University Social Responsibility Research Articles

FORMATIVE RESEARCH AND PROFFESIONAL COMPETENCES IN LATIN AMERICAN STUDENTS

Currently, teachers in training can acquire professional skills from research practice, therefore, from the perspective of university social responsibility, universities are called to implement scenarios to achieve these ideals. Based on the above, the objective of this study is to apply a training program for professional competencies through formative research in students of the first cycle of education in five faculties of education located in Metropolitan Lima. It was a quantitative, descriptive, quasi-experimental study with a purposive sample of 140 students in the first cycle of education from five university faculties located in Metropolitan Lima. The measurement included a pretest and post-test evaluation, with a 24-week educational intervention. The results show a reduction of 61.57% of students in the initial stage and an increase of 63.50% of students who were located on the achieved scale, taking into consideration 100% of the sample selected for the analysis. Among the conclusions, it stands out that the educational intervention was satisfactory and that it is prudent to continue with studies of this type to achieve improvements in the competency-based training of university students based on formative research.

PROVIDING A SOCIAL VALUE CREATION MODEL BASED ON UNIVERSITY SOCIAL RESPONSIBILITY (USR)

The purpose of this study was to provide a social value creation model based on the dimensions of university social responsibility. In this model, the supporting literature of the balanced scorecard field is used. In this model, the development of creating value for the beneficiaries follows the triad of: (1) internal processes, (2) academic audiences, and (3) learning and growth. Also, innovation development, organizational development and social learning play key roles in this model. This model is elaborated to developing a road map for science and technology policy makers in the development of university social responsibilities. This research also describes the experience of how to use balanced scorecard method, shows how this method can be used to formulate strategies in the field of social responsibility of universities and what advantages this method has in comparison with other methods of developing cultural and social strategies. The manuscript identifies the strategies of university social responsibility in the dimensions of the balanced scorecard, which is to identify these factors using qualitative method (using snowball method) and quantitative (using appropriate statistical tests). It is used as a mixed method and in the classification of researches based on how to collect data, this research is located in the descriptive research group of the survey and due to the experimental and non-experimental characteristics of the research, the present research method is considered as a non-experimental method.

The Impact of Field-Flipped Courses on College Students’ Self-Regulated Learning and Learning Performance Take a National University in Central Taiwan as an Example

Objectives: In the past, an inherent dilemma in the education field was the difficulty in stimulating self-regulated learning. Flipped education, i.e., flipped teaching and learning, changed the teaching model, with a strategy of increasing students’ active learning during class time through a transformation of teaching and learning methods that enable students to build learning and knowledge on their own. This study investigates the impact of field-based flipped courses on college students taking up self-regulated learning and their learning performance. Methods: This study considers a national university in central Taiwan that adopts 34 field flipped teaching courses and 796 non-degree students from four colleges across all grades as the research objects, and conducts statistical analysis using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and regression analysis on questionnaires to evaluate the association among variables. Findings: 1. With respect to the understanding of the uniqueness of field-based flipped teaching before and after the courses, there were differences among students in the Colleges of Education, Humanities, and Management. 2. In terms of students’ learning performance in the course pertaining to mastery over core literacy, there were differences between students of the Colleges of Education and Humanities at the beginning of the flipped-learning course. 3. There were differences among the students of Colleges of Education, Humanities, and Science and Technology in the later stage of the flipped-learning course. 4. Differences were found in the pre-test of learning performance at the grade level. 5. Self-regulated learning correlated with learning performance. 6. Field-based flipped teaching correlated with learning performance. 7. Self-regulated learning had a mediating effect on field-based flipped teaching and learning performance. Innovations: There is a little systematic discussion on the emergence and impact of flipped teaching in higher education currently in Taiwan. The authors found correlations among flipped teaching, self-regulated learning, and learning performance from the data, as well as discovered that self-regulated learning had a mediating effect on learning performance in field-based flipped teaching. Value: Making the university, when the curriculum arrangement and the development of the unique curriculum map of higher education in the future, possible to be linked with the local revitalization thinking in addition to the general curriculum, as well as being closely integrated with the local people and matters through field-flipped courses, and sustainably interacting therewith to practice university social responsibility.

University Social Responsibility From an Environmental Perspective

The environmental problem in our country is a reality that concerns the Peruvian State, especially the education sector. For this reason, University Law 30220 [1] establishes that the USR must respond to the demands of sustainable development and society welfare. In this sense, the purpose of the study was to analyze the social responsibility policies of ten universities in Lima, in order to evaluate if the planned activities have an environmental focus. Likewise, to know the level of approval of the students of the social responsibility program that is executed within the four axes. Under the focus of a mixed study, the findings showed that there were planned social responsibility projects and activities with an environmental focus which were planned more frequently in private universities than public universities. Nevertheless, the purpose for both is to awaken the interest and commitment of the university community in the preservation of the environment. Concerning approval level, 75.6% of the surveyed students approve the implementation of social responsibility activities and state that they agree with the social and citizen training axis in a 64.8%, followed by social participation with 56.8%, social management of knowledge in a 56.4%, and sustainable campus with 47.2%. In conclusion, the USR policies must address the environmental problems of the surroundings and must be informed to the entire university community, ensuring institutional participation and commitment.

University Social Responsibility in China: The Mediating Role of Green Psychological Capital

Generation Z represents the young people of today. They are considered as "digitally literate" and were born between mid-to-late 1990s to early 2000s. Generation Z pays more attention to popular environmental issues such as global warming, high energy consumption, overgrazing, and university social responsibility (USR), which are present around the world. We formed a double moderated mediation exam from 910 college students in southeast China, used a new notion "green psychological capital", and proposed it as a vital mediator. In addition, we found that green organizational ambidexterity and environmental attitude are both boundary conditions in the green shared vision organizational citizenship behavior for the environment (OCBE) link. These findings have unlocked a deeper insight into Generation Z's green conception and offered a more comprehensive investigation on USR research. Furthermore, the amazing findings can provide a worldwide blueprint for USR studies in the long term.

Social responsibility as a strategy in university management

We are at a juncture where social responsibility is perceived as a new way of doing citizenship and working for development, which generates interest in various groups of civil society, including universities, to strengthen its relevance in society. The objective of this paper is to analyze social responsibility as a strategy in university management. It is a descriptive documentary study, based on a systematic review of articles and texts selected with clearly defined criteria. The results indicate that social responsibility forces to restructure and rethink the university tasks in the 21st century, so that it can be at the forefront of the processes of transformation and change with scientific, technological, social and cultural orientation. It is concluded that under the strategy of university social responsibility it is possible to perceive the social, economic, political and welfare needs that are poorly met and require solutions, managing to articulate teaching, research and extension, with a view to strengthening the university-environment linkage.

The scope of crowdfunding in responsible university relations

This paper describes the first decade of crowdfunding (CF) experiences carried out in the Spanish university environment from the perspective of social responsibility and determines the impact of their campaigns in solving social problems. To do so, the literature, from traditional patronage practices to current models of micro crowdfunding in the digital environment, allow framing crowdfunding by putting the focus on the relationship of universities with their audiences and the agents involved in the campaigns they launch from 2012 to the present, as part of their purposes with society. To achieve the objectives, a content analysis of the 56 CF campaigns, launched by a dozen Spanish public universities, was carried out. The study concludes that the fluctuations in the evolution and development of university crowdfunding (UCF) and the scarce existence of their own platforms have not yet allowed its consolidation as a tool of their University Social Responsibility (USR). In addition, UCF campaigns in Spain place value on research at the service of society, moving away from philanthropy to exercise social responsibility, although they are generally focused on their internal audiences, so their social impact is limited.

The Effect of Green Accounting Implementation on Islamic University Social Responsibility

Currently, various environmental issues are completely unavoidable, and even the implementation has begun to be applied in multiple sectors, including the world of education. This study aims to determine the implementation of IUSR-based Green Accounting at the Islamic University in Surabaya by using Sharia Enterprise Theory as the theoretical basis. The total population of this study is 1,311 students, consisting of 556 State Islamic University of Sunan Ampel Surabaya (UINSA) students, 530 Muhammadiyah University of Surabaya students, and 225 Nahdlatul Ulama University Surabaya (UNUSA) students. They were chosen using simple random sampling with a total sample according to the calculation of the Slovin formula. The hypothesis in this study is that Green Accounting, as measured by the indicators of Environmental Concern, Environmental Involvement, Environmental Reporting, and Environmental Audit have a significant effect on Islamic University Social Responsibility. The research variables were measured by indicators Al-Adl, Al-Ihsan, Maslaha, and Tafwid. The hypotheses were analyzed and tested using Partial Least Square (PLS) with SmartPLS 3.0 software, the results of which show that Green Accounting has a significant effect on Islamic University Social Responsibility. The implementation of green accounting in Islamic universities social responsibility should be implemented in every activity and activity that supports measurable environmental preservation through environmental performance at the university, which is measured by activities that support green accounting by participating in a green campus program so that the university's image becomes good in the eyes of society.

University responsible research and innovation and society: dialogue or monologue?

ABSTRACT University social responsibility requires dialogue with society and university activity. In the case of responsible research and innovation, this can involve interacting with society, listening to its needs, promoting its development and strengthening its capacity for autonomous progress. But does this dialogue actually take place? The aim of this paper is to describe the current state of communication between researchers and the stakeholders in university research. The study is based on a content analysis of interviews with 107 research groups in five European countries. The results point to four dialogue models, from the absence of communication to the consensual and symmetrical dialogue, a clear minority in the study sample. The arguments researchers give lead us to conclude that the way they understand research prevails over social responsibility. Finally, we present some strategies which could be used to promote a change of perspective towards socially responsible research.

Discussion on Environmental Literacy for Students Participating in University Social Responsibility Practice

Based on the implementation of University Social Responsibility (USR) practice, takes A project of the “Construction of Green Environmental Education Co-learning Base” has been carried out by Da-Yeh University. The achievement of students’ environmental literacy in social participation should be a part of testing the effectiveness of the USR program. In this program three aspects such as the cognition, attitude of participatory learning, and the self-evaluated effectiveness of environmental literacy in questionnaire survey for students have been studied. A total of 145 questionnaires were collected to the high school students, university students and USR volunteers who participated in the four activities. Results show that students in the USR program for participatory learning presented environmental literacy in those three aspects as medium to high agreement in each activity. However, the performance of three aspects of overall environmental literacy is not related to gender or grade. Under the variable of the frequency of volunteers, there is a significant difference only in the aspect of effectiveness. It is inferred that the more frequency of volunteering, the better the effect. Those who have participated in environmental protection associations have better attitude and effectiveness, too. Students in the USR program had high significant and high correlations between personal characteristics, attitude, and effectiveness.

The significance of humanistic approach in considerations on the university social responsibility

The significance of humanistic approach in considerations on the university social responsibility

Administration and management of the social component of scientific and educational activities in agrarian universities

The subject of the study is to highlight the socio-economic significance of the social component of student training and teachers' activities as competitive participants in the labor market, educational space, highly qualified and patriotic potential of the Ukrainian nation. The purpose of the article is to identify new opportunities for strengthening the social components of training and increasing the competitiveness of future specialists in agricultural universities and their implementation by means of management and administration. The methodological basis of the article is historical, monographic, dialectical, system-structural analysis and synthesis, statistical-economic methods. Results of the article. It was determined that social components can and should be strengthened in the process of professional training of students (responsibility for one's actions in relation to future subordinates, colleagues, partners, consumers, business and environmental ecology; patriotism; educated and intelligent behavior, empathy for others; love for nature as factor of competitive agricultural activity, etc.); industrial and educational and industrial practices (advisory, professional and digital, etc. assistance to rural territorial communities, individuals, enterprises); in the development of student self-government; cultural-mass and socially useful work at the university (participation in cultural-artistic and social events at various levels of organization and management – clubs, competitions, trainings, field days, round tables, Olympiads, presentations, etc.); in the organization of student leisure, food and sports; in ensuring the personal growth of each teacher and student; in the form of volunteer activities of teachers and students; in the process of interaction of the university with local and state authorities, etc. Collectively, these directions can be characterized as the social responsibility of universities and their management and administration. Field of application of results. The results of the article can be used by agricultural universities, public organizations, students, graduate students, teachers; bodies of local self-government and management of rural territorial communities. Conclusions. Therefore, the social components of training students of agricultural universities as future competitive specialists in the labor market are of great importance. We have determined a clear periodization of social work in time (before the war (with the exception of the times of the pandemic), during the war, after it); by locations of conduct (intra-university, external environment, combined events); by subjects of influence, functions, mission - among students, for students, by the forces of students; terms of implementation - permanent, periodic, one-time measures; regarding the educational process and methods of implementation - as part of educational programs, special in additional time, combined, etc. In modern conditions, along with traditional and established social measures, strategic priorities include: administration and provision of healthy nutrition and physical culture and sports for students; support of rural communities by students, including during educational and industrial and complex industrial and pre-diploma practices. It is also development on the basis of social responsibility of teachers and students of volunteer activities. Finally, it is constant support for constant personal growth, self-education, self-improvement, development of an active civic position, including through participation in student and local self-government bodies.

The Integration and Thinking of University Social Responsibility in French Teaching in the New Era

<p>21世紀大學社會責任旨在為〝整個社會的可持續發展〞做出貢獻。新時期教書育人的理念重視對人長久能力的培養，可以包括：人格修養、批判性分析與創造性思維、富有同理心和文明互鑒的人文精神、從不同角度考察社會問題、多方位理解和看待日益全球化和技術化的當今世界等。近幾年以大學社會責任為宗旨的北京外國語大學二外法語教學實踐，從傳授知識、答疑解惑、課題反思、教學設計等多方面融入立德樹人、知行合一的教育理念，因勢利導、潛移默化地培養學生的社會責任意識和互鑒共賞的文化素養，增強其批判性分析和多維思考能力，激發他們服務社會、貢獻社會的學習熱情。從學習態度、學習成績、關心國內國際大事、熱心公益、積極投身社會活動與實踐等諸方面來看，學生品質整體水準在不斷提高。本文將結合筆者法語教學實踐的案例和體會，探討如何將大學社會責任融入法語教學過程，培養符合社會可持續發展需要的優秀畢業生。</p> <p> </p><p>The university social responsibility in the 21st century aims to contribute to the "sustainable development of the entire society". As a developed concept of imparting knowledge and educating people, the philosophy of education in the new era attaches great importance to the cultivation of long-term abilities of people, including: personality cultivation, critical analysis and creative thinking, empathy and spirit of mutual learning among civilizations, examining social issues from different angles, as well as multi-faceted understanding and looking at the increasingly globalized and technological world today. In recent years, the teaching practice of French as a second foreign language at Beijing Foreign Studies University, which aims at the social responsibility of the university, incorporates the educational concept of cultivating morality and integrating knowledge and action from many aspects in order to subtly cultivate students’ awareness of social responsibility and cultural literacy of mutual appreciation, enhance their critical analysis and multi-dimensional thinking ability, and stimulate their enthusiasm for learning to serve and contribute to the society. From the perspective of learning attitude, academic performance, concern for domestic and international events, and active participation in social welfare activities and practices, the overall quality of students is constantly improving. With some cases and experience in the author’s French teaching practice, this article tries to discuss how to integrate university social responsibility into the French teaching process, so as to foster excellence in students who meet the needs of sustainable social development.</p> <p> </p>

Construction and validation of criteria for university social responsibility assessment

The purpose of the current research was to construct and validate an instrument for evaluating social responsibility in Razi University. For this purpose, the sequential exploratory mixed research method was used, and in the qualitative part, the focus group discussion method (n = 27) was utilized. The statistical population in the quantitative section were doctoral students, faculty members and experts of Razi University (N=1425), of which 152 were selected as a statistical sample using stratified proportional assignment sampling. The external and content validity of the research tool was confirmed by the focus group discussion and the calculation of the content validity ratio and construct validity using the average variance extracted and its reliability through the calculation of composite reliability and Cronbach's alpha coefficient. The findings of the research showed that the activities of the university to fulfill its social responsibility towards society in 9 dimensions including responsibility towards students, responsibility towards staff and faculty members, economic responsibility, responsibility towards partner universities (inter-university cooperation), responsibility towards the external society, responsibility for the environment, responsibility for quality education, responsibility for cultural development and responsibility for the leadership (management) of the university can be identified. In total, these dimensions explain 81.518% of the variance of the university's social responsibility. In addition, the findings indicated that the activities of the university in the field of social responsibility do not have the same weight and each one has a different weight and contribution.

Introducing digital location based media into rural placemaking and teaching practice through University Social Responsibility–Jin-Feng Let’s Go App

<p>數位媒體的普及催生了許多協助推動地方創生的適地性服務，然而即便是數位科技相對成熟的今日，成功的案例仍非常有限。過度聚焦遊客，未將在地人納入地方創生發生過程，可能是問題的癥結。相關研究一再指出：在地人為推動地方創生的關鍵角色，然而當深入探究數位適地性媒體導入偏鄉地方創生的相關發表即會發現，在地人經常是被忽略的角色。的確，自助式服務科技的發展，以及偏鄉與都會的數位落差，對於是否納入在地人於數位地方創生有相當程度的影響。因此思考「合宜」的策略，開啟遊客與在地人的「交流」，為導入數位適地性媒體於偏鄉地方創生首要面對的課題。透過量化分析使用者實地測試金峰Let’s Go App的回饋；比較有無納入在地人，對於使用者部落探索體驗，以及部落觀光發展影響感受之差異，且配合質性分析，研究者進一步歸納四項，導入數位適地性媒體推動偏鄉地方創生之策略：(一) 開啟與在地人面對面的「交流」、(二) 合宜的媒介使用觸發人與人的「交流」、(三) 透過「交流」深化在地體驗、(四) 透過「交流」永續地方創生。此外藉由反思配合大學社會責任計畫 (University Social Responsibility, 以下稱「USR計畫」)執行之教學實踐過程，對學校與地方部落產生的影響，期盼能提供後續導入數位科技於地方創生與USR計畫執行之參考。</p> <p> </p><p>The widespread use of digital media encourages the implementation of diverse location based services (LBSs) to develop rural placemaking. Nevertheless, although digital technologies are relatively mature at the current time, successful projects are still rare. This may be due to an excessive focus on tourists at the expense of local residents in the ongoing process of placemaking. Relevant studies frequently indicate that local residents play a key role in placemaking; they are however often ignored within the process. Indeed, attempting to bring local residents into rural placemaking through digital location based media (LBM) involves challenges such as the digital divide and self-service technologies; namely, there is no need to seek help from others. Therefore, strategies must first be found to encourage communication between tourists and local residents. Presented here is a statistical analysis of user feedback from two tests of the Jin-Feng Let’s Go App in-situ, one with and one without local residents; these facilitate comparison of the differences in users’ adventure experiences and their attitudes toward the development of local tourism. A qualitative analysis further identifies four strategies for introducing digital LBM into rural placemaking: (1) Encourage face to face communication, (2) Identify a suitable method by which to use the medium to promote communication between people, (3) Deepen local adventure experiences through communication, and (4) Enable sustainable placemaking through communication. Furthermore, by reexamining the implementation of university social responsibility (USR) projects that may influence the teaching practice and attitude of the local tribe toward cooperation with the university, this article will provide valuable references for future digital placemaking and USR project implementations.</p> <p> </p>

Doing well by doing good: why is investing in university social responsibility a good business for higher education institutions cross culturally?

PurposeThis paper aims to corroborate the importance of university social responsibility (USR) for universities and to establish a rationale for their investment in a strategically implement socially responsible initiatives and programmes and gain returns from such investments. This purpose can be achieved by examining a complex conceptual model connecting USR with many desired student-related outcomes that leverage the university's competitiveness, long sustainability and contribution to the triple bottom line – “people, planet, and profit”.Design/methodology/approachThe authors conducted a cross-country comparative study using quantitative techniques. Their analysis was guided by a holistic conceptual model constructed and experimentally evaluated using obtained primary data. The robustness of the suggested model was evaluated using structural equation modelling with partial least squares.FindingsThe findings validate the hypothesized associations and indicate that adopting USR initiatives increases student satisfaction and alumni loyalty through student-university identification, perceived university image, and service quality. In addition, the cross-country analysis finds no variation in the strength of the connections owing to cultural variations, except for the association between service quality and institution image.Practical implicationsIncorporating USR at the centre of university's strategy not only complements its teaching and research goals but also answers the requirements and expectations of stakeholders, increases competitiveness and assures sustainable performance.Originality/valueThis cross-cultural USR study uses a mix of methods to show that, even though USR is important, until now, its importance has been overlooked.

In the footsteps of the concept of university social responsibility: contributions for the dissertation

Este artículo presenta la historia del concepto ‘responsabilidad social universitaria (rsu)’, resultado de un requerimiento metodológico en el proceso investigativo de una tesis doctoral. Se pretende, mediante la revisión de literatura que se ocupa del tema, alcanzar el acercamiento a diversos referentes teóricos en el devenir histórico del concepto de ‘responsabilidad’ que permitan conocer y comprender algunos de los modos en que, desde la modernidad, ha sido adjetivado en y desde varios escenarios y áreas disciplinarias, para, finalmente, llegar a permear las reflexiones y las dinámicas de la educación superior, hasta convertirse, en la actualidad, desde un criterio ético, en un tema central en las agendas de las universidades bajo la nominación de responsabilidad social universitaria.

University Social Responsibility and performance: the role of service quality, reputation, student satisfaction and trust.

ABSTRACT This research examines the impact of University Social Responsibility (USR) on University Performance (UP) through mediating role of service quality, student satisfaction, university reputation, and student trust. Data were collected from a sample of 586 university students from Pakistan and 311 university students from China. Universities in Pakistan revealed that USR has a significant and positive impact on UP. However, this relationship was found to be insignificant in China. The findings from the overall sample revealed a significant and positive influence of USR on the intervening variables. Except for student trust in Pakistan, and student satisfaction in China, all the other constructs in the sample from Pakistan, China, and the overall sample were found to have a significant intervening role in the relationship between USR and UP. There is little research on the relationship and mechanism of impact of USR on UP.

MODERN UNIVERSITY SOCIAL RESPONSIBILITY: CONCEPTUAL BASIS AND DEVELOPMENT DIRECTIONS IN THE CONTEXT OF HIGHER EDUCATION QUALITY ASSURANCE

The article substantiates the essence of modern university social responsibility and reveals its influence on ensuring higher education quality. The connection between university social responsibility and higher education quality is determined when social responsibility is primary. The quality of higher education is its derived component. It has been proved that social responsibility characterizes a higher education institution's responsibility to society for the results and quality of educational activities, the transfer of socially recognized values to students, and their integration into society. It is noted that the social responsibility of a higher education institution is realized through the following components: a generator of educational services, an employer, a participant in social relations, a participant in economic and political relations with the state, and a business partner. The priority directions of the development of the university's social responsibility, which connects its educational activity, the system of relations, values, norms, and principles adopted in it with obligations to society and various categories of stakeholders, are revealed. The components, effective mechanisms, and relevant markers for evaluating the quality of higher education in the context of university social responsibility have been identified, including higher education students’ knowledge and competencies; meeting stakeholders’ needs and demands; processes, and areas of activity of the higher education institution; the results of the university functioning and the vital activities of the higher education system. The identified components constituting the evaluation mechanism – knowledge and competencies, stakeholders, processes, and results of the university’s activity – are interrelated, and only in a relationship can guarantee the quality of educational activities in a particular higher education institution.

Students’ Perceptions and Attitudes toward University Social Responsibility: Comparison between India and Croatia

In addition to teaching and research, the “third mission” has become one of the major societal challenges faced by higher education institutions worldwide. This is related to the university’s efforts to contribute to the economic and social development of the community in which they operate. One of the major concepts focused on this issue is university social responsibility (USR). This study aimed to compare students’ perceptions of and attitude toward USR in two different countries, India and Croatia, and contribute to the research gap in cross-cultural aspects of USR. Since students are the most important stakeholders of the university and today’s students are known as Generation Z–altruistic, caring about the environment and social issues on one hand, and knowing that social responsibility is highly contextual regarding environment—it makes sense to study and compare students from two different countries. The research was conducted at Indian and Croatian universities, with a sample of 1340 respondents. It is based on Carroll’s pyramid of social responsibility regarding levels of USR (economic, legal, ethical, and philanthropic) and the ISO 26000 standards regarding areas of USR. Descriptive statistics, ANOVA, correlation, and regression analysis indicated some differences in perceptions of USR in the two countries but also the significant impact of knowledge about USR and having a course on social responsibility built into the curriculum on perceptions and attitude toward USR. The results show that universities in both countries need to focus on their third mission—specifically, contributing to local community development in creating their USR policies.