 66.7% do no belie e ha he
uni e si y is socially esponsible owa d i s s a (Q3: The uni e si y is
socially esponsible owa d i s eaching and non- eaching s a ). Fu -
he mo e, 52.4% do no belie e ha he e is gende equi y in he go -
e ning bodies o he uni e si y (Q2: The e is gende equi y in he
uni e si y’s go e ning bodies).
In e ms o en i onmen al issues, opinions a e also di ided: 52.3%
o pa icipan s belie e ha he uni e si y is en i onmen ally espon-
sible, bu 57.1% a e unawa e o any ins i u ional policy o he p o ec-
ion o he en i onmen on campus (Q4: The uni e si y is
en i onmen ally esponsible and Q5: The e is an ins i u ional policy o
he p o ec ion o he en i onmen on campus), espec i ely. Finally,
52.4% o pa icipan s pe cei e consis ency be ween he p inciples
s a ed by he uni e si y and he p ac ices (Q8: I belie e he e is consis-
ency be ween he p inciples s a ed by he uni e si y and wha is p ac-
iced on campus.); howe e , 62% belie e ha he ma ke ing and
communica ion s a egies o he uni e si y a e socially esponsible
(Q9: The uni e si y’s communica ion and ma ke ing a e ca ied ou in a
socially esponsible manne .)
P o essional aining
Mo e han hal o he pa icipan s claimed o ha e ne e ecei ed
aining abou en i onmen al issues om he uni e si y (57.1%), and
only 9.52% asse ha hey ha e ecei ed such aining (Q6: The
Table 1
Pa icipan s’demog aphics.
Age 30−39 40−49 50−59
% 14.29 52.38 33.33
n 3 11 7
Gende Female Male Non-bina y
% 66.67 33.33 0
n1470
Educa ion PhD Mas e ’s Deg ee
% 47.6 42.85 9.5
n1092
Fig. 3. Wo d Cloud o subjec s augh by he pa icipan s.
V. de Mo aes Ab ah~
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5
uni e si y p o ides he eaching and non- eaching s a wi h in-house
aining on en i onmen al issues.).
Bea ing in mind ha he selec ed eache s we e esponsible o
subjec s ela ed o social issues, i is qui e su p ising ha 23.8% o
hem claimed ha hey do no link he heme o he con en wi h cu -
en social and en i onmen al issues (Q17: I o en link he hema ic
con en augh wi h cu en social and en i onmen al p oblems). Ne e -
heless, he emaining 76.19% esponded posi i ely o his same
ques ion, wi h 28.5% on he op ie o he scale.
In gene al, eache s belie e ha he uni e si y p o ides s uden s
wi h su ficien social aining ha leads hem o be socially esponsi-
ble (Q12: The uni e si y p o ides s uden s wi h e hical and ci izenship
aining ha helps hem o be socially esponsible people). In his case,
76.2% belie e ha his aining is significan . Finally, Q7 (The o gani-
za ion o campus li e allows people o acqui e app op ia e ecological
habi s) demons a es ha , indi ec ly, he o ganiza ion o campus li e
ba ely a ec s he acquisi ion o ecological habi s, gi en ha 66.7% o
eache s answe ed ha i impac s only a li le o no a all.
Social managemen o knowledge p oduc ion
The g ea majo i y o eache s ha e ne e held in e nal mee ings
o discuss social ma e s on he ca ee o he subjec hey each, gi en
ha 42.8% answe ed Q13 (I ha e had mee ings wi h colleagues o
examine he social esponsibili y aspec s linked o he ca ee /subjec I
each) wi h No a all and 28.6% wi h A li le. Simila ly, 61.9% ha e
ne e had mee ings wi h ex e nal social ac o s no wi h g adua es o
discuss cu en social demands (Q20: In my majo , we ha e had mee -
ings wi h ex e nal social ac o s o discuss he social ele ance o he cu -
iculum and Q21: We ha e had mee ings wi h g adua es o he special y
o discuss he adequacy o he cu iculum ega ding cu en social
demands). Howe e , 66.7% o eache s claim ha hei subjec s a e up
o da e and ele an o he di e en social needs o socie y (Q15: The
a ious cou ses I each a e up o da e and espond o he social needs o
he en i onmen ), and 57.1% include ac i i ies in which s uden s need
o conside he impac on socie y (Q16: In he cou ses I each, s uden s
ha e o do ac i i ies ha ha e a posi i e impac on he social en i on-
men ).
Social pa icipa ion
The gene al con ibu ion o he uni e si y and i s ac o s o social
ma e s does no seem o be pe cei ed by he majo i y o pa ici-
pan s. Only 19% belie e ha he uni e si y uses i s ma ke ing cam-
paigns o p omo e alues o social esponsibili y (Q11: The uni e si y
seeks o use i s ma ke ing campaigns o p omo e socially esponsible
alues and issues). Howe e , 62% belie e ha he uni e si y p omo es
coope a ion wi h o he uni e si ies in he a ea (Q10: The uni e si y
p omo es coope a i e ela ionships wi h o he uni e si ies in he a ea).
On a mo e pe sonal le el, 42.9% o eache s claimed o ha e ac i ely
pa icipa ed in olun ee ing ac i i ies p omo ed by he uni e si y
(Q19: I ha e pa icipa ed in solida i y olun ee ing ac i i ies wi h col-
leagues and s uden s.), and 23.8% could link hei cou ses wi h social
p ojec s (Q18: I ha e had he oppo uni y o link cou ses I each wi h
social p ojec s ou side he uni e si y).
Discussion
F om he analysis o he esul s o he su ey, i is e iden ha
eache s a e no gene ally conscious o USR p ac ices in hei campus
li es. F om gende equali y o he p o ec ion o he en i onmen ,
eache s do no belie e ha he uni e si y displays i s policies clea ly,
in answe o H1. This ag ees wi h he esea ch ca ied ou by
C
espedes Agui e (2019), who no iced ha eache s usually do no
ha e a posi i e opinion abou he go e nance adminis a ion o uni-
e si ies in ma e s o human esou ces and en i onmen . As in any
o he business wi h a non-pe cei ed CSR, his migh a ec hei sense
o ins i u ional p ide and, ul ima ely, he suppo hey gi e o he uni-
e si y’s ac ions and hei p o essional de elopmen (Ng e al., 2019).
Howe e , a socially esponsible uni e si y has a posi i e e ec on i s
employees, in his case, eache s, in e ms o epu a ion, commi -
men , unding and compe i i eness (Lo, Pang, Eg i & Li, 2017, p. 56).
A esponsible uni e si y should p io i ize au onomy, anspa en
communica ion, delibe a i e dialog, and espec o human igh s
and en i onmen al p o ec ion while engaging i s membe s in go e -
nance p ocesses o make decisions ha benefi he academic commu-
ni y (Sanz e al., 2017, p. 61).
Th ough he ques ions ega ding social pa icipa ion and p o es-
sional aining, only a small numbe o eache s ac i ely include
social ma e s in hei subjec s and encou age s uden s o conside
hese issues (H2). This coincides wi h he esea ch ca ied ou by
Balye and
€
Ozcan (2020, p. 6), which claims ha eache s a e no
awa e o hei social ole and he impac hey ha e on s uden s’
belie s. The same s udy p oposes ha aining is key o de eloping
such needed awa eness. In addi ion, Hooge e al. (2011) s a e ha
“al hough he eache s a e awa e o a ‘no ma i e pedagogical social
mission,’ he majo i y a e no awa e ha hey a e expec ed o pe -
o m a ‘b oad social mission’” (p. 311). Ano he ac o o highligh is
ha he en husiasm and mo i a ion o eache s ega ding social
issues can also influence how hese u u e p o essionals de elop hei
ac i i ies and pu social ac ions in o p ac ice (F enzel, Taxe , Schwab
& Kuhbandne , 2019).
The same conce n can be seen in he social managemen o
knowledge p oduc ion (H3), since he e is e y li le discussion abou
how social ma e s should be inco po a ed in o he subjec s and how
he knowledge in his a ea should be deal wi h. Social esponsibili y
should ul ima ely be de eloped “ om he ex e nal demands o he
p o essional en i onmen ”(Gallo, 2022, p. 206); howe e , he esul s
ha e shown ha he majo i y o eache s do no ake ex e nal social
ac o s in o conside a ion and he e is no discussion o social ma e s
when designing he cu iculum. As s a ed by Lo e al. (2017) “ he
ecip ocal in e ac ion be ween uni e si y and communi y is he key
link whe e knowledge can be disco e ed and ans o med in o p o-
duc i i y and inno a ion”(p. 49). The only way an educa ional ins i-
u ion can in e ac wi h he socie y a ound i is by pa icipa ing in
public deba es conce ning socie al ma e s ha impac he common
good and uni e sal ci izenship, he eby os e ing engagemen and
con ibu ing o he be e men o socie y (Sanz e al., 2017, p. 61).
One o he implica ions o hese esul s is ha eache s need o
acqui e knowledge abou social issues and be awa e o hei ole,
eflec ing on hei p ac ice and he impac hey ha e on hei s u-
den s’p o essional ca ee s. One example is he aining ac i i y p o-
posed by Ramos San ana, Mo al Mo a, Chi a Sanchís and P
e ez
Ca bonell (2022). Al hough i was aimed a educa ion eache s and
uni e sal design, his ac ion has p o ed o be an e ec i e ool in
changing eache s’a i udes, inc easing hei commi men o being
esponsible o he lea ning p ocess o s uden s and he design,
implemen a ion and assessmen o esea ch, and aising awa eness
abou he ole he uni e si y as an ins i u ion mus ha e. Simila
aining could be p oposed o eache s a business uni e si ies, guid-
ing hem o a be e inclusion o opics o social ele ance in hei
subjec s.
Ano he implica ion is he need o o m alliances be ween he
uni e si y and he communi y. Sanz e al. (2017) ad oca e ha
“when people exe cise hei eedoms h ough social pa icipa ion,
hey pa icipa e in he defini ion o selec ion o he social p io i ies
ha make i possible o es ablish he condi ions o expand hei pe -
sonal capabili ies”(p.63). By p omo ing such pa ne ships, he uni-
e si y will play a g ea e ole as an ad oca e o social demands and
de elopmen s, helping i o achie e a mo e inclusi e and en i on-
men ally iendly s a us (Hopson e al., 2016). Inno a i e s a egies
such as se ice lea ning ha e been p o en o be an e ec i e way o
V. de Mo aes Ab ah~
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p omo e such alliances and inc ease he pa icipa ion o uni e si ies
in socie y (Compa e, Albanesi & Pie i, 2022).
Achie ing a highe le el o social esponsibili y and ulfilling he
p e iously men ioned axes o USR in a uni e si y is no an e o less
unde aking. A se ies o academic and adminis a i e changes mus
be made o each his goal, being he diagnosis displayed in his s udy
he fi s phase. As s a ed by Vallaeys e al. (2009, p. 27), he ollowing
asks mus be unde aken:
Conduc a sel -diagnos ic s udy o he uni e si y’s ac i i ies egu-
la ly.
Selec and suppo a eas o imp o emen and he implemen a ion
o p og ams o social esponsibili y.
P oduce social and en i onmen al esponsibili y epo s and dis-
semina e hem o s akeholde s o he con inuous imp o emen
o he ins i u ion.
Suppo academic a eas in defining hei social impac s (possible
isks o nega i e colla e al e ec s o aining and esea ch) and
p omo e he linkage o eaching−lea ning p ocesses wi h social
p ojec s in dialog wi h ex e nal ac o s.
Suppo he adminis a i e a eas in he implemen a ion o good
labo and en i onmen al p ac ices by implemen ing a consensual
labo policy and a uni e si y en i onmen al managemen and
educa ion sys em.
P omo e social esponsibili y among di e en audiences inside
and ou side he uni e si y, h ough campaigns, aining, academic
e en s, e c.
I was beyond he scope o his esea ch o e alua e he p ac ices
o he uni e si y ega ding social ma e s, which could also be ana-
lyzed o compa e hem o he pe cep ions o he eache s. These
could lead o changes and de elopmen s o p ac ices ha conside
he eache s’opinions, as pa icipan s in he uni e si y’s ac ions. Fu -
he mo e, he way he opic o social esponsibili y in hei subjec s
is p esen ed o s uden s and i s weigh in he cu iculum we e no
conside ed, only he pe cep ions and opinions o he eache s.
Ano he limi a ion was he numbe o eaching s a who me he
equi emen s o he s udy; gi en he size o he uni e si y and he
numbe o deg ees o e ed, he sample was limi ed o 21 pa icipan s.
This diagnos ic ques ionnai e could be de eloped u he and
applied o he en i e acul y o compa e hei belie s and ob ain a
b oade iew o how he uni e si y de elops i s social esponsibili y.
In addi ion, he academic guides and lesson plans o he socially ele-
an subjec s could be analyzed o asce ain o wha ex en social
ma e s a e included and how hey a e p esen ed o s uden s. This
could ul ima ely lead o guidelines and bes p ac ices ha add ess
he e e -changing needs o socie y.
Conclusions
Nowadays, ad oca ing o social jus ice ma e s has become a co e
conce n wo ldwide. In his sense, uni e si ies a e inc easingly
becoming mo e ecep i e and sensi i e o social demands, bo h as
ansmi e s o knowledge and aine s o u u e wo ke s in awa e-
ness o hei social impac .
The esul s ob ained in his s udy on he pe cep ions o he each-
e s a a p i a e uni e si y ega ding he USR p ac ices ca ied ou in
he ins i u ion show a dispa i y in he hypo heses posed o each o
he a eas ela ed o USR collec ed om he scien ific li e a u e.
In gene al, he eache s pa icipa ing in he s udy ha e a a o able
opinion o hei ins i u ion as a p omo e o social p ac ices, and he e
is widesp ead sa is ac ion among he eaching s a wi h he en i on-
men al commi men o he ins i u ion, al hough hey a e unawa e o
he en i onmen al policies ca ied ou on campus. In e ms o ain-
ing, he s udy highligh s he need o g ea e in es men in acul y
aining so ha hey can connec he con en o hei cou ses wi h
cu en issues o social esponsibili y and ha e a g ea e impac on
he en i onmen al awa eness o unde g adua es. Likewise, a g ea e
connec ion wi h ex e nal agen s in social managemen and knowl-
edge p oduc ion would be necessa y, as would he implemen a ion
o communica i e ac ions aimed a making eache s mo e awa e o
he campaigns ca ied ou by hei uni e si y o p omo e social
esponsibili y alues and pa icipa ion in olun ee ac ions.
Thus, in addi ion o esponding o hese social demands h ough
knowledge p oduc ion, highe educa ion ins i u ions mus ain s u-
den s o become p o essionals who a e awa e o hei social impac .
Teache s— he backbone o he highe educa ion sys em—mus s i e
o pe o m hei ole as educa o s in i s en i e y, aiming o include
such opics in hei subjec s as ele an , necessa y, and objec i e
compe encies. Only in his way will i be possible o na ow he exis -
ing gap be ween he con en o he cu icula and he aining
demanded by he cu en global con ex .
Likewise, in iew o he esul s ob ained, g ea e exposu e o s u-
den s o hose USR- ela ed ac i i ies being ca ied ou in socie y is
necessa y, o p oduce eedback be ween he uni e si y and socie y.
Only h ough hei e o will s uden s ecei e he educa ion hey
need o ace he demands o a socie y ha s i es o achie e a ype o
inclusi eness ha ca e s o all, is en i onmen ally awa e and espon-
sible, and has a sus ainable go e nance s a egy. I is in ou hands as
esea che s o pu in o ac ion he diagnosis and p omo e changes.
Al hough his esea ch is a modes con ibu ion o USR p ac ices,
i does p o ide aluable in o ma ion o unde s and i s pe cep ion by
uni e si y acul y and con ibu es o filling he gap in he li e a u e
on his subjec . Fu u e esea ch could b oaden he field o s udy and
p o ide ele an in o ma ion aimed a implemen ing s anda dized
sys ems o e alua ing hese social esponsibili y ac ions in highe
educa ion cen e s.
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