TY  - JOUR
TI  - Management of University Social Responsibility in business schools. An exploratory study
T2  - International Journal of Management Education
J2  - Int. J. Manage. Educ.
VL  - 18
IS  - 2
PY  - 2020
DO  - 10.1016/j.ijme.2020.100382
SN  - 14728117 (ISSN) 
AU  - Wigmore-Álvarez, A.
AU  - Ruiz-Lozano, M.
AU  - Fernández-Fernández, J.L.
AD  - IE Business School, Talent & Careers, María de Molina 6, 1st, Floor, Madrid, 28006, Spain
AD  - Universidad Loyola Andalucía, Dept. of Finance and Accounting, Escritor Castilla Aguayo, 4, Córdoba, 14004, Spain
AD  - Universidad Pontificia de Comillas-ICADE, Iberdrola Chair of Economic and Business Ethics, Alberto Aguilera, 23, Madrid, 28015, Spain
AB  - Social Responsibility (SR) has become a key issue in higher education. The objective of this investigation is to reflect on the adoption of SR in universities. This paper explores how business schools are integrating SR into their management systems and analyzes the potential influence of variables such as the school's size and/or geographical area. A questionnaire obtained information to be analyzed and was complemented with information from websites and telephone interviews. A descriptive analysis was used to carry out a transversal analysis, allowing this paper to investigate the level of University Social Responsibility (USR) development in Global Network for Advanced Management (GNAM) institutions. Parametric and non-parametric tests were applied in order to determine the level of influence that the size and geographic location of the institution had on the level of integration of SR with the management. A certain degree of commitment of these institutions to SR was observed, as well as their concern about giving visibility to their SR actions. The influence of those models on the presence of the organization in a specific geographical area was not observed, nor did the organization size variable have an influence, with the exception of the areas of Society and Supply Chain. © 2020 Elsevier Ltd
KW  - Business schools
KW  - Higher education
KW  - International organizations
KW  - Management
KW  - University social responsibility
PB  - Elsevier Ltd
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 100382
LA  - English
N1  - Correspondence Address: Wigmore-Álvarez, A.; IE Business School, Talent & Careers, María de Molina 6, 1st, Floor, Spain; email: awigmore@faculty.ie.edu
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081658684&doi=10.1016%2fj.ijme.2020.100382&partnerID=40&md5=2ab53a1a9b769737b3fd07687b3509c0
ER  - 

TY  - JOUR
TI  - University social responsibility as a driving force of change: students’ perceptions beyond the ivory tower
T2  - On the Horizon
J2  - Horizon
VL  - 28
IS  - 2
SP  - 93
EP  - 100
PY  - 2020
DO  - 10.1108/OTH-02-2020-0005
SN  - 10748121 (ISSN) 
AU  - Coelho, M.
AU  - Menezes, I.
AD  - Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
AB  - Purpose: In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied. Design/methodology/approach: This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions. Findings: This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission. Research limitations/implications: The study rests on students' perceptions of personal change. Practical implications: This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development. Social implications: USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”. Originality/value: This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces. © 2020, Emerald Publishing Limited.
KW  - Audit
KW  - Experiential learning
KW  - Higher education
KW  - Students
KW  - University social responsibility
PB  - Emerald Group Publishing Ltd.
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Menezes, I.; Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of PortoPortugal; email: imenezes@fpce.up.pt
N1  - Funding details: University of Edinburgh
N1  - Funding details: European Commission, EC
N1  - Funding details: European Social Fund, ESF
N1  - Funding details: Fundação para a Ciência e a Tecnologia, FCT
N1  - Funding details: Fundação para a Ciência e a Tecnologia, FCT
N1  - Funding text 1: This research is conducted in the context of the ESSA Project – European Students, Sustainability Auditing (funded by the European Commission’s Erasmus+), which comprises a consortium of European universities: University of Edinburgh, Kaunas University of Technology, University of Porto, together with their student associations, the European Student Union, and the National Union of Students of the United Kingdom.
N1  - Funding text 2: This work was supported by the Portuguese Foundation for Science and Technology (FCT) and by the European Social Fund – Human Capital Operational Programme (POCH) from Portugal 2020 Programme [PhD fellowship grant no. SFRH/BD/133889/2017 and by the Portuguese Government, through the FCT, under the strategic funding awarded to CIIE – Centre for Research and Intervention in Education [grant no. UID/CED/00167/2019; UIDB/00167/2020].
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085682779&doi=10.1108%2fOTH-02-2020-0005&partnerID=40&md5=2c224c8e009b1eb7ca570883a1f5b02a
ER  - 

TY  - JOUR
TI  - Understanding social responsibility's influence on service quality and student satisfaction in higher education
T2  - Journal of Cleaner Production
J2  - J. Clean. Prod.
VL  - 256
PY  - 2020
DO  - 10.1016/j.jclepro.2020.120597
SN  - 09596526 (ISSN) 
AU  - Santos, G.
AU  - Marques, C.S.
AU  - Justino, E.
AU  - Mendes, L.
AD  - CETRAD Research Center, University of Trás-os-Montes e Alto Douro, Quinta de Prados, Vila Real, 5000-801, Portugal
AD  - CETRAD Research Center and Department of Economics, Sociology and Management, University of Trás-os-Montes e Alto Douro, Quinta de Prados, Vila Real, 5000-801, Portugal
AD  - CAPP Research Center, University of Trás-os-Montes e Alto Douro, Quinta de Prados, Vila Real, 5000-801, Portugal
AD  - CEFAGE-UBI Research Center, University of Beira Interior, Estrada do Sineiro, Covilhã, 6200-209, Portugal
AB  - Understanding customers’ expectations regarding organisations’ social responsibility is fundamental to creating and implementing successful strategies and programmes. More specifically, this process requires the development of a theoretical framework in order to analyse the impact of universities’ social responsibility strategies on service quality and students’ satisfaction with higher education. The present study sought to identify the factors defining students’ perceptions of university social responsibility (USR) and to analyse its impact on their satisfaction and service quality. The research was carried out in a Portuguese higher education institution, with a sample of 903 students. Structural equation modelling was used to test the proposed research model. The results validate this explanatory model of USR and the latter's influence on service quality and higher education students’ satisfaction. Concerning USR's effects, the findings include that, from the students’ perspective, USR contributes most directly to quality education through USR's cognitive impacts, that is, those associated with research. This study's results also corroborate that a strategy focused on sustainable development (i.e. promoting a responsible university) influences students’ positive perceptions and functions as an antecedent of service quality and student satisfaction. © 2020 Elsevier Ltd
KW  - Higher education
KW  - Satisfaction
KW  - Service quality
KW  - Students
KW  - University social responsibility
KW  - Education computing
KW  - Planning
KW  - Quality of service
KW  - Higher education
KW  - Higher education institutions
KW  - Higher education students
KW  - Satisfaction
KW  - Service Quality
KW  - Social responsibilities
KW  - Structural equation modelling
KW  - Theoretical framework
KW  - Students
PB  - Elsevier Ltd
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 120597
N1  - CODEN: JCROE
LA  - English
N1  - Correspondence Address: Santos, G.; CETRAD Research Center, University of Trás-os-Montes e Alto Douro, Quinta de Prados, Portugal; email: gina.santos@utad.pt
N1  - Funding details: Fundação para a Ciência e a Tecnologia, FCT, UIDB/04011/2020
N1  - Funding details: Fundação para a Ciência e a Tecnologia, FCT
N1  - Funding text 1: This work is supported by national funds, through the FCT – Portuguese Foundation for Science and Technology under the project UIDB/04011/2020 .
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080065820&doi=10.1016%2fj.jclepro.2020.120597&partnerID=40&md5=24b0a0e507bcf32a922a2237e23b06ea
ER  - 

TY  - JOUR
TI  - Social responsibility attitudes and behaviors' influence on university students' satisfaction
T2  - Social Sciences
J2  - Soc. Sci.
VL  - 9
IS  - 2
PY  - 2020
DO  - 10.3390/socsci9020008
SN  - 20760760 (ISSN) 
AU  - Gallardo-Vázquez, D.
AU  - Folgado-Fernández, J.A.
AU  - Hipólito-Ojalvo, F.
AU  - Valdez-Juárez, L.E.
AD  - Department of Financial Economics and Accounting, Faculty of Economics and Business, University of Extremadura, Badajoz, 06006, Spain
AD  - Department of Financial Economics and Accounting, Faculty of Business, Finance and Tourism, University of Extremadura, Cáceres, 10071, Spain
AD  - Department of Mechanical, Energetic and Materials Engineering, School of Industrial Engineers, University of Extremadura, Badajoz, 06006, Spain
AD  - Faculty of Economics and Business, Technological Institute of Sonora, Guaymas, 85400, Mexico
AB  - This study focused on university social responsibility (USR). Corporate social responsibility is currently an extremely common strategy implemented by organizations. Higher education institutions are also introducing this strategy to enhance their performance, seeking to ensure that every university action is socially responsible and oriented toward achieving advantages over competitors. This competitive advantage is the result of a social responsibility vision, which has an ethical core, that the University has implemented or is implementing among all its stakeholders. These institutions work in four areas: instruction, research, management, and projection to society. Universities must thus strive to meet the interests of different stakeholders' interests. This research concentrated on university students as an important stakeholder. The main objective was to evaluate university students' participation in USR activities, as well as assessing the impact of relevant university practices. In addition, the study sought to measure the existing causal relationship between students' participation and their university's practices in terms of student satisfaction. The fieldwork was conducted with an electronic survey distributed to a group of University of Extremadura students in Spain. A total of 362 valid questionnaires were collected, which were processed using structural equation modeling and partial least squares. The results have implications for university management in the area of social responsibility, with regard to the new USR trends are revealed. In terms of originality and value, this research emphasized a specific stakeholder in universities, namely students, and ways their satisfaction can be achieved through USR. © 2020 by the authors.
KW  - Attitudes
KW  - Structural equation modeling
KW  - Student satisfaction
KW  - University social responsibility
PB  - MDPI AG
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 8
LA  - English
N1  - Correspondence Address: Gallardo-Vázquez, D.; Department of Financial Economics and Accounting, Faculty of Economics and Business, University of ExtremaduraSpain; email: dgallard@unex.es
N1  - Funding details: Junta de Extremadura, SEJ022
N1  - Funding details: European Regional Development Fund, FEDER
N1  - Funding details: GR18058
N1  - Funding text 1: This research was supported by the European Regional Development Fund and Junta of Extremadura (Business Research (INVE) Research Group (SEJ022 code)) and by the VI Action Plan 2018-2020 under grant number GR18058.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082195729&doi=10.3390%2fsocsci9020008&partnerID=40&md5=3e0b5f78cb07495c964fa93a6a5d3e9f
ER  - 

TY  - JOUR
TI  - The most sustainable niche principles of social media education in a higher education contracting era
T2  - Sustainability (Switzerland)
J2  - Sustainability
VL  - 12
IS  - 1
PY  - 2020
DO  - 10.3390/SU12010399
SN  - 20711050 (ISSN) 
AU  - Hsieh, M.Y.
AD  - Department of International Business, National Taichung University of Education, Taichung City, 40306, Taiwan
AB  - In view of recent higher education contracting because of a declining birth rate and an explosive forming of technology, this research systematically cross-employed a technology acceptance model (TAM) and rational decision-making model (RDM) methodology to discuss from an interdisciplinary perspective the co-relationships between the assessed criteria and evaluated weights of four famous and accreditedWorld University Rankings, the most promising features of massive open online courses (MOOCs), and the sustainable development goals (SDGs) of university social responsibility (USR) principles based on students', faculties' and government officers' interviewee appraised perspectives. Statistically, the weight-questionnaires of random students and professional experts were cross-measured by a factor analysis (FA) of quantitative analysis and an analytical network process (ANP) method of qualitative analysis. As a result, the aggregation technology function (ATF) is the most sustainable niche principle of social media education, not only fulfilling the Making Education More Equitable (MEME), Diminishing Poverty (DP), and Making Gender More Equality (MGME) initiatives of the institution's USR principles but also increasing the Industry Income (II) of the Times Higher Education (THE) World University Rankings in order to attract, trigger, and drive the students to make a decision to sincerely register in institutions in a higher education contracting era. © 2020 by the authors.
KW  - Institution's social media education functions
KW  - Social media education
KW  - University social responsibility of social impression
KW  - University's international rankings reputation
KW  - corporate social responsibility
KW  - decision making
KW  - expert system
KW  - factor analysis
KW  - government
KW  - higher education
KW  - interdisciplinary approach
KW  - methodology
KW  - social media
KW  - student
KW  - sustainability
KW  - Sustainable Development Goal
PB  - MDPI AG
N1  - Cited By :4
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 5532
LA  - English
N1  - Correspondence Address: Hsieh, M.Y.; Department of International Business, National Taichung University of EducationTaiwan; email: uscpawisely@hotmail.com
N1  - Funding details: Ministry of Science and Technology, Taiwan, MOST, 108-2511-H-142-009
N1  - Funding text 1: Funding: This research was funded by the Ministry of Science and Technology in Taiwan, grant number is MOST 108-2511-H-142-009.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079761425&doi=10.3390%2fSU12010399&partnerID=40&md5=b9aee8e7646dff51ed51fb13d57ed0e5
ER  - 

TY  - JOUR
TI  - University social responsibility from the perspective of happiness management. The case of the faculty of accounting and administration at the autonomous University of Baja California (Tijuana-Mexico). 
ST  - Responsabilidad Social Universitaria desde la perspectiva del Happiness Management. El caso de la Facultad de Contaduría y Administración de la Universidad Autónoma de Baja California (Tijuana-México)
T2  - Espacios
J2  - Espacios
VL  - 41
IS  - 4
PY  - 2020
SN  - 07981015 (ISSN) 
AU  - Martha, L.-R.E.
AU  - Eduardo, A.-T.
AU  - Rafael, R.-R.
AD  - Investigador en la Facultad de Contaduría y Administración, Universidad Autónoma de Baja California, Mexico
AD  - Investigador en la Facultad de Contaduría y Administración, Universidad Autónoma de Baja California, Mexico
AD  - Organización de empresas, Universidad de Cádiz, Spain
AB  - The purpose of this work is to show the professors perception on University Social Responsibility (RSU) at the School of Accounting and Administration of the Autonomous University of Baja California in Tijuana campus, from the perspective of Happiness Management. The results show that RSU implementation in the entity object of this study requires a greater participation of its teachers, as well as the design of an educational policy that contemplates the RSU. © 2020. revistaESPACIOS.com.
KW  - Happiness management
KW  - Higher education
KW  - University social responsibility
PB  - Revista Espacios
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 26
LA  - Spanish
N1  - Correspondence Address: Eduardo, A.-T.; Investigador en la Facultad de Contaduría y Administración, Universidad Autónoma de Baja CaliforniaMexico
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Ravina-Ripoll, R., Marchena Domínguez, J., Montañés-Del Río, M.A., Happiness Management en la época de la Industria 4.0 (2019) Retos Revista de Ciencias de la Administración y Economía, 9 (18), pp. 189-202; 
Ravina-Ripoll, R., Tobar-Pesantez, L., Marchena-Domínguez, J., (2019) A lighthouse for social wellbeing, creativity and sustainability: Happiness Management, , Berna, Suiza: Peter Lang; 
Salinas-Reyna, I.M., Ancira, C.G., Theoretical Basis for a Management Strategy for a Socially Responsible Training (2019) Estudios del Desarrollo Social: Cuba y América Latina, 7 (3), pp. 132-147; 
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086509275&partnerID=40&md5=49eb619a6e71cf5bc13777f9486ea904
ER  - 

TY  - JOUR
TI  - University social responsibility: perceptions and advances
T2  - Social Responsibility Journal
J2  - Soc. Responsib. J.
PY  - 2020
DO  - 10.1108/SRJ-10-2017-0199
SN  - 17471117 (ISSN) 
AU  - de Sousa, J.C.R.
AU  - Siqueira, E.S.
AU  - Binotto, E.
AU  - Nobre, L.H.N.
AD  - Center for Applied and Human Social Sciences (CCSAH), Universidade Federal Rural do Semi-Arido, Mossoro, Brazil
AD  - Faculty of Administration, Accounting Sciences and Economy, Universidade Federal da Grande Dourados, Dourados, Brazil
AB  - Purpose: The purpose of this paper is to analyze the perception of professors, students, administrative staff and academic directors about social responsibility in four universities of Rio Grande do Norte (RN) – Brazil. Design/methodology/approach: The research was carried out in four universities in RN, Brazil. A survey was conducted with 1,318 students, 118 members of the administrative team, 104 professors and 29 academic directors, to whom a Likert-type questionnaire was applied, with 65 items allocated in seven dimensions as follows: organizational governance, human rights, work practices, environment, legal practices, consumer issues and community involvement and development. Exploratory factorial analysis and Cronbach’s alpha were the statistics used to analyze the data. Findings: The research showed difficulties in assessing social responsibility aspects because of the lack of discussion and little socialization and debate of the data. Concerning everyday issues such as student service, environment issues, working conditions and local development is an exception because they have explicit opinions and often negative perceptions. Research limitations/implications: The data used were self-reported they were subjected to bias, such as self-attribution and selective perception by community members. The lack of a theoretical model of social responsibility to study a non-profit organization. This study offers a theoretical contribution to analyzing six variables in non-profit organizations. Practical implications: The data collection instrument also contribute to Brazilian universities can meet the evaluation criteria of higher education institutions in Brazil by Law 10.861/04, which established the national higher education evaluation system. Social implications: This contribution allowed the authors to understand, which of them find the most consensus among stakeholders and which are the most contradictory, as well as to promote improvements in the implementation of social responsibility policies. The proposal of the instrument results in concrete actions for the adoption of the university, to accelerate the implementation of ISO 26000 in its statutes. Originality/value: The study on social responsibility at universities of RN, Brazil, under dimensions of organizational governance, human rights, work practices, environment, legal practices, consumer issues, and community involvement and development is innovative and supports other universities to think their processes and better contribute in training new generations of citizens and professionals. © 2020, Emerald Publishing Limited.
KW  - Academic community
KW  - Academic environment and social responsibility
KW  - Human rights
KW  - Legal practices
KW  - Students
KW  - University management
PB  - Emerald Group Publishing Ltd.
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Binotto, E.; Faculty of Administration, Accounting Sciences and Economy, Universidade Federal da Grande DouradosBrazil; email: e-binotto@uol.com.br
N1  - Funding details: Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq
N1  - Funding details: Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq
N1  - Funding text 1: This study was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq – Brazil.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079700532&doi=10.1108%2fSRJ-10-2017-0199&partnerID=40&md5=2748b00e4b12ce77eec063f3a8162b8f
ER  - 

TY  - JOUR
TI  - Applying action research in design curricula to fulfill university social responsibility-A case study of the pnguu community of the Tsou Tribe
T2  - Sustainability (Switzerland)
J2  - Sustainability
VL  - 11
IS  - 24
PY  - 2019
DO  - 10.3390/su11247132
SN  - 20711050 (ISSN) 
AU  - Hsieh, H.C.L.
AD  - Department of Creative Design, National Yunlin University of Science and Technology, Yunlin, 64002, Taiwan
AB  - Due to the mainstream emphasis on university social responsibility (USR) in global and Taiwanese higher education, there is a growing need for universities to apply design to solve community problems. This study aims to explore the practical effectiveness of integrating USR into a design curriculum, thereby constructing a new model for USR fulfillment. Action research was applied in this study. The positive outcomes of integrating USR into the planning and implementation of a course titled 'Culture and Design Communication' were found to align with UNESCO's lifelong learning goals. The resulting model of USR fulfillment through design education will benefit the future sustainable development of university design education. © 2019 by the authors.
KW  - Culture and design communication
KW  - University social responsibility
KW  - action research
KW  - curriculum
KW  - education
KW  - higher education
KW  - sustainable development
KW  - university sector
KW  - Taiwan
PB  - MDPI AG
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 7132
LA  - English
N1  - Correspondence Address: Hsieh, H.C.L.; Department of Creative Design, National Yunlin University of Science and TechnologyTaiwan; email: laurarun@gmail.com
N1  - Funding text 1: I am grateful to Ministry of Education Taiwan and all study participants for their contributions.
N1  - References: http://www.ctl.nptu.edu.tw/ezfiles/21/1021/img/2777/192815129.pdf, Ministry of Education Taiwan. Project University Social Responsibility in Ministry of Education Taiwan. 2017 (accessed on 15 August 2019); https://english.moe.gov.tw/cp-48-17272-28564-1.html, Ministry of Education Taiwan. Project University Social Responsibility in Ministry of Education Taiwan. 2018 (accessed on 25 October 2019); Liao, T.J., Integrating Social Practice into the Specialty Program of Art and Design in Universities: An Example of a Value-Added Concept for the Local Culture. (2018) J. Res. Educ. Sci., 63, pp. 207-245; 
Hwang, S.H., Su, H.T., Introspection on Possibility of Social Practice from Promotion of Experiential Learning in Communities: A Case Study of Design Workshop in Pnguu Tribe in Alishan Township. (2017) J. Des., 22, pp. 1-19; 
Jaehan, B., Art as social practice: Pedagogical enlightenments. (2017) Int. J. Arts Educ., 14, pp. 1-21; 
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Yen, J., Kao, S.F., An Analysis of Characteristics of Problem Solving in Visual Communicatin Design Students' Graduate Project. (2011) J. Sci. Technol., 20, pp. 135-150; 
Brown, T., Design thinking for social innovation. (2010) Stanf. Soc. Innov. Rev., 8, pp. 28-35; 
Chen, D.S., From "Design" to "Design for Society" https://twstreetcorner.org/2013/10/28/chendungsheng/, (accessed on 29 December 2018); Pierce, C.S., Logic as semiotic: The theory of signs. In The Sign in Theory and Practice: An. Introductory Reader in Semiotics (1999), Danesi, M., Santerno, D., Eds.; Canadian Scholar's Press: Toronto, ON, Canada; Fiske, J., Introduction to Communication Studies (1990), Routledge: London, UK; Hofstede, G., Cultures and Organizations: Software of the Mind (2010), McGraw-Hill: London, UK; Kosuth, J., Art After Philosophy and After (1991), MIT Press: Cambridge, MA, USA; Matarasso, F., Use or Ornament? The Social Impact of Participation in the Arts (1997), Comedia: Gloucestershire, UK; Tung, W.H., Art intervention into the community: A socially engaged aesthetics and art practice. (2013) J. Perform. Vis. Arts Stud., 6, pp. 27-38; 
Yamazaki, R., Community Design (2015), Faces Publishing: Taipei, Taiwan; Keller, D., Sandlin, J., Socially Engaged Practice and pedagogy: A new lexicon http://www.academia.edu/5654246/Socially_Engaged_Practice:as_Public_Pedagogy, (accessed on 29 June 2019); Martin, B., Benchmark Standards for University Social Responsibility across the EHEA. (2015), http://www.eu-usr.eu/wp-content/uploads/2015/04/D1.4-Final-Report-Public-Part-EN.pdf, (accessed on 10 November 2019); Costandius, E., Using art as a medium to enhance social responsibility and citizenship, Discourse. (2010) Commun. Sustain. Educ., 1, pp. 74-81
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083832865&doi=10.3390%2fsu11247132&partnerID=40&md5=a928c7f6d2d95299c3e5ab3bb1511c34
ER  - 

TY  - BOOK
TI  - Embedding service learning in European higher education: Developing a culture of civic engagement
T2  - Embedding Service Learning in European Higher Education: Developing a Culture of Civic Engagement
J2  - Embed. Serv. Learn. in Eur. High. Educ.: Dev. a Cult. of Civ. Engagem.
SP  - 1
EP  - 249
PY  - 2019
DO  - 10.4324/9781315109053
SN  - 9781315109053 (ISBN); 9781138089730 (ISBN)
AU  - Aramburuzabala, P.
AU  - McIlrath, L.
AU  - Opazo, H.
AD  - School of Teacher Training and Education of the Autonomous University of Madrid, Spain
AD  - National University of Ireland Galway, Ireland
AD  - Universidad Católica Silva Henríquez, Chile
AB  - Service learning brings together students, academics and the community whereby all become teaching resources, problem solvers and partners. In addition to enhancing academic and real-world learning, the overall purpose of service learning is to instil in students a sense of civic engagement and responsibility and work towards positive social change within society. Embedding Service Learning in European Higher Education promotes service learning as a pedagogical approach that develops civic engagement within higher education. It both describes and assesses the most recent developments and contextual positioning of service learning in European higher education and considers if and how the pedagogy is responding to European Union policy and the strategy of higher education institutions and towards engagement with broader societal issues. With case studies from 12 universities across Europe, this book draws on existing practice, shares knowledge and develops best practice to provide conceptual and practical tools for teaching, researching and practising service learning. This book: exposes service learning as a key approach in terms of embedding a culture of political and civic literacy within higher education; considers service learning in Europe, an area of growing research in service learning practice; explores the issue of university social responsibility; presents chapters from leaders in the service learning movement at a national and international level. Practical and engaging, Embedding Service Learning in European Higher Education is a fascinating read for anyone working in service learning as well as those working at universities with an interest in social and civic engagement and institutional reform. © 2019 selection and editorial matter, Pilar Aramburuzabala, Lorraine McIlrath and Héctor Opazo. All rights reserved.
PB  - Taylor and Francis Inc.
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Book
DB  - Scopus
LA  - English
N1  - Correspondence Address: Aramburuzabala, P.; School of Teacher Training and Education of the Autonomous University of MadridSpain
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071582525&doi=10.4324%2f9781315109053&partnerID=40&md5=2dc52a367529d7665e454cda3cbe5ec5
ER  - 

TY  - CONF
TI  - Implementation of environmental accounting in higher education solutions to improve the college's role in the implementation of corporate social responsibility
C3  - IOP Conference Series: Earth and Environmental Science
J2  - IOP Conf. Ser. Earth Environ. Sci.
VL  - 245
IS  - 1
PY  - 2019
DO  - 10.1088/1755-1315/245/1/012027
SN  - 17551307 (ISSN) 
AU  - Suhardiyah, M.
AU  - Nurdina
AD  - University PGRI Adi Buana Surabaya, East-Java, Indonesia
AB  - The College is an organization that operates based on the needs of the environment therefore PT has a commitment to join the keep environmental conservation. The purpose of this research is to analyze the implementation of Environmental Accounting through University Social Responsibility (USR), the results of the analysis of the data shows that the College has a large role in assisting preservation of the environment, especially with the role of Colleges to instill an attitude to students to play a role in the preservation of the environment. © Published under licence by IOP Publishing Ltd.
KW  - Environmental engineering
KW  - Corporate social responsibilities (CSR)
KW  - Environmental accountings
KW  - Environmental conservation
KW  - Higher education
KW  - Social responsibilities
KW  - Students
PB  - Institute of Physics Publishing
T2  - International Conference Research Collaboration of Environmental Science 2018
Y2  - 12 March 2018
N1  - Conference code: 146466
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
C7  - 012027
LA  - English
N1  - References: http://lp4m.unair.ac.id/trial/images/Pengumuman/FilePengumuman/Daftar-Klaster-Perguruan-Tinggi-1.pdf, diakses 1 Maret 2018; Kristi, Aprinda, A., Faktor-Faktor yang Mempengaruhi Pengungkapan Corporate Social Responsibility Pada Perusahaan Publik di Indonesia (2012) Jurnal Ilmiah Mahasiswa FEB, 1, pp. 1-27. , (Universitas Brawijaya); 
Paulus Basuki, H., Maylia Pramono, S., Pengawasan Impelementasi "green Accounting" Berbasis University Social Responsibilities (USR) di Universitas Negeri Semarang Serta Studi Komparasi Universitas Se-Kota Semarang (2013) Jurnal Akuntansi & Auditing, 9, pp. 169-198. , MEI 2013; 
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063898124&doi=10.1088%2f1755-1315%2f245%2f1%2f012027&partnerID=40&md5=37245abad56d0644f297b6d5d1be1097
ER  - 

TY  - JOUR
TI  - Social transcultural representations about the concept of university social responsibility
T2  - Studies in Higher Education
J2  - Stud. High. Educ.
VL  - 44
IS  - 2
SP  - 245
EP  - 259
PY  - 2019
DO  - 10.1080/03075079.2017.1359248
SN  - 03075079 (ISSN) 
AU  - Ayala-Rodríguez, N.
AU  - Barreto, I.
AU  - Rozas Ossandón, G.
AU  - Castro, A.
AU  - Moreno, S.
AD  - Facultad de Psicología, Universidad Católica de Colombia, Bogotá, Colombia
AD  - Unidad de Estudios Comunitarios Latinoamericanos, Universidad de Chile, Santiago, Chile
AB  - The new paradigms of university social responsibility (USR) conceive students as key players who express their beliefs, attitudes and opinions both in the professional training process and in their willingness to serve the community in line with the agenda of USR. This research focuses on a comparative study of the social representations that students of two higher education institutions have on the concept of USR. From a qualitative methodological perspective, using focus groups and semi-structured interviews as the information collection technique, the narratives of 50 participants were analysed by codifying and prioritizing the categories in accordance with the assumptions of the central core theory for the study of social representations. The results show that the central core of the representation focuses on prosocial sense. The peripheral elements are associated with social awareness, mutual respect, co-responsibility, social projection, university identity, and comprehensive education and entrepreneurship, among others. © 2017, © 2017 Society for Research into Higher Education.
KW  - education policy
KW  - education system
KW  - higher education
KW  - Social representation
KW  - university social responsibility
PB  - Routledge
N1  - Cited By :6
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Ayala-Rodríguez, N.; Facultad de Psicología, Universidad Católica de Colombia, Avenida Caracas No. 47-16, Colombia; email: nayala@ucatolica.edu.co
N1  - Funding details: PIC_212_P_1
N1  - Funding text 1: This work was supported by the Catholic University of Colombia [grant number PIC_212_P_1].
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029707395&doi=10.1080%2f03075079.2017.1359248&partnerID=40&md5=5fdd9194698c56ac47f23c56f7da7e48
ER  - 

TY  - JOUR
TI  - Student–university identification and loyalty through social responsibility: A cross-cultural analysis
T2  - International Journal of Educational Management
J2  - Int. J. Educ. Manage.
VL  - 33
IS  - 1
SP  - 45
EP  - 65
PY  - 2019
DO  - 10.1108/IJEM-02-2018-0072
SN  - 0951354X (ISSN) 
AU  - El-Kassar, A.-N.
AU  - Makki, D.
AU  - Gonzalez-Perez, M.A.
AD  - Information Technology and Operations Management, Lebanese American University, Beirut, Lebanon
AD  - Lebanese American University, Byblos, Lebanon
AD  - Management, Universidad EAFIT, Medellin, Colombia
AB  - Purpose: The purpose of this paper is to highlight the value of university social responsibility (USR) by investigating its impact on student–university identification and student loyalty. It also examines the mediating effect of student–university identification and the moderating effect of the perceived importance of USR. A comparative study is also conducted between students from two diverse cultural backgrounds. Design/methodology/approach: An online questionnaire was administered to students of universities in two different emerging markets economies (Lebanon and Colombia). The collected data were tested by applying descriptive techniques, cluster analysis and partial least square structural equation modeling with multi-group analysis using SmartPLS3.0 software. Findings: The findings revealed that USR affects student loyalty both directly and indirectly through student–university identification. Research limitations/implications: Assessing the model through a more varied sample population from different cultural backgrounds would entail more universal results and the ability to generalize the causality relationship between USR and student identification and loyalty. Originality/value: This study is a valuable addition to the scarce literature on USR and its interplay with student–university identification. It presents USR as a vital marketing tool to achieve student identification and loyalty, being key factors that impact student enrollment and retention. It also translates into a competitive advantage for higher education institutions to overcome the fierce competition in the educational market. Additionally, this research can be considered a laboratory for theory testing and theory building due to its unique context and original primary data. © 2019, Emerald Publishing Limited.
KW  - Higher education
KW  - Perceived importance of USR
KW  - Student loyalty
KW  - Student–university identification
KW  - University social responsibility
PB  - Emerald Group Publishing Ltd.
N1  - Cited By :5
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: El-Kassar, A.-N.; Information Technology and Operations Management, Lebanese American UniversityLebanon; email: abdulnasser.kassar@lau.edu.lb
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061200370&doi=10.1108%2fIJEM-02-2018-0072&partnerID=40&md5=ad17e06b73a8aadd0db2b2e27fd81e27
ER  - 

TY  - JOUR
TI  - Catalysts of university social responsibility into strategic planning by thematic analysis and deductive coding
T2  - International Journal of Entrepreneurship and Innovation Management
VL  - 23
IS  - 4
SP  - 327
EP  - 355
PY  - 2019
DO  - 10.1504/IJEIM.2019.100806
SN  - 1368275X (ISSN) 
AU  - Ramos-Monge, E.L.
AU  - Llinàs-Audet, X.
AU  - Barrena-Martínez, J.
AD  - Department of Management, Polytechnic University of Catalonia, Barcelona, Spain
AD  - Department of Business Management, Faculty of Economics and Business, University of Cadiz, Cadiz, Spain
AB  - The relevance of higher education institutions (HEI) for social development is unquestionable because of their potential for contributing intellectual solutions for the social, economic, and environmental welfare of society. The current study aims to: 1) examine which are the main catalysts of university social responsibility (USR) from a strategic management perspective; 2) show the relations among those catalysts through semantic networks; 3) analyse the role of university promotion of entrepreneurship. The method uses a content analysis in a sample of 23 universities and examines the subject and codes to clarify the catalysts. The semantic networks are shown to reveal these connections. It was found that a high percentage of universities orient their efforts towards enhancing the employability of students, mainly through entrepreneurial projects intended to achieve social responsibility. © 2019 Inderscience Enterprises Ltd.
KW  - Deductive method
KW  - Higher education institutes
KW  - Qualitative research
KW  - Stakeholder theory
KW  - Strategic management
KW  - Strategic planning
KW  - Student employability
KW  - Sustainable entrepreneurship
KW  - University cooperation
KW  - University economic management
KW  - University social responsibility
KW  - USR
PB  - Inderscience Publishers
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Ramos-Monge, E.L.; Department of Management, Polytechnic University of CataloniaSpain; email: elva.lizeth.ramos@upc.edu
N1  - Funding details: Consejo Nacional de Ciencia y Tecnología, CONACYT
N1  - Funding text 1: This work has been supported by federal financing from the National Council of Science and Technology (CONACYT) of Mexico. This work has been possible with the collaboration of academic authorities who with their knowledge and experience are helping to build and improve the model of drivers of USR.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069527412&doi=10.1504%2fIJEIM.2019.100806&partnerID=40&md5=5396ed98a5d43bb95f4c00293cffe356
ER  - 

TY  - JOUR
TI  - A farewell to internationalisation? Striking a balance between global ambition and local needs in higher education in Taiwan
T2  - Higher Education
J2  - High. Educ.
PY  - 2019
DO  - 10.1007/s10734-019-00495-0
SN  - 00181560 (ISSN) 
AU  - Lo, W.Y.W.
AU  - Hou, A.Y.-C.
AD  - Department of International Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong
AD  - Department of Education, National Chengchi University, Taipei City, Taiwan
AB  - The literature suggests that recent years have witnessed a fundamental shift in higher education internationalisation. This paper argues that a reorientation of policy, which is upheld through an initiative known as the Higher Education Sprout Project, indicates the fundamental shift in higher education internationalisation in Taiwan. The paper begins with an explanation of how the notion of world-class university induced elitism in East Asian higher education. Next, it reviews the last two decades of Taiwan’s efforts on developing world-class universities. In particular, the paper explains how perceived domestic problems in higher education, such as an overemphasis on certain performance indicators and the resulting effects of homogenisation, and the phenomenon of emphasising research but neglecting teaching, are considered the consequences of emphasising global competition and the associated quest for building world-class universities. The paper argues that the recent policy change reveals an intention to uphold egalitarianism, thereby reaching a balance between fulfilling global ambition and addressing local needs in higher education. This intention highlights the political essence of internationalisation policy for higher education. It also reaffirms the significance of the global–local dynamics in higher education policy. © 2019, Springer Nature B.V.
KW  - Global–local dynamics
KW  - Internationalisation
KW  - Taiwan
KW  - University social responsibility
KW  - World-class university
PB  - Springer
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Lo, W.Y.W.; Department of International Education, The Education University of Hong Kong, 10 Lo Ping Road, Hong Kong; email: willlo@eduhk.hk
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077158386&doi=10.1007%2fs10734-019-00495-0&partnerID=40&md5=b7c417aa850b7d7404a0778bf5bef1b9
ER  - 

TY  - JOUR
TI  - The ethical and civic dimension of service learning: A model for its institutionalization in higher education 
ST  - La dimensión ética y ciudadana del aprendizaje servicio: Una apuesta por su institucionalización en la educación superior
T2  - Revista Complutense de Educacion
J2  - Rev. Complut. Educ.
VL  - 30
IS  - 1
SP  - 1
EP  - 15
PY  - 2019
DO  - 10.5209/RCED.55443
SN  - 11302496 (ISSN) 
AU  - Latorre, B.Z.
AU  - Pérez, V.G.
AU  - Calandín, J.G.
AD  - Universitat de València, Spain
AB  - This article reflects on the ethical and civic value of the Service Learning projects, from a bibliographic review process, but also from an own foundation based on a hermeneutical analysis of this teaching-learning methodology. It is concluded that the Service Learning projects contribute to a practical synthesis between the ethics of care and that of justice, and contributes to a new definition of the concept of education, while those projects encourage meaningful learning and ethical and civic dimension of educational processes, according with proposals for human development and education understood as a common good from international organizations such as Unesco. After the theoretical foundation, we present a case of the institutionalization of Service Learning in Higher Education (Universitat de València), from the reconsideration of the university as a public space committed to the professional ethics and university social responsibility. © 2019, Universidad Complutense de Madrid. All rights reserved.
KW  - Learning
KW  - Professional ethics
KW  - Social commitment
KW  - University
PB  - Universidad Complutense de Madrid
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060232993&doi=10.5209%2fRCED.55443&partnerID=40&md5=95d135d3241f96827a42894f7c0357e0
ER  - 

TY  - JOUR
TI  - Revisión sistemática de responsabilidad social universitaria y aprendizaje servicio: Análisis para su institucionalización
T2  - Revista Mexicana de Investigacion Educativa
J2  - Rev. Mex. Invest. Educ.
VL  - 24
IS  - 80
SP  - 149
EP  - 172
PY  - 2019
SN  - 14056666 (ISSN) 
AU  - Martínez-Usarralde, M.-J.
AU  - Gil-Salom, D.
AU  - Macías-Mendoza, D.
AD  - Universitat de València, Facultad de Filosofía y Ciencias de la Educación, Departamento de Educación Comparada e Historia de la Educación, Avda Blasco Ibáñez, 30, Valencia, Spain
AD  - Universitat Politècnica de València, Departamento de Lingüística Aplicada, Valencia, Spain
AB  - This study presents a systematic review of the Service Learning (SL) methodology and its interaction with University Social Responsibility (USR). The main objective is to observe the contributions, values, and social commitment that SL in higher education offers the community, through various existing procedures of institutionalization. To this end, an analysis was made of the interactions that SL and USR generate, and a presentation given of SL products: an increase in the university's social and managerial results, and the creation of an institutional position based on values, political principles, and university ethics. A search protocol was used to classify various studies. The result is a set of articles that indicate the heterogeneity of the research methodology and its techniques. © 2019 Consejo Mexicano de Investigacion Educativa. All rights reserved.
KW  - Bibliometric studies
KW  - Community relations
KW  - Educational trends
KW  - Higher education
KW  - Methodologies
PB  - Consejo Mexicano de Investigacion Educativa
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065966377&partnerID=40&md5=59d78cad17a7e22ab103c2eb6c1a121d
ER  - 

TY  - JOUR
TI  - Fortalecimiento de la responsabilidad social universitaria desde la perspectiva de la economía social y solidaria
T2  - Perfiles Educativos
J2  - Perfiles Educativos
VL  - 40
IS  - 164
SP  - 171
EP  - 185
PY  - 2019
DO  - 10.22201/iisue.24486167e.2019.164.58683
SN  - 01852698 (ISSN) 
AU  - Carrasco, J.U.
AD  - Colegio de la Frontera Sur, Mexico
AB  - Proposals are made for reinforcing the social function of both public and private institutions of higher learning through university social responsibility by incorporating social and solidarity economy principles. It reflects on the origins of educational institutions and the way they have been defined based on instrumental rationality, which has encouraged them to prioritize their rankings and market positioning over the building of harmonic social and economic relations. Based on that reflection, it offers some concrete action proposals arising out of a review of some IHLs' good practices. The proposals are founded on relational rationality and reciprocity as epistemological bases. © 2019 Universidad Nacional Autonoma de Mexico.
KW  - Higher education institutions
KW  - Social and solidarity economy
KW  - Social values Crisis of universities
KW  - University social responsibility
PB  - Universidad Nacional Autonoma de Mexico
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Correspondence Address: Carrasco, J.U.; Colegio de la Frontera SurMexico; email: jurdapilleta@ecosur.edu.mx
N1  - Funding details: Consejo Nacional de Ciencia y Tecnología
N1  - Funding details: Institute of Education Sciences
N1  - Funding details: Institute of Education Sciences
N1  - Funding details: Consejo Nacional de Ciencia y Tecnología
N1  - Funding details: Consejo Nacional de Ciencia y Tecnología
N1  - Funding details: United Nations Educational, Scientific and Cultural Organization
N1  - Funding details: Institute of Education Sciences
N1  - Funding text 1: * Subdirector de la Dirección Sureste del Consejo Nacional de Ciencia y Tecnología. Doctor en Ecología y Desarro-llo Sustentable por el Colegio de la Frontera Sur (México). Líneas de investigación: economía solidaria, educación intercultural, accion social y subjetividad. Publicación reciente: (2017, en coautoría con F. Limón), “Hacia una ex-periencia profunda desde la investigación acción participativa”, Revista Internacional de Sociología, vol. 41, núm. 1, pp. 111-131. CE: jurdapilleta@ecosur.edu.mx
N1  - Funding text 2: Los reportes recientes presentados por diver-sas instituciones como Oxfam (2014), el World Wildlife Found (WWF, 2016) y el Grupo Inter-gubernamental de Expertos sobre el Cambio Climático (IPCC, 2014) han dejado muy claro que los retos que enfrenta la humanidad —y la vida toda en el planeta— en términos de degra-dación ambiental y desigualdad, son colosales. Si bien una manera de responder a ello ha sido la promoción de acuerdos a nivel internacio-nal, como los Objetivos del Desarrollo Sos-tenible (ONU, 2015), las acciones y estrategias deben tener una base local para que las metas planteadas realmente puedan cumplirse.
N1  - Funding text 3: Como punto de partida para nuestra propues-ta, retomaremos las principales críticas que le hace MacIntyre a la universidad moderna (Serrano, 2016). Éstas giran en torno a tres ficcio-nes elementales que han limitado la función social de las universidades: la construcción de conocimientos que sean puestos al servicio de la sociedad. Aunque se han desarrollado muchos esfuerzos y propuestas para superar las problemáticas que estas ficciones plantean, hemos de mantenernos atentos y en un proce-so de deconstrucción y resignificación cons-tante del sentido de la educación y la función de las IES.
N1  - Funding text 4: • Crear el “buen gobierno universitario”, donde se puedan tomar decisiones median-te asambleas; fomentar la participación del personal administrativo, académico, directivo, de planta física, y representantes de asociaciones estudiantiles (Salmi, 2014). • Promover el trabajo colaborativo, con base en la valoración de las diferentes capaci-dades, tanto del personal como de las/los estudiantes. • Crear empresas cooperativas al interior de la universidad, donde las/los estudiantes puedan formarse en el espíritu cooperativo empresarial (cafeterías Batsil Maya-Universidad Iberoamericana). • Evitar el uso de los programas internacionales desde una perspectiva colonial que refuerce la aspiración de parecerse o acercarse a los países considerados como “pri-mer mundo”. Es recomendable promover las relaciones de cooperación Sur-Sur, y la concepción de que el intercambio es tanto una opción formativa-académica, como una experiencia intercultural y de desarrollo humano. • Integrar redes de cooperación, ya sea mediante la participación y/o coordinación de observatorios ciudadanos, redes de investigación socialmente comprometida, o espacios de interacción entre estudiantes y líderes sociales (modelo Righ Liveli-hood College). • Asumir la internacionalización como un acto de cooperación internacional solida-ria, con relaciones horizontales, basadas en el diálogo intercultural y el respeto a la idiosincrasia e identidad de los países participantes. • Generar espacios de aprendizaje asociados con cursos académicos y extracu-rriculares donde toda la comunidad universitaria participe, y se reconozcan los diferentes tipos de conocimientos existentes. • Promover una extensión universitaria que lleve las IES a integrarse en la generación de beneficios para la comunidad, los cuales deben ir más allá del asistencialismo, y reforzar la promoción de valores democráticos, la inclusión, la interculturalidad y la equidad.
N1  - Funding text 5: • Anteponer la promoción de los valores y la formación social al simple cuidado de la imagen. Esto incluye la supresión de compromisos económicos que lleven a destinar recursos a la compra de servicios/productos innecesarios, que rebasen las posibilidades presupuestales, o que pongan en riesgo el pago justo o los incremen-tos salariales para todo el personal, en especial para quienes estén en condiciones de mayor vulnerabilidad. • Defender la libertad de investigación ante la presión de intereses económicos que buscan orientarla a su conveniencia, tal como plantea la Declaración Mundial sobre Educación Superior de la UNESCO (1998), y como ha priorizado desde el 2018 en México la dirección del Consejo Nacional de Ciencia y Tecnología (CONACyT). • Abrir los espacios de la universidad para que los sábados y domingos puedan implementarse programas de educación no escolarizada (conocida como no formal), en la que se reciba a sectores de la población vulnerable, pero con interés y compromiso para fortalecer sus capacidades (programas de universidades y escuelas salesianas en Centroamérica).
N1  - Funding text 6: que las IES dependen cada vez más del ingre-so vía colegiaturas (en caso de ser privadas), o asegurar el presupuesto (en caso de ser pú-blicas) (Riveros, 2008), un problema común es que no se ponen límites académicos, ope-rativos y actitudinales a los/las estudiantes por el miedo a que se den de baja, aunque a la larga los efectos de estas omisiones serán peores. Es importante que se generen espacios de diálogo en los que las/los estudiantes re-flexionen en torno a sus acciones y los efectos de las mismas. Para ello es importante tener reglamentos muy claros y detallados, y apli-carlos con imparcialidad, para así cuidar los bienes éticos internos. Se recomienda contar con personal psicológico y de asuntos estu-diantiles que tenga formación en el manejo de conflictos, a fin de priorizar la concienciación, la reconciliación, la autocrítica y la promoción de una visión de relacionalidad.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067019684&doi=10.22201%2fiisue.24486167e.2019.164.58683&partnerID=40&md5=16966c2e20d2eae5bf04cdf135d880ec
ER  - 

TY  - JOUR
TI  - Creating shared value by the university
T2  - Social Responsibility Journal
J2  - Soc. Responsib. J.
PY  - 2019
DO  - 10.1108/SRJ-05-2019-0172
SN  - 17471117 (ISSN) 
AU  - Karwowska, E.
AD  - Faculty of Management and Economics, Gdansk University of Technology, Gdansk, Poland
AB  - Purpose: Works that link creating shared value (CSV) with the university are arising, and there is a hope for a great future of this combination. The main problem with these works is that they are based on the wrong assumptions of what CSV is. The aim of the paper is to properly explain the concept of CSV and match it with university social responsibility (USR) at a strategic level. Design/methodology/approach: A literature review on CSV and USR is briefly outlined. Then, at the foundation of existing models of the USR, normative model that integrates CSV at a strategic level is proposed. To validate the model and explain its assumptions, a qualitative study on Polish universities was conducted. Furthermore, a piece of recommendation for implementing CSV is presented. Findings: Signs of CSV at universities have been observed. The trend may have positive implications, as it is similar to the recommended strategy: starting small, doing good and growing the program based on the lessons learned. Research limitations/implications: In this study, the ecosystem’s impact on CSV at the university has been omitted. The qualitative research was based on vaguely distinguished aspects proposed by the new model. One should be cautious about considering findings as anything more than observations. Practical implications: The normative model may serve as a foundation for future research or a practical guideline to higher education institutions. Originality/value: The paper links CSV with USR at a strategic level supported by real examples of activities that create social and economic value. The normative model may serve as a foundation for future research or a practical guideline to higher education institutions. © 2019, Emerald Publishing Limited.
KW  - Creating shared value
KW  - Social responsibility of university
KW  - University
KW  - University social responsibility
PB  - Emerald Group Publishing Ltd.
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Karwowska, E.; Faculty of Management and Economics, Gdansk University of TechnologyPoland; email: elzkarwo@pg.edu.pl
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078113431&doi=10.1108%2fSRJ-05-2019-0172&partnerID=40&md5=4956dc06ae9cf212d02e7c2d20cf89dc
ER  - 

TY  - JOUR
TI  - The Development and Validation of Stakeholder-Based Scale for Measuring University Social Responsibility (USR)
T2  - Social Indicators Research
J2  - Soc. Indic. Res.
VL  - 140
IS  - 2
SP  - 511
EP  - 547
PY  - 2018
DO  - 10.1007/s11205-017-1794-y
SN  - 03038300 (ISSN) 
AU  - Latif, K.F.
AD  - COMSATS Institute of Information Technology, Attock, Pakistan
AB  - Universities are an important member of the society that are trusted with shaping future, nurturing individuals, fostering ethics, and making people more responsible towards both the corporations they work for and the society they live in. Researches that explicitly focus on measurement of social responsibility of universities are scarce. The research intends to develop and validate a measurement scale for university social responsibility (USR) by capturing the key determinants that best define the social responsibility of a university. Using systematic scale development process, the study involved both literature and focus group discussions to generate the require items. 383 respondents filled the questionnaires out of which 329 were usable. The study found that USR has seven dimensions namely: operational responsibilities, research/development responsibilities, stakeholder responsibilities, and legal responsibilities. These four responsibilities were categorized as survival level responsibilities. Intermediate responsibility included ethical responsibility while voluntary responsibilities included philanthropic and community engagement. The scale developed in the study will help to specifically look for the presence of social responsibility in universities/higher education institutions. Hence it can be important to study how well universities respond to needs of the society. There is a significant lack of research into development of a reliable and valid scale of USR. This study clearly highlights the factors that make up USR and provides a detailed scale to measure of social responsibility performance by higher education institutions. © 2017, Springer Science+Business Media B.V., part of Springer Nature.
KW  - Scale development
KW  - Social responsibility
KW  - University
KW  - higher education
KW  - stakeholder
KW  - university sector
PB  - Springer Netherlands
N1  - Cited By :8
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Latif, K.F.; COMSATS Institute of Information TechnologyPakistan; email: fawad.latif@ciit-attock.edu.pk
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034228705&doi=10.1007%2fs11205-017-1794-y&partnerID=40&md5=6b3c726b9b717b137c0d4dff828c0856
ER  - 

TY  - JOUR
TI  - University social responsibility towards engineering undergraduates: The effect of methodology on a service-learning experience
T2  - Sustainability (Switzerland)
J2  - Sustainability
VL  - 10
IS  - 6
PY  - 2018
DO  - 10.3390/su10061823
SN  - 20711050 (ISSN) 
AU  - Cabedo, L.
AU  - Royo, M.
AU  - Moliner, L.
AU  - Guraya, T.
AD  - Department of Industrial Systems Engineering and Design, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, Castellón, 12071, Spain
AD  - Department of Civil Engineering and Construction, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, Castellón, 12071, Spain
AD  - Department of Education, Universitat Jaume I, Av. Vicent Sos Baynat, s/n, Castellón, 12071, Spain
AD  - Department of Mining and Metallurgical Engineering and Materials Science, School of Engineering of Bilbao, University of the Basque Country, Rafael Moreno Pitxitxi 3, Bilbao, 48013, Spain
AB  - Service-Learning (SL) experiences enable University Social Responsibility (USR) to be worked on in engineering studies as a core of education for Sustainability. The combined use of such experiences with active student-centered teaching methodologies fosters the acquisition of general and specific competences. On the basis of students' perception, this study investigated and sought evidence of empirical foundations to understand whether and how Project Based Learning (PBL) affects the acquisition of USR-related competences when SL experience was implemented as the regular exercise in core courses in engineering studies. This research studied 100 second year undergraduate students in Industrial Design Engineering and Product Development. The students were divided into two groups, one of which experienced Service-Learning only in one class activity while the other group carried out a PBL activity. A survey consisting of 28 items was delivered to all these students and their answers were analyzed from a descriptive statistics viewpoint to understand how the students perceived their degree of attainment of USR competences. The findings suggest a clear difference between the methodologies used, which shows that PBL methodology may lead to a greater acquisition of USR competences than SL activity. © 2018 by the authors.
KW  - Higher education
KW  - Materials science and engineering
KW  - Project Based Learning
KW  - Service-Learning
KW  - University Social Responsibility
KW  - corporate social responsibility
KW  - education
KW  - higher education
KW  - learning
KW  - methodology
KW  - perception
KW  - project assessment
KW  - student
KW  - teaching
KW  - university sector
PB  - MDPI AG
N1  - Cited By :10
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 1823
LA  - English
N1  - Correspondence Address: Guraya, T.; Department of Mining and Metallurgical Engineering and Materials Science, School of Engineering of Bilbao, University of the Basque Country, Rafael Moreno Pitxitxi 3, Spain; email: teresa.guraya@ehu.eus
N1  - Funding details: Universitat Jaume I, UJI
N1  - Funding details: Euskal Herriko Unibertsitatea, EHU, PIE 2016/3202, PIE 2015-2017-COD 4
N1  - Funding text 1: Acknowledgments: The authors of this study wish to thank Maset de Frater, students and colleagues at the Innovation in Teaching Materials science network (IdM@tI) for their work, help and advice during this encouraging project. We also wish to thank the Universitat Jaume I and the University of the Basque Country for their financial support through innovation projects PIE 2016/3202 and PIE 2015-2017-COD 4.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047832720&doi=10.3390%2fsu10061823&partnerID=40&md5=bc15559f2d6ba017f8a013070d195b08
ER  - 

TY  - JOUR
TI  - The challenge to foster foreign students' experiences for sustainable higher educational institutions
T2  - Sustainability (Switzerland)
J2  - Sustainability
VL  - 10
IS  - 2
PY  - 2018
DO  - 10.3390/su10020495
SN  - 20711050 (ISSN) 
AU  - Bañegil-Palacios, T.M.
AU  - Sánchez-Hernández, M.I.
AD  - Business Administration and Sociology Department, School of Economics, University of Extremadura, Ave. Elvas s/n, Badajoz, 06006, Spain
AB  - While most companies are developing strategies that focus on responsibility and sustainability, recent discussions in higher educational institutions query the contribution of university social responsibility. Based on the theory of stakeholders and the new strategic paradigm of universities becoming sustainable corporations, the purpose of this paper is to determine Erasmus students' opinions on their experiences abroad, as they relate to the importance they attribute to their emotions, and their relationship with and loyalty to their host university's country as a tourism destination. The method inquired into Erasmus students' impressions when studying in Spain through an ad hoc questionnaire based on academic literature and the Delphi technique. Survey data was analyzed through an exploratory factor analysis and partial least squares structural equation modeling. The study is a first attempt at analyzing experiential marketing in Erasmus students, who we considered tourists. The results support experiential marketing as a key approach for achieving sustainability in universities. The paper draws attention to the need for institutions to be more aware of the needs of foreign students as important stakeholders when designing mobility programs, as well as suggestions on how this awareness can be cultivated, in order to contribute to the consolidation of the selected country as a tourism destination. © 2018 by the authors.
KW  - Erasmus students
KW  - Experiential marketing
KW  - Higher education
KW  - Loyalty
KW  - Sustainability
KW  - Tourism
KW  - Universities
KW  - Delphi analysis
KW  - educational development
KW  - factor analysis
KW  - higher education
KW  - institutional framework
KW  - marketing
KW  - questionnaire survey
KW  - stakeholder
KW  - tourism
KW  - tourist destination
KW  - Spain
PB  - MDPI AG
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C7  - 495
LA  - English
N1  - Correspondence Address: Sánchez-Hernández, M.I.; Business Administration and Sociology Department, School of Economics, University of Extremadura, Ave. Elvas s/n, Spain; email: isanchez@unex.es
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041900890&doi=10.3390%2fsu10020495&partnerID=40&md5=84d3497abe6ee0dbf91edc143381fcd1
ER  - 

TY  - JOUR
TI  - Impact measuring of university social responsibility. Case university santo tomás, colombia 
ST  - Medición del impacto de Responsabilidad Social Universitaria. Caso Universidad Santo Tomás, Colombia
T2  - Opcion
J2  - Opcion
VL  - 34
SP  - 935
EP  - 963
PY  - 2018
SN  - 10121587 (ISSN) 
AU  - Lima-Ravelo, W.
AD  - Universidad Santo Tomás, Bogotá, Colombia
AB  - A strategy is proposed to measure the impact of University Social Responsibility experiences, USR, in the community and its integration with substantive functions. Universidad Santo Tomás, Colombia, was the case of study reference. The followed methodology integrated institutional, ministerial guidelines and the evaluation model of Responsible University Social Innovation, ISUR, (López Vélez, 2016), as part of the Tuning Latin America project. (Villa, 2013). The instruments used included categorization matrices and characterization survey. It was evidenced that the technique provides a useful tool for the prioritization of strategies and projects of USR. © 2018, Universidad del Zulia. All rights reserved.
KW  - Distance learning education
KW  - Higher education
KW  - Impact measurement
KW  - University extension activities
KW  - University social responsibility
PB  - Universidad del Zulia
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Funding details: Rangsit University, RSU
N1  - Funding details: China Agricultural University, CAU
N1  - Funding details: Universidad Nacional de Colombia, UN
N1  - Funding details: Universidad Nacional de Educación a Distancia, UNED
N1  - Funding text 1: Esta asociación, compuesta por 31universidades, desarrolló en el 2009 una Propuesta de Sistema de autoevaluación y gestión de RSU como "herramienta de auto aplicación y autodiagnóstico" que "facilita y favorece la puesta en marcha de planes de mejora continua para el fortalecimiento del enfoque de la RSU en la gestión universitaria" (AUSJAL 2009: 24).
N1  - Funding text 2: La Vicerrectoría de Universidad Abierta y a Distancia, con la cual hace presencia en 23 ciudades del país, de 18 departamentos, por medio de 23 Centros de Atención Universitaria (CAU), desde lo que la Universidad responde a las necesidades del contexto sociodemográfico de la región, articulando la academia y el ejercicio investigativo, en procura del mejoramiento de la calidad de vida de las comunidades, teniendo como base el Plan de Desarrollo Departamental y Local.
N1  - Funding text 3: Tomando como referente lo propuesto en el modelo de evaluación de la Innovación Social Universitaria Responsable ISUR, los lineamientos emitidos por el Ministerio Nacional de Educación Nacional de Colombia en cuanto a actividades de extensión universitaria y la realidad de la Universidad Santo Tomás en su modalidad de Universidad Abierta y a
N1  - Funding text 4: Resultado de la revisión de los lineamientos institucionales y del quehacer histórico de la Vicerrectoría de Universidad Abierta y a Distancia de la Universidad Santo Tomás, de Colombia se decidió incorporar en el instrumento de recopilación de información de la fase de
N1  - Funding text 5: De acuerdo con la información recopilada, existe una gran oportunidad de crecimiento para la Universidad Santo Tomás en relación con las empresas a partir del desarrollo de las líneas de emprendimiento, asesorías y consultorías y en la relación con las personas a partir del
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070518344&partnerID=40&md5=850f8b889f2821650ccd01c3fc73b66d
ER  - 

TY  - JOUR
TI  - Legislation of university social responsibility. Study case in universities from Peru and ecuador 
ST  - Legislación de la responsabilidad social universitaria: Estudio de casos en universidades de Perú y ecuador
T2  - Revista Venezolana de Gerencia
J2  - Rev. Venez. Gerencia
VL  - 23
IS  - 84
SP  - 899
EP  - 912
PY  - 2018
SN  - 13159984 (ISSN) 
AU  - Martí Noguera, J.J.
AU  - Pérez Morán, G.
AU  - Cano Lara, E.D.
AD  - Universidad Internacional de Valencia, Spain
AD  - Universidad Católica Los Ángeles de Chimbote, Peru
AD  - Universidad Laica Eloy Alfaro de Manabí, Ecuador
AB  - The article presents a revision to the legislation of the University Social Responsibility in Peru and Ecuador, considering how it influences the accreditation processes from the presentation of two case studies in a university of each country. Through a review of the documentation of the legal context of both countries and of internal reports of each university, the analysis carried out serves to present the situation prior to the legislation and indicate which aspects have conditioned the adoption of corrective actions in each university. The results of the analysis point to the opportunities and difficulties arising around promoting social responsibility internally and towards society, granting the legislative framework a guiding character to be assimilated and put into value as an inherent part of the universities. The importance of the research responds to a progressive legislative advance around the social responsibility of higher education in Latin American countries. © 2018, Universidad del Zulia. All rights reserved.
KW  - Ecuador
KW  - Higher education
KW  - Legislation
KW  - Peru
KW  - Social responsibility
KW  - higher education
KW  - legal system
KW  - legislative implementation
KW  - policy reform
KW  - university sector
KW  - Ecuador
KW  - Latin America
KW  - Peru
PB  - Universidad del Zulia
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Funding details: Rangsit University, RSU
N1  - Funding details: Rangsit University, RSU, 2014:527229
N1  - Funding details: Institute of Education Sciences, IES
N1  - Funding details: Institute of Education Sciences, IES
N1  - Funding text 1: La investigación se fundamenta me- todológicamente en una investigación bibliográfica y documental, de carácter ex-ploratorio y comparativo, de los contextos legislativo de Perú y Ecuador, por medio del estudio de dos casos: la Universidad Católica Los Ángeles de Chimbote (Perú) y a la Universidad Laica Eloy Alfaro de Manabí (Ecuador), siendo en el caso de la primera uno de las universidades refe-rentes primarias en la adopción de una unidad al cargo de la RSU, y en el segundo el ser de las primeras universidades en la cual se ha llevado a cabo un proceso de investigación doctoral en RSU. Los estudios de caso analizan las diferencias previas en la comprensión e implementa-ción de actividades o actuaciones que son consideradas de responsabilidad social, siendo relevante la adecuación a la legis-lación atendiendo a dificultades comunes en su implementación.
N1  - Funding text 2: Uno de los retos que encara el Perú como país para avanzar hacia un desarro-llo social, reside en la inclusión, igualdad y sostenibilidad. El Instituto Nacional de Estadística e Informática (2016) indica que la pobreza afecta considerablemente a ni-ñas, niños y adolescentes, especialmente a los que residen en área rural, donde más del 50% de niñas y niños menores de 15 años están en situación de pobreza. Ante esta desigualdad, el gobierno ha empren-dido programas de desarrollo social que resultan insuficientes a las necesidades y compromete a la universidad involucrarse en acciones que contribuyan hacia una visión colectiva asegurando la sostenibi-lidad de las generaciones futuras.
N1  - Funding text 3: Es así, que la legislación peruana a través de la ley universitaria 33733 (Con-greso de la República del Perú, 1983), en el capítulo IX De La Extensión y Proyección Universitaria, indica que “las Universidades extienden su accionar educativa en favor de quienes no son sus estudiantes regula-res; en tal sentido organizan actividades de promoción y difusión de cultura general y estudios de carácter profesional, que pueden ser gratuitos o no, y que puedan conducir a una certificación.” De este modo incorpora a la proyección social y extensión universitaria, como función sustantiva en la universidad, dedicada a gestar la interrelación Universidad – So-ciedad con un sentido integrador en la formación profesional; sin embargo, este acercamiento fue considerado, como simples actividades de promoción y difusión artísticas culturales.
N1  - Funding text 4: aporta al desarrollo sostenible e involucra a toda la comunidad universitaria. Esta nueva ley define la RSU como “la gestión ética y eficaz del impacto generado por la universidad en la sociedad debido al ejercicio de sus funciones: académico, de investigación, extensión y participación en el desarrollo nacional (Congreso de la República del Perú, 2014:527229), para adoptarla como discurso y ejercerlo en la práctica. Mientras que anteriormente el desarrollo de actividades (EPS) en las universidades era heterogéneo y sin con-tinuidad. En la actualidad presentada en el período que cubre este artículo existen indicadores (participación de docentes y estudiantes en proyectos de desarrollo social y ambiental) comunes en la aplica-ción de la Responsabilidad Social en las universidades peruanas y compromete a toda la comunidad universitaria a in-volucrarse con los grupos de interés del sector público, privado para contribuir con el bienestar de la sociedad.
N1  - Funding text 5: La responsabilidad social universitaria se presenta derivada de la Ley 30220 y regulada en el modelo de calidad del Sis-tema Nacional de Evaluación, Acreditación y Certificación de la Calidad Educativa (2016, 2017), cuyo propósito es potenciar la autoevaluación, para acreditar a los centros de estudios que implementen procesos de mejora continua de la ca-lidad de sus servicios y carreras. Este organismo técnico especializado, incluye un modelo organizado mediante una es-tructura de cuatro dimensiones (gestión estratégica, gestión institucional, soporte institucional y resultados), de las cuales la gestión institucional posee el factor 6 de responsabilidad social, que señala “la universidad tiene una política definida de responsabilidad social y el desarrollo de su accionar se encuentra enmarcado en ella, logrando articulación con las actividades de Investigación, desarrollo tecnológico e innovación (I+D+I)”. Estas actividades incluyen aspectos a trabajar de manera articulada junto a grupos de interés a fin de establecer la idoneidad de los programas, que permitan verificar el perfil de egreso.
N1  - Funding text 6: Es importante indicar que los procesos de evaluación de la calidad de la Secreta-ría Nacional de Evaluación, Acreditación y Certificación de la Calidad Educativa (2016) incluyen métodos cuantitativos y cualitativos de cumplimiento de indicado-res, que permitan atender a la complejidad y diversidad del país y favorezcan la parti-cipación y la ciudadanía. Esto condiciona en evaluados y evaluadores un cambio ante los tradicionales métodos de evalua-ción, puesto que incluye la participación de los grupos de interés y la evaluación externa. La trascendencia de la relación con la sociedad también a su vez se re-fleja en la dimensión “Formación Integral” por la cual el programa de estudios debe identificar, definir y desarrollar acciones de responsabilidad social articulada a la formación integral de los estudiantes, así como también “las acciones de res-ponsabilidad social deben considerar los principios de equidad e inclusión en su entorno” (Secretaría Nacional de Eva-luación, Acreditación y Certificación de la Calidad Educativa, 2016:23).
N1  - Funding text 7: En el caso de Ecuador, en el año 2008 la Asamblea Nacional Constituyente de la República del Ecuador, publica el Mandato Constituyente No. 14 (Asamblea Nacio-nal Constituyente, 2008) con la finalidad de hacer cumplir con el deber de velar por el nivel académico de las IES y su contribución científica - tecnológica para el desarrollo humano. En este mandato se dispone que, el ya extinto Consejo Nacional de Evaluación y Acreditación (CONEA), informe al Consejo Nacional de Educación Superior (CONESUP), ahora Consejo de Educación Superior (CES), sobre los niveles de desempeño de las instituciones de educación superior (IES) ecuatorianas para tomar decisiones de depuración y garantizar la calidad en la educación superior.
N1  - Funding text 8: -Rendición anual de cuentas. La máxi- ma autoridad de la IES debe informar anualmente a la comunidad universitaria sobre el cumplimiento del Plan Operativo Anual y el avance del Plan Estratégico de Desarrollo Institucional, haciendo público en el portal web de la IES los documentos referentes para consultas de la sociedad.
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073299244&partnerID=40&md5=bb86be8b9a78f0abbce29744fe131af4
ER  - 

TY  - JOUR
TI  - Student perceptions of university social responsibility: Implications from an empirical study in France, Italy and Russia
T2  - World Review of Entrepreneurship, Management and Sustainable Development
VL  - 14
IS  - 1-2
SP  - 23
EP  - 42
PY  - 2018
DO  - 10.1504/WREMSD.2018.089094
SN  - 17460573 (ISSN) 
AU  - Belyaeva, Z.
AU  - Scagnelli, S.D.
AU  - Thomas, M.
AU  - Cisi, M.
AD  - Graduate School of Economics and Management, Ural Federal University, Mira Str. 19, of. 419620002, Russian Federation
AD  - Department of Management, University of Torino, Corso Unione Sovietica 218/bis, Turin, 10134, Italy
AD  - Grenoble Ecole de Management, Rue Pierre Sémard Cedex 01, Grenoble, F-38003, France
AB  - This article analyses student perceptions of university social responsibility (USR) across three cultures (France, Italy and Russia). USR is needed to strengthen civic commitment and active citizenship by university members to the communities they serve (Vasilescu et al., 2010). Insufficient empirical evidence currently exists to describe perceptions of key stakeholders as to what this should entail. Understanding such mind-sets is crucial to ensure effective learning adapted to the host environment (Dana, 2001). A descriptive-empirical approach combined with a factor and multivariate analysis from an online survey of 426 students enabled a comprehensive understanding of student opinions on the role of universities within their communities. Findings suggest that French and Italian students see USR as a more individual commitment compared to their Russian counterparts. From this, a specific approach to the education of future managers on issues of US and ethics may be developed. This also provides implications for higher education policy makers. Copyright © 2018 Inderscience Enterprises Ltd.
KW  - Corporate social responsibility
KW  - CSR
KW  - France
KW  - Italy
KW  - Management of sustainable practices
KW  - Non-financial reporting
KW  - Russia
KW  - University social responsibility
KW  - USR
KW  - USR impacts
PB  - Inderscience Publishers
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Belyaeva, Z.; Graduate School of Economics and Management, Ural Federal University, Mira Str. 19, of. 419, Russian Federation; email: Zh.s.belyaeva@urfu.ru
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040359365&doi=10.1504%2fWREMSD.2018.089094&partnerID=40&md5=720257e020e294439e6b870e0e09d49b
ER  - 

TY  - JOUR
TI  - The policy approach for the third mission of universities: The Spanish case (1983-2018)
T2  - Regional and Sectoral Economic Studies
J2  - Reg. Sect. Econ. Stud.
VL  - 18
IS  - 1
SP  - 13
EP  - 33
PY  - 2018
SN  - 15784460 (ISSN) 
AU  - De La Torre, E.M.
AU  - Perez-Esparrells, C.
AU  - Casani, F.
AD  - Department of Economics and Public Finance, Universidad Autónoma de Madrid, Avda. Francisco Tomas y Valiente, 5. Campus Cantoblanco, Madrid, CP 28049, Spain
AD  - Department of Business Administration, Universidad Autónoma de Madrid, Avda. Francisco Tomas y Valiente, 5. Campus Cantoblanco, Madrid, CP 28049, Spain
AB  - Following the international trend, Spanish universities have long ago included among their fundamental tasks the third mission of universities and have advanced in the formalisation and structuration of knowledge transfer, life-long learning and outreach activities. The development of the third mission was not gradual, but shaped by the evolution of the regulatory and funding frameworks affecting higher education. A comprehensive revision of the Spanish regulatory changes and programmes supporting the third mission of universities overtime indicates that the policy agenda has been traditionally supportive mostly to knowledge transfer and innovation activities, although more support is necessary in many fields. Consequently, the production process for knowledge transfer is nowadays further developed than the one for continuing education and social engagement. Notwithstanding, even the true potential of knowledge transfer is still to be achieved due to weak incentives for researchers to transfer knowledge to society and managerial and cultural barriers that still remain. Besides, this issue is relevant to higher education managers and policy makers because it entails that part of the activity of universities and their contribution to society is not fully visible. © 2018 Asociacion Euro-Americana de Estudios del Desarrollo.
KW  - Continuing education
KW  - Knowledge transfer
KW  - Social engagement
KW  - Spanish Higher Education system
KW  - Third mission
KW  - University policy
KW  - University social responsibility
PB  - Asociacion Euro-Americana de Estudios del Desarrollo
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: De La Torre, E.M.; Department of Economics and Public Finance, Universidad Autónoma de Madrid, Avda. Francisco Tomas y Valiente, 5. Campus Cantoblanco, Spain; email: eva.torre@uam.es
N1  - Funding details: Agencia Estatal de Investigación, AEI
N1  - Funding details: National Radio Research Agency, RRA
N1  - Funding details: COTEC5
N1  - Funding details: University Research Council, DePaul University
N1  - Funding details: Common Fund for Commodities
N1  - Funding text 1: National Agency for Quality Assessment and Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación – ANECA). All candidates are required to meet specific criteria before being hired by a university, comprising: teaching experience, research experience, educational background, and work-professional experience. Tables 1 and 2 show the criteria and weights assigned to academic staff’s activities required to reach each academic position accreditation.
N1  - Funding text 2: In 2011, Spain introduced a new Law on Science, Technology and Innovation (Ley de la Ciencia, la Tecnología y la Innovación – LCTI, 2011). The new law brings together into a single document the existing dispersed rules regarding the duties and rights of the research staff. But more essential to our study, it also fosters the knowledge transfer through: (i) easing the staff mobility among public and non-profit research institutions, as well as among private institutions established or participated by the researcher’s employer; and (ii) regulating the ‘young innovative companies’. Besides, the Law of Sustainable Economy (Ley de Economía Sostenible, 2011) regulates the technology-based companies, start-ups, spin-offs, research consortia, or innovation clusters for transferring research results to society. Finally, within the framework of the LCTI, in June 2016 was established the National Research Agency (Agencia Estatal de Investigación) that manages many research and innovation programmes in Spain in order to ensure a stable framework for funding public research and transparency. It was established in June 2016 and it coordinates and manages many research and innovation programmes in Spain.
N1  - Funding text 3: The above-mentioned policy frameworks and funding priorities for the development and reinforcement of permanent structures for the university regional commitment, led to an increase in the public expenditure allocated to universities’ third mission activities (mostly knowledge transfer and innovation), and new (existing) structures to support the knowledge transfer were established (reinforced), among others: Technology Transfer Offices (Oficinas de Transferencia de Resultados de Investigación – OTRIs) and its network RedOTRI, the Units for Research Management (Unidades de Gestión de la Investigación – UGIs) and their network RedUGI, scientific and technological parks, incubators, the University-Business Foundation (Fundación Universidad-Empresa – FUE) or the EC Business & Innovation Centres (BICs - CEEIs).
N1  - Funding text 4: However, the process for the knowledge transfer and valorisation is not still mature and despite the strong improvement overtime in patents and other knowledge transfer indicators (see the various reports from RedOTRI), Spain is not yet one of the first performance European countries in this field (Vilalta, 2013). Additionally, the evidence on the efficiency achieved by the abovementioned knowledge transfer and innovation organisations is inconclusive since results are still far from their true potential (Rodríguez-Pomeda and Casani, 2008) and are heterogeneous across universities (Berbegal-Mirabent et al., 2013). This situation is consequence of the poor starting point of Spain on this issue (Grau Vidal, 2012) and the difficulties and barriers that universities still have to face (Berbegal-Mirabent et al., 2013). In order to identify such barriers the Consejo Social of the Universidad Autónoma de Madrid and the Superior Council of Chambers of Commerce (Consejo Superior de Cámaras) organised a two-days meeting of practitioners and experts on knowledge transfer in Spain. The panel of experts was composed by researchers in this field and leaders from various organisations: universities, the Superior Council of Chambers of Commerce, Scientific Parks, Technology Transfer Offices, the Foundation for Technological Innovation (Fundación para la Innovación Tecnológica – COTEC5) and the
N1  - Funding text 5: Additionally, within the framework of the EU2015, the Ministry of Education established in 2009 the Commission for Continuing Education (Comisión de Formación Continua – CFC) within its University Council (Consejo de Universidades). The CFC published in 2010 a report that described the life-long learning performed by the Spanish universities (CFC, 2010a) and included some recommendations for further coordination and homogenisation of the programmes offered. On the basis of this report, the General Conference on University Policy (Conferencia General de Política Universitaria) adopted a more comprehensive and modern agreement (CFC, 2010b).
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ER  - 

TY  - CHAP
TI  - Integrating new visions of education models and CSR 2.0 towards University Social Responsibility (USR)
T2  - Corporate Social Responsibility: Concepts, Methodologies, Tools, and Applications
J2  - Corporate Soc. Responsibility: Concepts, Methodologies, Tools, and Applications
SP  - 1633
EP  - 1655
PY  - 2018
DO  - 10.4018/978-1-5225-6192-7.ch086
SN  - 9781522561934 (ISBN); 9781522561927 (ISBN)
AU  - Sitnikov, C.S.
AU  - Bocean, C.
AU  - Tudor, S.
AD  - University of Craiova, Romania
AB  - Currently, the adoption of a specific approach to business activities that highlights the strategic importance of corporate social responsibility hereafter CSR is the most important element influencing the existence and continuity of an organization. Thus, there is not a surprise that universities shall identify, in terms of own activities, the possibility to lead their orientation beyond teaching-learning process, towards the operations and institutional activities. At the same time, recent decades have experienced the failure of CSR as a way of doing business, govern or provide solutions and evaluate ethical issues and, thus, of the need to apply and implement a new approach - CSR 2.0. The transition from the current CSR, or 1.0, to CSR 2.0 requires the adoption of five new principles-creativity, scalability, responsiveness, glocality, and circularity-and embedding them within organizations management and culture. The paper will unfold towards two steps: the first, dedicated to the correlation between education (Blessinger’s models and frameworks elements) with business (based on higher education business models), and the second, represented by integrating the new built model with the concepts and principles of CSR 2.0 developed by Visser. The new framework can be used to manage the context and processes of a socially responsible university as part of a world influenced by CSR 2.0 principles. © 2019 by IGI Global. All rights reserved.
PB  - IGI Global
N1  - Export Date: 1 July 2020
M3  - Book Chapter
DB  - Scopus
LA  - English
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051316936&doi=10.4018%2f978-1-5225-6192-7.ch086&partnerID=40&md5=c6b85364480e79673a631ed497a50ef3
ER  - 

TY  - JOUR
TI  - The process of social accounting and reporting at University of Torino: Main challenges and managerial implications
T2  - World Review of Entrepreneurship, Management and Sustainable Development
VL  - 14
IS  - 1-2
SP  - 171
EP  - 186
PY  - 2018
DO  - 10.1504/WREMSD.2018.089073
SN  - 17460573 (ISSN) 
AU  - Corazza, L.
AD  - Department of Management, University of Turin, Corso Unione Sovietica 218 bis, Torino, 10134, Italy
AB  - The process of social accounting and reporting performed by universities is a voluntary mechanism through which academic institutions could freely communicate the fulfilment of their social responsibilities to the open public. Universities can inherit from more than 20-year experience of companies on how to manage and implement a social accounting and reporting process, even though the peculiar academic environment highlights uncommon challenges and issues. The case of University of Torino, a six-century HEI will be presented and discussed adopting a descriptive case study. The aim of the paper is to narrate how and why a HEI should embed university social responsibilities to social reporting processes. Copyright © 2018 Inderscience Enterprises Ltd.
KW  - Global Reporting Initiative
KW  - GRI
KW  - HEIs
KW  - High education institutions
KW  - Intellectual capital
KW  - Legitimisation in universities
KW  - Social accounting and reporting
KW  - Sustainability reporting in universities
KW  - University social responsibilities
PB  - Inderscience Publishers
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Corazza, L.; Department of Management, University of Turin, Corso Unione Sovietica 218 bis, Italy; email: laura.corazza@unito.it
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040363291&doi=10.1504%2fWREMSD.2018.089073&partnerID=40&md5=c44cdd3eeebae5b8300b848d5de66d09
ER  - 

TY  - JOUR
TI  - Beyond teaching CSR and ethics in tertiary education: The case of the University of Nicosia, Cyprus (EU)
T2  - World Review of Entrepreneurship, Management and Sustainable Development
VL  - 14
IS  - 1-2
SP  - 97
EP  - 122
PY  - 2018
DO  - 10.1504/WREMSD.2018.089079
SN  - 17460573 (ISSN) 
AU  - Demetriou, M.
AU  - Thrassou, A.
AU  - Papasolomou, I.
AD  - Department of Marketing, University of Nicosia, 46 Makedonitissas Ave., Nicosia, 1700, Cyprus
AD  - School of Business, University of Nicosia, 46 Makedonitissas Ave., Nicosia, 1700, Cyprus
AB  - The research investigates a cause-related marketing campaign launched by the University of Nicosia, Cyprus; and identifies the scope and rational of the campaign, the stakeholders and actions involved, and the outcomes of the campaign, through a multi-perspective view. The research adopts the case study methodology and its findings show that, in the organisational perspective, the key aims of the campaign were to instil a strong 'volunteerism' spirit amongst its academic community (students, faculty and staff), as well as to enhance the university's social responsibility reputation. The findings further show that CSR in tertiary education institutions demands for an approach that is comprehensive, planned, with specific aims, means and ends, and integrated within the organisational marketing strategy and communications' mix. The research also underlines the need for further research in this area, particularly in terms of employee volunteerism and its relationship with cause-related marketing (CRM). Copyright © 2018 Inderscience Enterprises Ltd.
KW  - Cause-related marketing
KW  - Corporate social responsibility
KW  - CRM
KW  - CSR
KW  - Employee volunteerism
KW  - Higher education
KW  - Image
KW  - Reputation
KW  - Tertiary education
KW  - Universities
PB  - Inderscience Publishers
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Demetriou, M.; Department of Marketing, University of Nicosia, 46 Makedonitissas Ave., Cyprus; email: demetriou.m@unic.ac.cy
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040352321&doi=10.1504%2fWREMSD.2018.089079&partnerID=40&md5=5ca14b9965e86ef63f32e910ffa65377
ER  - 

TY  - JOUR
TI  - Specifics of managing competitiveness of present-day university on principles of social responsibility
T2  - Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu
J2  - Nauk. Visn. Natsionalnoho Hirnychoho Univ.
IS  - 4
SP  - 157
EP  - 165
PY  - 2018
DO  - 10.29202/nvngu/2018-4/21
SN  - 20712227 (ISSN) 
AU  - Aleksandrova, O.
AU  - Batchenko, L.
AU  - Dielini, M.
AU  - Lavryk, U.
AD  - Borys Grinchenko Kyiv University, Kyiv, Ukraine
AD  - Kyiv National University of Culture and Arts, Kyiv, Ukraine
AD  - National Pedagogic Dragomanov University, Kyiv, Ukraine
AB  - Purpose. Development of a management strategy for a domestic university on principles of social responsibility for raising its competitiveness in the globalization and internationalization context of higher education. Methodology. The use of a dialectical method, system, structural-functional and institutional approaches as well as analysis, synthetic, comparison and expert evaluation techniques allows identifying a structure and functions of social responsibility of a university and a mechanism for its implementation in the internal and external environment. Findings. Today's reality demands from a university to play a key role in the development of human capital assets and dissemination of social responsibility values in society, which is possible in case of improving university's competitiveness in the globalization and internationalization context of higher education. The authors of the article used their own administrative experience and knowledge in designing a strategy for raising competitiveness of a university as a socially responsible organization. They developed a mechanism for implementation of the above strategy through a university's social responsibility structure with the help of a strategically focused internal audit conducted in a university management system. It is proved that this strategy can be implemented through corporate culture of a university by inculcating social responsibility values in participants of the educational process. Originality. To raise competitiveness of a university in the context of global challenges, its management strategy was developed on principles of social responsibility, which can be implemented through corporate culture by cultivating responsibility values in participants of the educational process. An authorial approach is proposed for setting internal audit objectives, based on identification and grouping of interests of the main groups of parties involved, their grouping and comparative analysis made with allowance for their interests and ways of influencing the university development. Some functional areas of an internal audit and its implementation algorithm are pointed out with consideration for operational specifics of a higher educational institution. Practical value. The use of obtained results in educational and managerial practices allows creating a model of social responsibility of a university and outlining its implementation directions; developing and introducing a control mechanism for implementation of social responsibility actions; examining the development level of university corporate culture and proposing ways of its further development, aimed at raising competitiveness of higher educational institutions in the globalization context. © Aleksandrova O., Batchenko L., Dielini M., Lavryk U., 2018.
KW  - Competitiveness
KW  - Corporate culture
KW  - Social organization
KW  - Social responsibility
KW  - University
PB  - Natsional'nyi Hirnychyi Universytet
N1  - Cited By :4
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - References: Aleksandrova, O.S., Corporate culture as a factor in the formation and development of a modern university (2015) Neperervna Profesiyna Osvita: Teoriya i Praktyka, 3, pp. 21-26; 
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ER  - 

TY  - JOUR
TI  - The role of need for self-expression and arousal to commit university students for environmental responsibility behaviours
T2  - World Review of Entrepreneurship, Management and Sustainable Development
VL  - 14
IS  - 1-2
SP  - 62
EP  - 79
PY  - 2018
DO  - 10.1504/WREMSD.2018.089071
SN  - 17460573 (ISSN) 
AU  - Loureiro, S.M.C.
AU  - Koo, D.-M.
AU  - Breazeale, M.
AD  - Business Research Unit (BRU/UNIDE), Marketing, Operations and General Management Department, Instituto Universitário de Lisboa (ISCTE-IUL), Av. Forças Armadas, Lisbon, 1649-026, Portugal
AD  - School of Management, Kyungpook National University, 80 Daehakro, Bukgu, Daegu, 702-701, South Korea
AD  - College of Business, Mississippi State University, P.O. Box 9582, Mississippi State, MS  39762, United States
AB  - University social responsibility as recycling and environmental protection attitude is a core issue in higher education. However, scarce research examines the factors that influence individuals' commitment to recycling and environmental preservation, and even less explores how that commitment can lead to preferential behaviour, word of mouth and willingness to sacrifice for recycling and environmental preservation. This study examines the roles of need for self-expression and arousal to explain commitment and whether commitment leads to those behaviours. The study is duplicated in three countries, each representing different cultural dimensions. Data collected from participants at universities in South Korea, USA and Portugal inform a model that supports the majority of the hypotheses and points out some interesting differences in the ways that recycling and environmental preservation should be presented in various cultures to achieve buy-in and behaviour change. Copyright © 2018 Inderscience Enterprises Ltd.
KW  - Arousal
KW  - Commitment
KW  - Environmental preservation
KW  - Multi-cultural
KW  - Recycling
KW  - Self-expression
KW  - Willingness to sacrifice
PB  - Inderscience Publishers
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Loureiro, S.M.C.; Business Research Unit (BRU/UNIDE), Marketing, Operations and General Management Department, Instituto Universitário de Lisboa (ISCTE-IUL), Av. Forças Armadas, Portugal; email: sandramloureiro@netcabo.pt
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ER  - 

TY  - CONF
TI  - Towards Building an European Common Reference Framework for University Social Responsibility
T2  - Balkan Region Conference on Engineering and Business Education
J2  - Balkan Reg. Conf. Eng. Educ. MSE
VL  - 3
IS  - 1
SP  - 440
EP  - 445
PY  - 2017
DO  - 10.1515/cplbu-2017-0057
SN  - 18436730 (ISSN) 
AU  - Dima, G.
AD  - University Politehnica of Bucharest, Bucharest, Romania
AB  - EU-USR project (http://www.eu-usr.eu) was conceived as a response to the policy priority of the European Commission about the need for a common social responsibility strategy for all European universities. In this context, the EU-USR project creates a European model to enhance social responsibility of universities in a long-term perspective. To this end, the project uses a bottom-up approach by collecting examples of good practice from across Europe and using these to help inform the development, piloting and validation of a set of completely new benchmark standards. These standards are providing a Common Reference Framework for University Social Responsibility across the European Higher Education Area that is consistent with USR being a Core Competence of European universities by covering the following four areas: Research, Teaching, Support for Learning and Public Engagement.
KW  - Benchmark Standards
KW  - University Social Responsibility
PB  - Walter de Gruyter GmbH
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Dima, G.; University Politehnica of BucharestRomania; email: gabriel.dima@reu.pub.ro
N1  - Funding details: European Commission
N1  - Funding text 1: The EU-USR Project, funded under the ERASMUS Programme of the European Commission was thus conceived from the outset as making a major contribution to the development and promotion of the social dimension of the European higher education.
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Dima, G., (2015) University Social Responsibility: A Common European Reference Framework, , http://www.eu-usr.eu/?p=607, Final Public Report of the EU-USR Project (52709-LLP-2012-1-RO-ERASMUSESIN). Retrieved May 04, 2017 from; 
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ER  - 

TY  - JOUR
TI  - Analysing the literature on university social responsibility: A review of selected higher education journals
T2  - Higher Education Quarterly
J2  - Higer Educ. Q.
VL  - 71
IS  - 4
SP  - 302
EP  - 319
PY  - 2017
DO  - 10.1111/hequ.12122
SN  - 09515224 (ISSN) 
AU  - Larrán Jorge, M.
AU  - Andrades Peña, F.J.
AD  - Department of Finance and Accounting, University of Cadiz, Cadiz, Spain
AB  - In the last 30 years, different economic, political and social changes have taken place in the university sector and this has led to an extensive reform to meet the new societal challenges that these institutions are facing today. This emphasises the social dimension of universities and their important role in society as educators of future leaders and policy makers. This reveals the need to integrate social responsibility principles into the mainstream functions of universities. In view of these comments, this paper offers a review of the literature about university social responsibility during the period from 2000 to 2015. The objectives of the review are to: explore patterns in publication outlets; collect, scrutinise and critically analyse the current literature on this field; to identify gaps in the literature and make recommendations for further research in this field. To accomplish this task, data were collected from 15 specialist academic journals that focus on higher education. © 2017 John Wiley & Sons Ltd.
PB  - Blackwell Publishing
N1  - Cited By :14
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017141854&doi=10.1111%2fhequ.12122&partnerID=40&md5=2d667245a6d70720d2e9dae33a071e4f
ER  - 

TY  - JOUR
TI  - The concept and context of the engaged university in the Global South: Lessons from Latin America to guide a research Agenda
T2  - Journal of Higher Education Outreach and Engagement
J2  - J. High. Educ. Outreach Engagem.
VL  - 21
IS  - 2
SP  - 7
EP  - 36
PY  - 2017
SN  - 15346102 (ISSN) 
AU  - Appe, S.
AU  - Rubaii, N.
AU  - Castro, S.L.-D.
AU  - Capobianco, S.
AD  - Binghamton University, United States
AD  - Department of Political Science, Pontificia Universidad Javeriana, Bogotá, Colombia
AB  - Engagement is widely recognized by higher education institutions, nation-states, and international organizations as the third pillar in the mission of university education. Despite the global reach of this concept, published research is disproportionately based on examples from the United States. This article brings to light the rich and extensive literature on university engagement from Latin America that is largely accessible only in Spanish. Among advocates for engaged universities differences exist in terms of the rationales that justify it and the means used to accomplish it. The authors identify the historical roots and current applications of three models of university engagement- market-oriented, social justice, and university social responsibility- and use case studies from Latin America to explore more deeply the potential of the third model. This is then used as the basis for developing a research agenda that would inform practices in both the Global North and Global South. © 2017 by the University of Georgia. All rights reserved.
KW  - Engaged university
KW  - Latin America
KW  - Responsabilidad social universitaria
KW  - Third mission
KW  - University social responsibility
PB  - University of Georgia
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020423970&partnerID=40&md5=9ae9119762ef91aaf196c06659421930
ER  - 

TY  - JOUR
TI  - Healthy universities: mapping health-promotion interventions
T2  - Health Education
J2  - Health Educ.
VL  - 117
IS  - 2
SP  - 162
EP  - 175
PY  - 2017
DO  - 10.1108/HE-07-2016-0028
SN  - 09654283 (ISSN) 
AU  - Sarmiento, J.P.
AD  - Extreme Events Institute, Florida International University, Miami, FL, United States
AB  - Purpose: The purpose of this paper is to map out and characterize existing health-promotion initiatives at Florida International University (FIU) in the USA in order to inform decision makers involved in the development of a comprehensive and a long-term healthy university strategy. Design/methodology/approach: This study encompasses a narrative literature review on health promotion in higher education institutions and the identification and characterization of the various health-promotion initiatives associated with the subject of healthy universities at FIU. The characterization of health-promoting initiatives relied on the stakeholder analysis approach. Using the information obtained from this study, a map for promoting health initiatives with their location, capacities, leadership, and resources was established. Findings: Most publications on health-promoting universities are limited to partial experiences’ reproduction. Self-financing health-promoting initiatives foster competition and work in silos. Gains of health-promotion interventions require governance, participation, and academic considerations. This study highlights the need for standards and minimum requirements for the mapping and characterization of health-promoting initiatives within institutions of higher education. The health-promotion strategy should fall within the university’s social responsibility policy. Originality/value: This study helps identify organizational strengths and weaknesses and can inform decision makers seeking to establish policies and strategies as well as defining priorities and courses of action for healthy universities. © 2017, © Emerald Publishing Limited.
KW  - Health-promoting universities
KW  - Health-promotion
KW  - Stakeholders
KW  - Universities
KW  - competition
KW  - financial management
KW  - Florida
KW  - health promotion
KW  - human
KW  - human experiment
KW  - leadership
KW  - narrative
KW  - publication
KW  - reproduction
KW  - university
PB  - Emerald Group Publishing Ltd.
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Sarmiento, J.P.; Extreme Events Institute, Florida International UniversityUnited States; email: jsarmien@fiu.edu
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009211256&doi=10.1108%2fHE-07-2016-0028&partnerID=40&md5=99afd80a6f71aeddfd8912bbb2d6ac49
ER  - 

TY  - CHAP
TI  - Integrating new visions of education models and CSR 2.0 towards university social responsibility (USR)
T2  - CSR 2.0 and the New Era of Corporate Citizenship
J2  - CSR 2.0 and the New Era of Corp. Citizsh.
SP  - 251
EP  - 273
PY  - 2016
DO  - 10.4018/978-1-5225-1842-6.ch013
SN  - 9781522518433 (ISBN); 1522518428 (ISBN); 9781522518426 (ISBN)
AU  - Sitnikov, C.S.
AU  - Bocean, C.
AU  - Tudor, S.
AD  - University of Craiova, Romania
AB  - Currently, the adoption of a specific approach to business activities that highlights the strategic importanceof corporate social responsibility hereafter CSR is the most important element influencing the existenceand continuity of an organization. Thus, there is not a surprise that universities shall identify, in termsof own activities, the possibility to lead their orientation beyond teaching-learning process, towards theoperations and institutional activities. At the same time, recent decades have experienced the failure ofCSR as a way of doing business, govern or provide solutions and evaluate ethical issues and, thus, of theneed to apply and implement a new approach - CSR 2.0. The transition from the current CSR, or 1.0, toCSR 2.0 requires the adoption of five new principles-creativity, scalability, responsiveness, glocality,and circularity-and embedding them within organizations management and culture. The paper willunfold towards two steps: the first, dedicated to the correlation between education (Blessinger's modelsand frameworks elements) with business (based on higher education business models), and the second,represented by integrating the new built model with the concepts and principles of CSR 2.0 developedby Visser. The new framework can be used to manage the context and processes of a socially responsibleuniversity as part of a world influenced by CSR 2.0 principles. © 2017 by IGI Global. All rights reserved.
PB  - IGI Global
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Book Chapter
DB  - Scopus
LA  - English
N1  - Correspondence Address: Sitnikov, C.S.; University of CraiovaRomania
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016016430&doi=10.4018%2f978-1-5225-1842-6.ch013&partnerID=40&md5=19dafd95236d6479772563d4999f7664
ER  - 

TY  - JOUR
TI  - The framework of university social responsibility initiatives: The case of Sichuan University
T2  - Turkish Online Journal of Educational Technology
J2  - Turk. Onl. J. Edu. Tech.
VL  - 2016
IS  - DecemberSpecialIssue
SP  - 890
EP  - 899
PY  - 2016
SN  - 13036521 (ISSN) 
AU  - Hong, D.
AU  - Ting, G.
AU  - Wen, S.-Y.
AD  - International office, Sichuan University, China
AD  - Research center for development, Sichuan University, China
AB  - The increasing competitive environment of culture, society, technology has led to higher education institutes making some change of their traditional roles. There are a lot of research emphasis the importance of fulfilling the social responsibility of higher education institutes. Social responsibility is considered as an intrinsic aspect of the higher education system. There is a growing consensus that universities should play a key role in performing social responsibility (SR).University social responsibility integrates social need and human development into the universities education and research. Sichuan University is one of China’s key universities, it is committed its endeavors in enhancing multiple social obligations. Sichuan University has a three-dimension social responsibility system that is aimed to address the special needs of the society: education-oriented initiatives, research-oriented initiatives, local communityoriented initiatives. This article will first review the literature on social responsibility and their applications in higher education institutions, then provide introductory information about the Sichuan University. The next section will use six cases of the university’s service learning programs that have been successful to illustrate our understanding of university social responsibility. Finally, a discussion of the findings and some concluding remarks will be presented. © The Turkish Online Journal of Educational Technology.
KW  - Initiatives
KW  - Sichuan University
KW  - University social responsibility (USR)
PB  - Sakarya University
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
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ER  - 

TY  - JOUR
TI  - University social responsibility: a student base analysis in Brazil
T2  - International Review on Public and Nonprofit Marketing
J2  - Int. Rev. Public Nonprofit Mark.
VL  - 13
IS  - 2
SP  - 151
EP  - 169
PY  - 2016
DO  - 10.1007/s12208-016-0158-7
SN  - 18651984 (ISSN) 
AU  - Sánchez-Hernández, M.I.
AU  - Mainardes, E.W.
AD  - University of Extremadura, Badajoz, Spain
AD  - FUCAPE Business School, Vitória, Brazil
AB  - Corporate Social Responsibility expresses a situation in which companies adopt a broader business view assuming their impact on society. While some firms start to develop their strategies focusing on responsibility, recent discussions in the Higher Education Institutions query the contribution of University Social Responsibility. Nowadays, Universities should not only do some add-on philanthropic things, but should change their strategies and really build a responsible approach into their management activities and also into their education and research programs. In this research paper we propose a modelling framework for student base analysis in order to test whether Higher Education Institutions use a long-term horizon perspective and involve all stakeholders in their strategy, especially students, to be able to optimize their positive impact in society and also to reduce negative impact if needed. Supported by the scarce academic literature in the field, selected indicators are determined to build constructs related to University Social Responsibility and to develop a structural model able to explain their relationship of causality with students’ satisfaction. The conclusion after the statistical analysis procedure applied to a sample of 392 students in courses devoted to Business Management at the university in Brazil is positive, confirming the hypotheses developed in the conceptual model. In addition, the internal social entrepreneur at the University emerges as a driver of change, as a guarantee of endogenous development of responsibility. To finish some suggestions emerge for the future research agenda in the field. © 2016, Springer-Verlag Berlin Heidelberg.
KW  - Higher education
KW  - Internal social entrepreneur
KW  - Social intrapreneurship culture
KW  - Social responsibility
KW  - Student’s satisfaction
KW  - University social responsibility
PB  - Springer Verlag
N1  - Cited By :12
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Sánchez-Hernández, M.I.; University of ExtremaduraSpain; email: isanchez@unex.es
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964216425&doi=10.1007%2fs12208-016-0158-7&partnerID=40&md5=b343349f6575e74b3515ef6d6358f265
ER  - 

TY  - JOUR
TI  - University social responsibility as antecedent of students’ satisfaction
T2  - International Review on Public and Nonprofit Marketing
J2  - Int. Rev. Public Nonprofit Mark.
VL  - 13
IS  - 2
SP  - 137
EP  - 149
PY  - 2016
DO  - 10.1007/s12208-016-0157-8
SN  - 18651984 (ISSN) 
AU  - Vázquez, J.L.
AU  - Aza, C.L.
AU  - Lanero, A.
AD  - Faculty of Economics and Business, University of León, Campus de Vegazana s/n, León, 24071, Spain
AB  - The purpose of this research is to examine which factors influence higher education students’ satisfaction during education services consumption using a University Social Responsibility (USR) model as reference. Firstly, it is analysed the university impacts regarding USR from students’ point of view and their influence in the overall index of USR. Secondly, it is investigated the relationship between overall perception of USR and student satisfaction. In doing that, the reported study examined these relations and tested a proposed model based on the answers of 400 students from University of León, in Spain, that provided the input for data analysis with structural equations with modelling with PLS. Results support, on one hand, students differentiate between USR facets, but only one affects the overall perception of USR, internal management. On the other hand, overall perception of USR is a determining factor of students’ satisfaction. Our findings demonstrate the need to develop an appropriate marketing strategy to understand students’ expectations, attract and retain students, prevent students’ drop out and improve students’ satisfaction through an USR model aligned with the university structure, processes, procedures, mission and vision. © 2016, Springer-Verlag Berlin Heidelberg.
KW  - Higher education
KW  - Spain
KW  - Student satisfaction
KW  - Students’ perceptions
KW  - University social responsibility (USR)
PB  - Springer Verlag
N1  - Cited By :7
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Aza, C.L.; Faculty of Economics and Business, University of León, Campus de Vegazana s/n, Spain; email: adecla01@estudiantes.unileon.es
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976286730&doi=10.1007%2fs12208-016-0157-8&partnerID=40&md5=1210647fd3e8910b43ca91a3b5798bfa
ER  - 

TY  - JOUR
TI  - University's social responsibility at Spanish universities 
ST  - La responsabilidad social en la universidad espanola
T2  - Teoria de la Educacion
J2  - Teoria Educ.
VL  - 28
IS  - 1
SP  - 159
EP  - 188
PY  - 2016
DO  - 10.14201/teoredu2016281159188
SN  - 11303743 (ISSN) 
AU  - Ruiz-Corbella, M.
AU  - Ruiz, M.J.B.-C.
AD  - Facultad de Educación, Departamento de Teoría de la Educación y Pedagogía Social, Universidad Nacional de Educación A Distancia, C/ Juan del Rosal 14, Madrid, 28040, Spain
AB  - A review of the University's Social Responsibility is introduced, an implementation of corporate social responsibility to the specifics of the institutions of higher education. Once the advisability and content of this concept is defined, 4 key areas in higher education are reviewed: Training, research, management and social participation, based on performance indicators. With a descriptive study, the inclusion of USR in the training offering of Spanish universities is analyzed, its scientific output in this field, and its integration to university management. The conclusion is that, despite the relevance and initial interest from the government teams of these institutions, this is yet a not consolidated topic, although a constant improvement maintained over the years is perceived, with significant differences between the areas of the USR. Implementing it in our universities, along with an evaluation model, will become a key factor for the universities, as a sign of its capacity to respond to society. © Ediciones Universidad de Salamanca / CC BY-NC-ND.
KW  - Social responsibility
KW  - Spain
KW  - Universities
PB  - Ediciones Universidad de Salamanca
N1  - Cited By :6
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84977260258&doi=10.14201%2fteoredu2016281159188&partnerID=40&md5=968ed99866a5d5b07d63e505eef32ce3
ER  - 

TY  - JOUR
TI  - Need for new university organizational frameworks from university social responsibility 
ST  - Necesidad de nuevos marcos organizativos universitarios desde la responsabilidad social universitaria
T2  - Opcion
J2  - Opcion
VL  - 32
IS  - 80
SP  - 88
EP  - 111
PY  - 2016
SN  - 10121587 (ISSN) 
AU  - García Martínez, J.
AU  - Ramos Parra, C.
AU  - Gómez-Quintero, J.D.
AU  - Ramos Urdaneta, B.J.
AD  - Universidad de Zaragoza, Spain
AD  - Universidad del Zulia, Venezuela
AB  - The article analyzes the main features of the new organizational model applied to the university management with a sense of social responsibility. The methodology was based on the use of quantitatives techniques applied to six Venezuelan public research universities. The objective of this research was to formulate strategies to drive the development of a new organizational model for universities. The results demanding constitutional status of higher education institutions a position more proactive to make their contributions for overcoming the problems of society. © 2016, Universidad del Zulia. All rights reserved.
KW  - Organizational model new
KW  - University service
KW  - University social responsibility. University management
PB  - Universidad del Zulia
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994388499&partnerID=40&md5=f2324560d7ea1d640275658805ce03ec
ER  - 

TY  - JOUR
TI  - Proposal of a model to evaluate the University Social Responsibility and Innovation (USRI) 
ST  - Propuesta de modelo de evaluación de la Innovación Social Universitaria Responsable (ISUR)
T2  - Estudios Sobre Educacion
J2  - Estudios Sobre Educ.
VL  - 30
SP  - 71
EP  - 93
PY  - 2016
DO  - 10.15581/004.30.71-93
SN  - 15787001 (ISSN) 
AU  - Vélez, A.L.L.
AD  - Universidad del País Vasco, Spain
AB  - An overview of the social responsibility and innovation processes inplemented by universities is presented, together with international, European and national mandates assumed. Social innovation and social responsibility definitions lead to the documentary analysis on evaluation models used by international universities. The analisis provide lessons learnt about issues under evaluation; the nature of data; kinds of evaluative processes; and factors, dimensions and indicators analysed. Following, the evaluation proposal focuses on three fundamental aspects: a holistic vision; concrete social values commitment; and a process approach, providing insights that guide decisions for improvement. The proposed dimensions, indicators and questions offer an evaluation framework based on theoretical background that could be adapted by universities involved in evaluation or self-evaluation processes on social engagement.
KW  - Evaluation models
KW  - Higher education
KW  - Social innovation
KW  - Social responsibility
PB  - Servicio de Publicaciones de la Universidad de Navarra
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Review
DB  - Scopus
LA  - Spanish
N1  - Correspondence Address: Vélez, A.L.L.; Universidad del País VascoSpain; email: analuisa.lopez@ehu.eus
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84971602169&doi=10.15581%2f004.30.71-93&partnerID=40&md5=b9add2b260224a9c021bc8eb938a9adb
ER  - 

TY  - JOUR
TI  - Proposal for University Social Responsibility indicators according to GRI G4 guidelines: The case of the University of Cordoba (Spain) 
ST  - Propuesta de indicadores de la Responsabilidad Social Universitaria conforme a la guía G4 del GRI: El caso de la Universidad de Córdoba
T2  - CIRIEC-Espana Revista de Economia Publica, Social y Cooperativa
J2  - CIRIEC Esp. Rev. Econ. Publica Soc. Coop.
VL  - 87
IS  - 1
SP  - 103
EP  - 137
PY  - 2016
SN  - 19896816 (ISSN) 
AU  - Jiménez, C.G.
AU  - Martínez, A.G.
AU  - López, M.A.
AD  - Servicio de Protección Ambiental de la, Universidad de Córdoba, Spain
AD  - Aula de Sostenibilidad de la, Universidad de Córdoba, Spain
AB  - Aims and objectives Taking into account the key role of socially responsible management transparency and accountability in public universities in Spain, this article shows a framework proposal to write up social responsibility reports based on international standardized tools. In this way, this paper facilitates the comparability of the socially responsible initiatives and the analysis of their evolution over time. The general purpose of this paper is to produce a list of performance indicators adapted to Spanish universities reality with an approach based on the most recent version of Global Reporting Initiative's Sustainability Reporting Guidelines. In order to do so, the following specifics objectives have been identified: • To identify social responsibility indicators in university reports according to the GRI G4 Sustainability Guidelines (the Guidelines). • To analyze how this information adapts to the Guidelines performance indicators. • To complete the list of indicators making a proposal that enable drawing up the future university social responsibility reports according to the GRI G4 Sustainability Guidelines. Methods In the context of public universities in Spain and university social responsibility, we have carried out a case study whose context is the University of Cordoba. This study has analyzed university social responsibility reports of the University of Cordoba for adapting them to the GRI G4 Sustainability Guidelines in the future. Currently, Spanish universities choose models proposed by the GRI or by Social Council of Public Universities in Andalusia Forum; or may choose or a combination of both models, as the University of Cordoba in the last three reports. After the comparative study of the last two versions of the GRI Guidelines (2011 and 2013), the next step focused on the University of Cordoba has been to analyze the information contained in 2011/2012 university social responsibility report. In that moment, we identified several performance indicators which complied with the GRI G4 Sustainability Guidelines' proposal on a greater or lesser degree. With the aim of identifying the most frequent indicators in Spanish public universities, we have used a sample of social responsibility reports from five Spanish universities and different national proposals which try to integrate the educational dimension in such reports. These universities already used the GRI 3.1 Sustainability Guidelines (2011) to draw up their reports, but not the GRI G4 (2013). Once GRI 3.1 performance indicators of the University of Cordoba and the rest of universities of the sample were compiled, the next task was to make a selection from these indicators in order to make our proposal according to the following criteria: • Indicators used by the University of Cordoba. • Indicators adapted to the GRI G4 Sustainability Guidelines. • The most commonly used indicators by the rest of universities in the sample. Right after that, the content of each indicator was reviewed and adapted to the GRI G4 Sustainability Guidelines. For each proposal, we have identified its function and its justification. Finally, we have verified our proposals through expert opinion. Results As an outcome of the investigation we have obtained a proposal of indicators which allows the University of Cordoba and the rest of public universities in Spain to draw up social responsibility reports according to the GRI G4 Sustainability Guidelines. Likewise, if we consider the international profile of the GRI G4 Sustainability Guidelines, on which this article is based, our proposal could be applied to international higher education institution. This proposal for indicators has been divided in to three sections depending on whether it is economic, environmental or social indicator. The indicators in each section in turn are grouped together by 'aspects' or 'material topics' in the same order than they appear in the GRI G4 Sustainability Guidelines. So, using this order, this study is more readily comparable with the Guidelines. Performance indicators which are showed in this paper have been grouped together by: Economic indicators: The 'GRI G4 Sustainability Guidelines' recommends 9 economic indicators. All of them apply in a university context. Although it is true that in some cases it is necessary further adjustment to target framework. Environmental indicators: 'The Guidelines' recommends 34 environmental indicators but, only 30 apply in the University of Cordoba and therefore they can be used in other Spanish universities. Product design, production, marketing and use indicators are not applicable because these are not the main functions of the University. Social indicators: This is the most difficult category to gather information about it or to apply to university context. 'The Guidelines' recommends 48 social indicators and we only propose 42 adapted indicators. The rest of them concern nonexistent or already rendered obsolete aspects. Limitations Some limitations of our study should be noted and discussed. Firstly, we acknowledge that we have used a small sample of universities and reports and there is a lack of representativeness of the Spanish university system. Therefore, it is recommended to continue the investigation in order to collect additional information. Secondly, due to the fact that our proposal has not been validated by the opinion of large group of expert, we had to identify what they are the university material aspect and to validate them through the participation of the stakeholders and more expert opinions. Practical conclusions Despite the fact that there is not a sector supplement tailored for universities in order to help them to draw up social responsibility reports according to the Guidelines, this is the most used international standard (in its 2011 version) in Spanish universities. Unfortunately, due to the fact that 'the Guidelines' is not a specific document for higher education institutions, it is difficult to implement it in university context, especially, where the human resources management, product liability and environmental no directly related to the activity performance are concerned. The result of this study is a useful tool that can help public universities in Spain to overcome the difficulties resulting from the lack of performance indicators in order to develop university social strategies. Our proposal of indicators facilitates that social responsibility reports can adjust to the new reality that the 'GRI G4 Sustainability Guidelines' means. Original value According to the literature, it is necessary to create useful tools that make easier identification of social responsibility indicators according to the material aspects identified by the GRI (economic, environmental and social indicators) within its last version and to the university context. In that sense, it should be pointed out here that the original value of this work is based on giving response to this need, showing a set of university social responsibility performance indicators compliant with the GRI G4 Sustainability Guidelines (the most recent version of this Guidelines). © 2016 CIRIEC-España.
KW  - Global reporting initiative
KW  - Indicator
KW  - Social responsability
KW  - Sustainability
KW  - University
PB  - CIRIEC
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000950821&partnerID=40&md5=c88deb29e469fef7e6e5136651a96ac7
ER  - 

TY  - JOUR
TI  - Perception of college student leaders about University social responsability 
ST  - Percepción de los dirigentes estudiantiles universitarios sobre la responsabilidad social Universitaria
T2  - OBETS
J2  - OBETS
VL  - 11
IS  - 2
SP  - 461
EP  - 485
PY  - 2016
DO  - 10.14198/OBETS2016.11.2.04
SN  - 19891385 (ISSN) 
AU  - Quezada, R.G.
AD  - Universidad de Antofagasta, Departamento de Ciencias Sociales, Facultad de Ciencias Sociales, Artes y Humanidades, Chile
AB  - The article analyzes the meaning given by university students to the concept of university social responsibility, through research with a qualitative approach through a single and instrumental case study, considering the semi-structured interview and the focus group as information gathering techniques. It is concluded that the social responsibility of the university raises the challenge of refocusing the institutional mission, towards a formation process linked to the surrounding social reality, as well as through a more active social role of the university in face of the social needs and problems of the territory where the universities are installed.
KW  - Chilean universities
KW  - Higher education
KW  - Qualitative research
KW  - University leaders
KW  - University social responsibility
PB  - Universidad de Alicante
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Review
DB  - Scopus
LA  - English; Spanish
N1  - Correspondence Address: Quezada, R.G.; Universidad de Antofagasta, Departamento de Ciencias Sociales, Facultad de Ciencias Sociales, Artes y HumanidadesChile; email: ricardo.gaete@uantof.cl
N1  - References: Arango, O., Clavijo, S., Puerta, I., Sánchez, J., Formación académica, valores, empatía y comportamientos socialmente responsables en estudiantes universitarios (2014) Revista de la Educación Superior, 43 (169), pp. 89-105; 
(2009) Presentación Sintetizada del Sistema de Autoevaluación y Gestión de la Responsabilidad Social Universitaria en AUSJAL, , http://www.ausjal.org/tl_files/ausjal/images/contenido/Documentos/Publicaciones/Documentos%20Institucionales/RSU%20AUSJAL%20version%20acotada.pdf, (Consultado 15 de julio de 2014); 
Bok, D., (2008) Más Allá de la Torre de Marfil. La Responsabilidad Social de la Universidad Moderna, , Buenos Aires: Universidad de Palermo; 
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De La Calle, C., Jiménez, P., Aproximación al concepto de responsabilidad social del universitario (2011) Revista Comunicación y Hombre, 7, pp. 236-247; 
De La Calle, C., García, J., Jiménez, P., La formación de la responsabilidad social en la universidad (2007) Revista Complutense de Educación, 18 (2), pp. 47-66; 
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Vallaeys, F., De La Cruz, C., Sasia, P., (2009) Responsabilidad Social Universitaria. Manual Primeros Pasos, , México D.F.: Mc Graw Hill; 
Vallaeys, F., Responsabilidad Social Universitaria: Una nueva filosofía de gestión ética e inteligente para las universidades (2008) Revista Educación Superior y Sociedad, 13 (2), pp. 191-220
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009961417&doi=10.14198%2fOBETS2016.11.2.04&partnerID=40&md5=1387f392282fa49c4e73258d1f82c509
ER  - 

TY  - CONF
TI  - Contribution of universities to sustainable development
C3  - International Symposium on Project Approaches in Engineering Education
J2  - Int. Symposium Project Approaches Eng. Educ.
VL  - 6
SP  - 341
EP  - 348
PY  - 2016
SN  - 21831378 (ISSN); 9789892068299 (ISBN)
AU  - Bernaldo, M.O.
AU  - Fernández, G.
AU  - Hilliard, I.O.
AD  - School of Enginnering & Architecture, Universidad Europea de Madrid, Spain
AD  - Faculty of Social Science & Communication, Universidad Europea de Madrid, Spain
AB  - This article came from a study developed by the sustainable engineering research team at the Universidad Europea de Madrid (Spain) based on different university approaches to sustainability and as well as university social responsibility reports. Both aspects are analyzed and assessed and special attention has been given to benchmarking of Spanish and European universities in these assessments and reports. The aim is to better understand how to advance and measure sustainability in a university and the important role that students may play. Participation of the students in the diagnosis and the action plan for developing a more sustainable university is essential in this study. Extracurricular activities and curricular projects are focused on the development of knowledge, competences and values related with sustainability, and contributing to a more sustainable university. Strategies focused on sustainability at the university have important impacts on future social development. © 2016, University of Minho. All rights reserved.
KW  - Competencies and values
KW  - Education for sustainable development
KW  - GRI
KW  - Higher education institutions
A2  - Fernandes S.
A2  - van Hattum-Janssen N.
A2  - Lima R.M.
A2  - Sousa R.M.
A2  - Alves A.
A2  - Dinis-Carvalho J.
A2  - Bettaieb L.
A2  - Costa N.
A2  - Villas-Boas V.
A2  - Menezes A.
A2  - Mesquita D.
A2  - de Graaff E.
PB  - University of Minho
T2  - 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Workshop, PAEE ALE 2016
Y2  - 6 July 2016 through 8 July 2016
N1  - Conference code: 127483
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
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A4  - 
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020734928&partnerID=40&md5=ee51044760f8bf6478901dd74d9c91b7
ER  - 

TY  - CHAP
TI  - Innovation in higher education: The experience of socially responsible universities
T2  - Handbook of Research on Internationalization of Entrepreneurial Innovation in the Global Economy
J2  - Handb. of Res. on Int. of Entrep. Innov. in the Glob. Econ.
SP  - 296
EP  - 312
PY  - 2015
DO  - 10.4018/978-1-4666-8216-0.ch014
SN  - 9781466682177 (ISBN); 1466682167 (ISBN); 9781466682160 (ISBN)
AU  - Gallardo-Vázquez, D.
AU  - Isabel Sánchez-Hernandez, M.
AU  - Luisa Pajuelo-Moreno, M.
AD  - Department of Financial Economy and Accounting, Faculty of Economics Sciences and Business Administration, University of Extremadura, Spain
AD  - ISCTE-IUL (Lisbon University Institute), University of Extremadura, Spain
AD  - Department of Financial Economy and Accounting, Faculty of Economics Sciences and Business Administration, University Pablo de Olavide of Sevilla, Spain
AB  - The issue of Corporate Social Responsibility has received increasing attention over the last few years. Organizations are introducing socially responsible practices in their strategies in order to be more competitive. At the same time, universities are also aware of the importance of the triple organizational vision (economic, social and environmental) and they are making a lot of actions to improve their performance. In this chapter, the authors state that innovation in Higher Education is an important fact and express the experience of innovation from socially responsible universities. These entities have to know their current state and the future demands from the different stakeholders with the intention of satisfy them. This chapter studies how to drive innovation and how to structure it at the university context, how to inform about University Social Responsibility and, finally, the benefits for socially responsible universities. Finally, in this chapter the authors link three important topics today: Corporate Social Responsibility, Universities, and Innovation. As a result, they propose a set of aspects in which Universities could innovate by improving their social responsibility. © 2015, IGI Global. All rights reserved.
PB  - IGI Global
N1  - Export Date: 1 July 2020
M3  - Book Chapter
DB  - Scopus
LA  - English
N1  - Correspondence Address: Gallardo-Vázquez, D.; Department of Financial Economy and Accounting, Faculty of Economics Sciences and Business Administration, University of ExtremaduraSpain
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ER  - 

TY  - JOUR
TI  - Integral formation of student and continuous formation of professors in Cuban higher education: A role for university social responsibility (USR) 
ST  - La formazione integrale degli studenti e la formazione continua dei professori nell’educazione superiore Cubana: Il ruolo della responsabilitá sociale universitaria (RSU) 
ST  - La formación integral del estudiante y la formación continua de los profesores en la educación superior Cubana: El papel de la responsabilidad social universitaria (RSU) en su consecución
T2  - Journal of Educational, Cultural and Psychological Studies
J2  - J. Educ. Cult. Psychol. Stud.
VL  - 2015
IS  - 12
SP  - 257
EP  - 282
PY  - 2015
DO  - 10.7358/ecps-2015-012-ojal
SN  - 20377932 (ISSN) 
AU  - Mitrany, V.O.
AU  - Peón, L.C.
AD  - Universidad de La Habana, Centro de Estudios para el Perfeccionamiento, Cuba
AB  - The present article analyzes the main demands facing teachers and students at the present time in the context of higher education in Cuba. These two actors in the educational process should take up their activities with a high sense of responsibility and social commitment to the implications in the social and economic changes that are being developed in the country. Improved training of students and teachers is being investigated worldwide: currently studying University Social Responsibility (URS) are proving their worth in the achievement of such important purposes. In this sense, the Group of Social Interaction University, the Centre of Studies for the Improvement of Higher Education, University of Havana is developing research about training with URS students and professors as a contribution to achieve an ideal model of body students and professorate. This training process is designed to promote the social, ethical and emotional for the personal and social welfare. © 2015, Edizioni Universitarie di Lettere Economia Diritto. All right reserved.
KW  - Continuous formation
KW  - Cuban higher education
KW  - Integral formation
KW  - Model of student body and professorate
KW  - University social responsibility
PB  - Edizioni Universitarie di Lettere Economia Diritto
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949959899&doi=10.7358%2fecps-2015-012-ojal&partnerID=40&md5=41ce6cf839d30e3e9e18fde13efd144e
ER  - 

TY  - JOUR
TI  - University social responsibility (USR): Identifying an ethical foundation within higher education institutions
T2  - Turkish Online Journal of Educational Technology
J2  - Turk. Onl. J. Edu. Tech.
VL  - 14
IS  - 4
SP  - 165
EP  - 172
PY  - 2015
SN  - 13036521 (ISSN) 
AU  - Chen, S.-H.A.
AU  - Nasongkhla, J.
AU  - Donaldson, J.A.
AD  - Chulalongkorn University, Thailand
AD  - Walden University, Thailand
AB  - Social responsibility is a responsibility not a requirement, of an organization for the impact of its decisions and activities on society and the environment, through transparent and ethical behavior that contributes to sustainable development, health and the welfare of society; which takes into account the expectations of stakeholders, is in compliance with applicable law and consistent with international norms of behavior, and is integrated throughout the organization and practiced in its relationship. By promoting sustainable development practices in the management at higher education institutions, universities can demonstrate their commitment to social responsibility practices. It should be embedded as part of the university’s philosophy as a way of being, operating, and practicing. Social responsibility should be embedded into the core values and functions of universities’ practices at every level. This paper explores the concept of university social responsibility (USR) and presents the SCOPE framework for identifying ethical issues in our modern day complex global world. © The Turkish Online Journal of Educational Technology.
PB  - Sakarya University
N1  - Cited By :14
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
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ER  - 

TY  - JOUR
TI  - Relationship of the university and the city. A case study 
ST  - Relación de la universidad con la ciudad. Un estudio de caso
T2  - Revista de Ciencias Sociales
J2  - Rev. Cienc. Soc.
VL  - 21
IS  - 2
SP  - 275
EP  - 287
PY  - 2015
SN  - 13159518 (ISSN) 
AU  - Gaete Quezada, R.
AD  - Departamento de Ciencias Sociales de la Universidad de Antofagasta, Chile
AB  - The relationship university-city is analyzed through the propositions of the stakeholders in a public Spanish university. The main objective of the research that led to the present article is to analyze the university social responsibility towards the needs and problems of the localities where the campus and modern university towns are installed. A qualitative-type methodology was used by a single case study, considering the semi-structured interview as a data collection technique. The results evidence recognition to the antiquity of the studied University, nuanced with important criticism of its poor relationship with the local society, demanding a greater commitment and impact of the university life meeting the specific requirements of the city. In addition, an increased presence of the Edutrópolis concept was observed, especially due to the impact in the citizens quality of life and the access to the university life the studied institution gives to thepeople of the city. The studied case allows to conclude that the importance of the university environment inside the knowledge society from the XXI century is growing, specially facing the recent political and economical crises in Europe witch presents a social change that the university is meant to lead.
KW  - Edutrópolis
KW  - Higher education
KW  - Society of knowledge
KW  - Tecnópolis
KW  - University social responsibility
PB  - Universidad del Zulia
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Correspondence Address: Gaete Quezada, R.; Departamento de Ciencias Sociales de la Universidad de AntofagastaChile; email: ricardo.gaete@uantof.cl
N1  - References: Blaik, O., Campuses in cities: Places between engagement and retrea (2007) The Chronicle of Higher Education, p. 2015. , http://communitywealth.org/sites/clone.communitywealth.org/files/downloads/articleblaik.pdf, Consulta realizada el 31 de mayo de; 
Borrero, A., La Universidad. Estudios sobre sus orígenes, dinámicas y tendencias (2008), p. 620. , Tomo 1. Bogotá. Universidad Javeriana; Breznitz, S., Feldman, M., The engaged Journal university (2012) The of Technology Transfer, 37, pp. 139-157. , New York, EE.UU; 
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O'Mara, M., Beyond town and gown: university economic engagement and the legacy of the urban crisis (2012) The Journal of Technology Transfer, 37 (2), pp. 1-17. , New York, EE.UU; 
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ER  - 

TY  - JOUR
TI  - Effective communication of the teacher: A social responsibility 
ST  - La comunicación eficaz del profesor: Una responsabilidad social
T2  - Opcion
J2  - Opcion
VL  - 31
IS  - Special Issue 2
SP  - 34
EP  - 49
PY  - 2015
SN  - 10121587 (ISSN) 
AU  - Alférez Villarreal, A.
AD  - Universidad Cooperativa de Colombia, Colombia
AB  - Currently growing literature on communication and neuroscience is emerging, specifically with the dynamics between mind (neuro) and (language) language. Our perception of the world expressed through language and interaction with others through communication is part of the University Social Responsibility. The research focuses on effective communication in relation to language and neuroscience, applied to higher education. We propose to evaluate the quality/quantity of communicative competence applied to the oral communication of teachers. To build and validate the indicators were conducted in-depth interviews with experts from Spain. © 2015, Universidad del Zulia. All Rights Reserved.
KW  - Education
KW  - Effective communication
KW  - Neuroscience
KW  - Psychology
KW  - University social responsibility
PB  - Universidad del Zulia
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Correspondence Address: Alférez Villarreal, A.; Universidad Cooperativa de ColombiaColombia; email: azulideal@gmail.com
N1  - References: Alférez, A., Arasanz, A., (2013) L’educació en drets humans i la seva práctica, , Barcelona: Edicions 62; 
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Alférez, A., Albareda, S., Vidal, S., Fernández, M., Puig, J., Escenarios metodológicos para la implementación de competencias en sostenibilidad en la Universidad (2013) I Encuentro Universitario de Sostenibilización Curricular "Diseñando la Educación para una Sociedad Sostenible, , http://universidadeuropea.es/myfiles/pageposts/encuentrosostenibilidad/pdf/Escenarios_metodologicos_para_la_implementacion_de_competencias_en_sostenibilidad_en_la_universidad.pdf, Universidad Europea de Madrid. UEM. 2013). 978-84-95433-60-2. Disponible en, Consultado el 03.06.2015; 
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ER  - 

TY  - JOUR
TI  - Are students aware of university social responsibility? Some insights from a survey in a Spanish university
T2  - International Review on Public and Nonprofit Marketing
J2  - Int. Rev. Public Nonprofit Mark.
VL  - 11
IS  - 3
SP  - 195
EP  - 208
PY  - 2014
DO  - 10.1007/s12208-014-0114-3
SN  - 18651984 (ISSN) 
AU  - Vázquez, J.L.
AU  - Aza, C.L.
AU  - Lanero, A.
AD  - University of León, Campus de Vegazana s/n, León, 24071, Spain
AB  - The principal aim of this paper is to identify the factors that define the perceptions of students with regards to University Social Responsibility (USR), and discuss its implications for the design of University marketing strategies. In doing that, a self-report study was conducted with a total sample of 400 undergraduate students of the University of León, in Spain. Structural equations modeling with PLS was used to test the students’ overall perception of the USR. Results support that students distinguish between different facets of the USR, but only one affects the overall perception, internal management. From universities marketing perspectives, the results obtained point to the need of working towards a higher involvement in USR spreading actions and improving the education of students in the area of sustainability and social responsibility, in order to achieve higher standards of university quality, satisfaction and credibility. © 2014, Springer-Verlag Berlin Heidelberg.
KW  - Higher education
KW  - Perceptions
KW  - Public marketing
KW  - Spain
KW  - Undergraduate students
KW  - University social responsibility (USR)
PB  - Springer Verlag
N1  - Cited By :13
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Aza, C.L.; University of León, Campus de Vegazana s/n, Spain
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ER  - 

TY  - JOUR
TI  - University social responsibility: Influence of values and empathy on self-attribution of socially responsible behaviors 
ST  - Responsabilidad social universitaria: Influencia de valores y empatía en la autoatribución de comportamientos socialmente responsables
T2  - Revista Latinoamericana de Psicologia
J2  - Rev. Latinoam. Psicol.
VL  - 46
IS  - 3
SP  - 160
EP  - 168
PY  - 2014
SN  - 01200534 (ISSN) 
AU  - Martí Noguera, J.J.
AU  - Martí-Vilar, M.
AU  - Almerich, G.
AD  - Universidad Antonio Nariño, Colombia
AD  - Universitat de València, Spain
AB  - Training socially responsible professionals at university level has become a UNESCO-recognized mission. This paper reviews the study of Academic Social Responsibility from the Psychology standpoint, and develops a novel analysis approach for assessing the impact of higher education in acquiring social responsibility behaviors, based on a MIMIC analysis. Three scales were administered, based on an accidental non-probabilistic sampling and a transversal survey research: human values, multidimensional empathy and self-attribution of socially responsible behaviors. The sample included 860 students from Ibero-American Universities. The results show that university students display a high frequency of socially responsible behaviors but not a more prosocial intentionality in these behaviors. As regards frequency scale of socially responsible behavior, infuence is evident of value dimensions, such as conservation and openness to change with the subscales of empathy perspective taking and personal distress. Regarding the intentionality scale, the variables that contribute to the self-attribution of socially responsible behavior are value dimensions: conservation and self-transcendence, along with the subscales of empathy appertaining to fantasy. Conclusion: This research provides information on the psychological variables that have implications for humans to be socially responsible, which will allow the University to respond to the impact of training qualifed professionals with great respect to their duty in the society. © 2011 Konrad Lorenz University Foundation.
KW  - Academic Social
KW  - Empathy
KW  - Responsibility
KW  - Self-Attribution
KW  - University Students
KW  - Values
PB  - Fundacion para el Avance de la Psicologia
N1  - Cited By :13
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - Correspondence Address: Martí-Vilar, M.; Universitat de ValènciaSpain; email: Manuel.Marti-Vilar@uv.es
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Conferencia mundial sobre la educación superior (1998) La Educación Superior Para El Siglo Xxi: Visión Y Acción, , Madrid, España: Ediciones Unesco; 
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032070211&partnerID=40&md5=3399f7d750eb842ba590439e272686e7
ER  - 

TY  - JOUR
TI  - University social responsibility. Its management from the perspective of administrators and professors. Case study: A small Latin American university 
ST  - Responsabilidad social universitaria. su gestión desde la perspectiva de directivos y docentes. Estudio de caso: Una Pequeña Universidad Latino Americana
T2  - Interciencia
J2  - Interciencia
VL  - 39
IS  - 6
SP  - 375
EP  - 382
PY  - 2014
SN  - 03781844 (ISSN) 
AU  - Aristimuño, M.
AU  - Monroy, C.R.
AD  - Licenciada en Sociología, Universidad de Oriente, Venezuela
AD  - Gerencia de Recursos Humanos, Universidad Nacional Experimental de Guayana (UNEG), Venezuela
AD  - Universidad Politécnica de Madrid (UPM), Spain
AD  - UNEG, Venezuela
AD  - Centro de Investigaciones Gerenciales de Guayana (CIGEG), UNEG, Ciudad Guayana, Estado-Bolívar, CP 8050, Venezuela
AD  - Licenciado en Economía y en Derecho, Universidad Complutense de Madrid, UPM, Spain
AB  - Currently facing the new challenges of their entourage and the demands of the communities, higher education institutions (HEIs) have been in need of finding appropriate linkage mechanisms to become socially responsible organizations. This research aims to examine the underlying dimensions related to the perception of administrators and professors regarding university social responsibility (USR). The study begins with a review of the state of the art of indicators in the literature on the subject. These indicators are then checked against the perception of a intentional sample of 70 principals and professors of the Universidad Nacional Experimental de Guayana in Ciudad Guayana, Bolivar State, Venezuela. The multivariate statistical method for reducing factors or dimensions of the data matrix using principal component analysis and hierarchical segmentation to classification trees (CRT method) was applied using the new components as input data, substantiated by validation and reliability evidence. The SPSS version 19 and the Answer Tree software were used to address the data from the different treatments mentioned. As a result, a hierarchical system of the dimensions presented was defined, contributing to the measurement of the intangible resource USR, which can serve as a reference to HEIs in establishing strategies. These actions may indicate aspects related to: planning of activities, commitment (educational, epistemic-cognitive, social, environmental and organizational performance), and diagnosing the state of the USR practiced in HEIs.
PB  - Interciencia Association
N1  - Cited By :9
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
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Aristimuño, M., Rodríguez-Monroy, C., Guaita, W., La responsabilidad social universitaria: Indicadores para su evaluación en instituciones de educación superior (2011) 9th Latin American and Caribbean Conference (LACCEI'2011), Engineering for A Smart Planet, Innovation, Information Technology and Computational Tools for Sustainable Development, , August 3-5/08/2011. Medellín, Colombia; 
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Carrillo-Pacheco, M.A., Leal-García, M.L., Alcocer-Gamboa, M.L., Muñoz-Cornejo, M.M., Responsabilidad social universitaria. La opinión de profesores y alumnos (2012) Educ. Des., 23. , oct-dic; 
Corte, C.D.L., Carrasco-González, A.M., El rol de los estilos de liderazgo en la implantación de la responsabilidad social como filosofía del nuevo modelo post-crisis (2012) Trabajo, 25-26, pp. 219-233; 
(2001) Libro Verde, Fomentar un Marco Para la Responsabilidad Social de Las Empresas, , CE. Comisión de las Comunidades Europeas Bruselas, Bélgica. 18.7; 
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Du, S., Bhattacharya, C., Sen, S., Maximizing business returns to corporate social responsibility (CSR): The role of CSR (2010) Int. J. Manag. Rev., 12, pp. 8-19; 
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UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903939356&partnerID=40&md5=daba33204b898054470115039b19b10f
ER  - 

TY  - JOUR
TI  - Ricotox: web about chemical risk. A university experience in the teaching of environmental toxicology and public health 
ST  - Ricotox: web sobre riesgo químico. Experiencia en la enseñanza universitaria de toxicología ambiental y salud pública
T2  - Revista de Toxicologia
J2  - Rev. Toxicol.
VL  - 31
IS  - 1
SP  - 71
EP  - 76
PY  - 2014
SN  - 02127113 (ISSN) 
AU  - Oropesa, A.L.
AD  - Unidad de Toxicología, Departamento de Sanidad Animal, Universidad de Extremadura, Spain
AB  - RicoTox (Chemical Risk of Toxics) is a web page whose contents have been prepared by "Environmental Toxicology and Public Health" students at the Faculty of Science, Extremadura University, Spain (http://www.ricotox.weebly.com) based on the Problem Based Learning which is a methodology recommended in the European Higher Education Area. The aims of this experience are: to build and to facilitate the access to the available information about the risk related to incorrect manipulation of chemical substances and to teach a correct manipulation of them. This web page contains toxicological and regulatory information, clinical cases of human exposure and prevention measures to guarantee a safe manipulation of the chemical substances. From an educational point of view, the stated methodology shows three characteristics: 1) initial activity of motivation and methodological instruction for the total group of students, 2) the groups of students work outside of normal school hours and they self regulate in their work following instruction provided initially 3) full availability of the master to steer students in the development of the activity (mentorship). This methodology achieves a very satisfactory level of development of instrumental, systemic and professional competences for students.  © 2014, Asociacion Espanola de Toxicologia. All rights reserved.
KW  - Chemical risk
KW  - Environmental Toxicology
KW  - Problem Based Learning
KW  - Public Health
KW  - University social responsibility
KW  - Web page
KW  - Article
KW  - chemical environment
KW  - data base
KW  - ecotoxicology
KW  - human
KW  - information service
KW  - Internet
KW  - problem based learning
KW  - public health
KW  - ricotox
KW  - student assistance program
KW  - student satisfaction
KW  - teaching
KW  - web browser
KW  - Callithrix
PB  - Asociacion Espanola de Toxicologia
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
N1  - CODEN: REVTE
LA  - Spanish
N1  - Correspondence Address: Oropesa, A.L.; Unidad de Toxicología, Departamento de Sanidad Animal, Universidad de ExtremaduraSpain
N1  - References: González, J., Wagenaar, R., Tuning Educational Structures in Europe (2003) Informe Final Fase I. Bilbao, , Universidad de Deusto; 
Oropesa, A.L., Soler, F., Haro, M.A., Estimación del grado de conocimiento sobre el riesgo químico en trabajadores de Badajoz (2011) Rev Toxicol, 28, pp. 158-165; 
Reglamento (CE) nº 1907/2006 del Parlamento Europeo y del Consejo, de 18 diciembre de 2006, relativo al registro, la evaluación, la autorización y la restricción de las sustancias y preparados químicos (REACH); Vallaeys, F., De La Cruz, C., Sasia, P., (2009) Responsabilidad Social Universitaria, , Manual de primeros pasos, México, Mc Graw-Hill; 
Martínez-De-Carrasquero, C., Mavárez, R.J., Rojas, L.A., Carvallo, P.B., La responsabilidad social universitaria, una estrategia de vinculación con su entorno social (2008) Frónesis, 15, pp. 81-103; 
Martínez-Pichardo, P.J., Hernández-Oliva, A.V., Responsabilidad social universitaria: Un desafío de la universidad pública mexicana (2013) Contribuciones Desde Coatepec, pp. 85-103. , Universidad Autónoma del Estado de México. Toluca, México. Número 24, enero-junio; 
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Instituto Nacional de Seguridad e Higiene en el Trabajo página web, http://www.insht.es; http://busca-tox.com/, BUSCATOX página web; Repetto, G., Moreno, I.M., Del Peso, A., Repetto, M., Camean, A.M., La búsqueda de información toxicológica: Módulo práctico de aprendizaje (2001) Rev Toxicol, 18, pp. 92-98; 
Reglamento (CE) nº 1272/2008 del Parlamento Europeo y del Consejo, de 16 de diciembre de 2008, sobre clasificación, etiquetado y envasado de sustancias y mezclas; (2014) Instituto Nacional De Seguridad E Higiene En El Trabajo (INSHT), , http://ricotox.weebly.com/, Límites de exposición profesional para agentes químicos en España, Madrid. 15. RicoTox página web
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ER  - 

TY  - CONF
TI  - Impact of open educational resources in higher education institutions in spain and latin americas through social network analysis
C3  - ASEE Annual Conference and Exposition, Conference Proceedings
J2  - ASEE Annu. Conf. Expos. Conf. Proc.
PY  - 2013
SN  - 
AU  - Tovar, E.
AU  - Lopez-Vargas, J.A.
AU  - Piedra, N.O.
AU  - Chicaiza, J.A.
AD  - Universidad Polit́ecnica de Madrid, Spain
AD  - Universidad T́ecnica Particular de Loja, Ecuador
AB  - The modernization of the European education system is allowing undertake new missions such as university responsibility. Higher education institutions have felt the need to open and provide educational resources. OpenCourseWare (OCW) and Open Educational Resources (OER) in general contribute to the dissemination of knowledge and public construction, providing a social good. Openness also means sharing, reuse information and create content in an open environment to improve and maintain the quality of education, at the same time provide an advertising medium for higher education institutions. OpenCourseWare Consortium himself and other educational organizations stress the importance of taking measurement and evaluation programs for an institution OCW. Two main reasons are argued: •Allow monitoring the usefulness and usability of Open Educational Resources (OER) and the efficiency of the publishing process, helping to identify and implement improvements that may be relevant over time. •Measure the use and impact of the parties involved in the OCW site helps ensure their commitment. This paper the authors evaluate social network analysis like a technique to measure the impact of open educational resources, and shows the results of applied this kind analysis in OpenCourseWare Spanish and Latin American, trying to tackle the above problems by extending the impact of resource materials in the new innovative teaching strategies and mission of university social responsibility providing updated information on the impact of OCW materials, and showing the true potential inherent in the current OCW repositories in Latin American universities. To evaluate the utility of Social Network Analysis in open educational resources, different social networks were built, using the explicit relationships between different participants of OCW initiatives, e.g. co-authorship, to show the current state of OCW resources. And through the implicit relationships, e.g. tagging, to assess the potential of OCW. To measure the impact of OCW, the social relationships, drawing from the information published by universities of Spain and Latin American, between OCW actors are described and assessed using social networks analysis techniques and metrics, the results obtained let to: present a current state of OCW in Latin America, know the informal organization behind the OCW initiatives, the folksonomies arise from using tags to describe courses, and potential collaborative networks between: universities, professors linked to production of OCW. © American Society of Engeneering Education, 2013.
KW  - Collaborative network
KW  - Educational organizations
KW  - Educational resource
KW  - Higher education institutions
KW  - Implicit relationships
KW  - Open educational resources
KW  - Social Networks Analysis
KW  - Social responsibilities
KW  - E-learning
KW  - Engineering education
KW  - Publishing
KW  - Societies and institutions
KW  - Social networking (online)
T2  - 120th ASEE Annual Conference and Exposition
Y2  - 23 June 2013 through 26 June 2013
CY  - Atlanta, GA
N1  - Conference code: 99351
N1  - Cited By :8
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Universidad Polit́ecnica de MadridSpain
N1  - References: Sanz, L., Analysis of social networks, or how to represent the social structures (2003) Notes of Science and Technology, (7); 
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ER  - 

TY  - JOUR
TI  - University social responsibility 
ST  - La Responsabilidad Social Universitaria
T2  - Synergies Chili
J2  - Synergies Chili
VL  - 9
SP  - 35
EP  - 49
PY  - 2013
SN  - 07180675 (ISSN) 
AU  - Van Lamoen, S.M.
AD  - Universidad de Valparaíso, Chile
AB  - This article examines the traditional Higher Education System of Chile, from the perspective of the university's social responsibility and its application, especially for the social context of inequality and segregation in which many Chilean students live. In the main, the article aims with conviction, to sensitize universities receiving vulnerable students to generate strategic policies that allows them to deploy their skills and competencies and to help reduce dropout rates increasing graduation, in a context of respect to diversity, tolerance and dialogue. Finally, it is a call to the Chilean State, so that it's financing policies include the "vulnerability" variable in the budget for traditional (state) universities.
KW  - Financing
KW  - Inequity
KW  - State policies
KW  - Strategic planning
KW  - University's social responsibility
KW  - Vulnerability
PB  - GERFLINT
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - French
N1  - Correspondence Address: Van Lamoen, S.M.; Universidad de ValparaísoChile; email: siegfried.munoz@gmail.com
N1  - References: Certo, C., Samuel, J., Patul, P., Dirección Estratégica (1995) Introducción a la Dirección y Administración Estratégica, 1, pp. 3-30. , 3a ed., Mc Graw-Hill, Irwin, Cap; 
(2009) El Consejo de Rectores Ante los Desafíos de las Universidades Chilenas en el Bicentenario, p. 100. , Cruch, Santiago de Chile; 
Innovación Curricular en las universidades del Consejo de Rectores (2012) Valparaíso (Chile): Sello Editorial Universidad de Valparaíso, p. 183. , Cruch; 
(1981) Financiamiento de la Educación Superior: Mensaje Presidencial 2013, (4). , D.F.L., Mensaje Presidencial no. 098-360 de 2012; 
Davis, F., (2003) Conceptos de Administración Estratégica, p. 932. , 9a. México: ed. Pearson Educación; 
Domínguez Pachón, J., Responsabilidad Social Universitaria (2009) Revista Humanismo y Trabajo Social, 8, pp. 37-67; 
Gaete, R., (2012) Responsabilidad Social Universitaria: Una Nueva Mirada a la Relación de la Universidad con la Sociedad, Desde la Perspectiva de las Partes Interesadas, , Un estudio de caso. Universidad de Valladolid, Tesis de doctorado, Facultad de Educación, Departamento de Sociología y Trabajo Social; 
Hax, A., Majluf, N., (1996) Gestión de Empresa con una Visión Estratégica, p. 513. , 4a ed., Colección Economía y Gestión, Ediciones Dolmen; 
(2009) La Educación Superior en Chile, , Banco Mundial - OCDE; 
Libro Verde de la Unión Europea. (2013) Marco Para las Políticas de Climas y Energía en el Año 2030, p. 19. , Bruselas; 
Marchesi, A., El valor de educar a todos en un mundo diverso y desigual (2006) Sentidos de la Educación y la Cultura: Cultivar la Humanidad, pp. 69-110. , Eduardo Carrasco. Santiago de Chile: LOM Ediciones; 
Méndez, P., Fernández, J., (2010) Análisis Financiero Estratégico de las Universidades Chilenas, , Santiago de Chile: ENEFA, Universidad de Chile; 
Pérez Domínguez, F., La Responsabilidad Social universitaria. (2009) Ediciones del Consejo Social de la Universidad de Huelva, p. 18; 
Tarzijan, J., Fundamentos de Estrategia Empresarial (2010) Santiago de Chile: Ediciones Universidad Católica de Chile, p. 534. , 3a ed; 
Tobón, S., (2010) Secuencias Didácticas: Aprendizaje y Evaluación de Competencias, p. 216. , México: Prentice Hall, Pearson Educación; 
(2006) Responsabilidad Social Universitaria. Una Manera de ser Universidad, , Universidad Construye País. Texto final del Seminario realizado el 24 y 25 de octubre 2002, Pontificia Universidad Católica de Chile; 
Estudios sobre las causas de la deserción universitaria (2008) Informe Elaborado por el Centro de Microdatos, p. 142. , Universidad De Chile, Departamento de Economía; 
Vallaeys, F., ¿Qué es la responsabilidad social universitaria? (2010) Ediciones de la Pontificia Universidad Católica del Perú, p. 18
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901423268&partnerID=40&md5=9dfe4fee935aa3e94464d5c636490888
ER  - 

TY  - CONF
TI  - Metrics development for measuring virtual university social responsibility
C3  - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
J2  - Proc. IEEE Int. Conf. Adv. Learn. Technol., ICALT
SP  - 724
EP  - 725
PY  - 2012
DO  - 10.1109/ICALT.2012.154
SN  - 9780769547022 (ISBN)
AU  - Esfijani, A.
AU  - Chang, E.
AD  - Digital Ecosystems and Business Intelligence Institute, Curtin University, Perth, WA, Australia
AB  - Online learning systems in general and virtual universities in particular received considerable attention and had an increasing growth through two last decades. However, the acceptance and enough support from stakeholders sounds to be the main challenges of this kind of educational systems. Regarding this issue, the recent study is aimed to propose and validate a methodology for measuring social responsibility of virtual universities, by which higher education systems would be able to evaluate how each virtual university is responsible to its stakeholders and it can provide a useful scale to be used for ranking of this higher education institutions. The factors that comprise university social responsibility are inherently fuzzy and subjective in nature; therefore, in this research we propose to make use of Fuzzy Logic for measuring and quantifying this concept. Additionally in this research, based on the identified factors, we will develop ontological manifestations of social responsibility of virtual universities. © 2012 IEEE.
KW  - fuzzy logic
KW  - metrics
KW  - ontology
KW  - social responsibility
KW  - virtual university
KW  - Educational systems
KW  - Higher education institutions
KW  - Higher education system
KW  - metrics
KW  - Online learning systems
KW  - Social responsibilities
KW  - Virtual university
KW  - Economic and social effects
KW  - Fuzzy logic
KW  - Ontology
KW  - Societies and institutions
KW  - Engineering education
T2  - 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
Y2  - 4 July 2012 through 6 July 2012
CY  - Rome
N1  - Conference code: 92945
N1  - Cited By :1
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
C7  - 6268237
LA  - English
N1  - Correspondence Address: Esfijani, A.; Digital Ecosystems and Business Intelligence Institute, Curtin University, Perth, WA, Australia; email: azam.esfijani@postgrad.curtin.edu.au
N1  - References: Bower, B.L., Hardy, K.P., From Correspondence to Cyberspace: Changes and Challenges in Distance Education (2004) New Directions for Community Colleges, (128), pp. 5-12; 
Columbaro, N.L., Monaghan, C.H., Employer Perceptions of Online Degrees: A Literature Review (2009) Online Journal of Distance Learning Administration, 12 (1), pp. 1-10; 
Sarlak, M.A., Abolhasani, A., Trust in Virtual Universities (2008) Journal of Social Sciences, 4 (3), pp. 237-245; 
Goedegebuure, L., Lee, J.J.V.D., (2006) Search of Evidence: Measuring Community Engagement, A Pilot Study, , Brisbane: Eidos; 
Tetrevova, L., Sabolova, V., University Stakeholder Management and University Social Responsibility (2010) WSEAS Transactions on Advances in Engineering Education, 7 (7), pp. 224-233; 
Vasilescu, R., Barna, C., Epure, M., Baicu, C., Developing university social responsibility: A model for the challenges of the new civil society (2010) Procedia - Social and Behavioral Sciences, 2 (2), pp. 4177-4182; 
Galliers, R., (1994) Information Systems Research, Issues, Methods and Practical Guidlines, , Oxford: Blackwell Scientific publications
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ER  - 

TY  - JOUR
TI  - Pluralist university government. An analysis proposal based on stakeholder theory 
ST  - Gobierno universitario pluralista. una propuesta de análisis desde la teoría de los stakeholders
T2  - RUSC Universities and Knowledge Society Journal
J2  - Rev. Univ. Soc. Conocimiento
VL  - 9
IS  - 2
SP  - 296
EP  - 310
PY  - 2012
DO  - 10.7238/rusc.v9i2.1412
SN  - 1698580X (ISSN) 
AU  - Quezada, R.G.
AD  - Department of Social Sciences, University of Antofagasta, Avda. Angamos #601, Antofagasta, Chile
AB  - The main aim of this article is to reflect on the possibilities of developing pluralist university government in the current political and social context, which requires university institutions to be much more open and connected to their social environments, particularly from a knowledge society perspective. It analyses a number of aspects relating to the implementation of stakeholder participation in university government, including decision-making processes and the supervision of university activities by society, as an expression of universities' greater social responsibility. Taking a stakeholder theory approach, it identifies the main characteristics of people, groups and institutions either affected by or interested in university affairs, and considers the importance of striking up positive relationships with the social environment. Based on the literature in this field, the authors put forward a number of theoretical proposals to identify not only the interested parties, but also their roles in the decision-making processes of universities' day-to-day operations.
KW  - Decision-making
KW  - Higher education
KW  - Social participation
KW  - Stakeholder theory
KW  - University government
KW  - University social responsibility
N1  - Cited By :3
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English; Spanish
N1  - Correspondence Address: Quezada, R. G.; Lecturer, Department of Social Sciences, University of Antofagasta, Avda. Angamos #601, Antofagasta, Chile; email: rgaete@uantof.cl
N1  - References: Antonacopoulou, E., Meric, J., From Power to Knowledge Relationships: Stakeholder Interactions as Learning Partnerships (2005) Stakeholder Theory. a European Perspective, pp. 125-147. , New York: Palgrave-Macmillan; 
Brunner, J.J., Gobernanza universitaria: Tipología, dinámicas y tendencias (2011) Revista De Educación, 355, pp. 137-159; 
Burrows, J., Going Beyond Labels: A Framework for Profiling Institutional Stakeholders (1999) Contemporary Education, 70 (4), pp. 5-10; 
Clarkson, M., A Stakeholder Framework for Analyzing and Evaluating Corporate Social Performance (1995) Academy of Management Review, 20 (1), pp. 92-117; 
Cortina, A., La responsabilidad social corporativa y la ética empresarial (2006) Mitos Y Realidades De La Responsabilidad Social En España. Un Enfoque Multidisciplinar, pp. 109-120. , Navarre: Thomson Civitas; 
Donaldson, T., Preston, L., The Stakeholder Theory of the Corporation: Concepts, Evidence and Implications (1995) Academy of Management Review, 20 (1), pp. 65-91; 
(2008) Higher Education Governance In Europe. Policies, Structures, Funding and Academic Staff, p. 167. , EUROPEAN COMMISSION, Brussels: Eurydice; 
Freeman, R.E., (1984) Strategic Management: A Stakeholder Approach, p. 275. , Massachusetts: Pitman; 
Gaete, R., Discursos de responsabilidad social universitaria. El caso de las universidades de la macro zona norte de Chile pertenecientes al Consejo de Rectores (2010) Perfiles Educativos, 32 (128), pp. 27-54; 
Gaete, R., (2009) Participación De Los Stakeholders En La Evaluación Del Comportamiento Socialmente Responsable De La Gestión Universitaria: Perspectivas, Obstáculos Y Propuestas, , XV Congreso de la Asociación Española de Contabilidad y Administración de Empresas (AECA), Valladolid; 
Gomá, R., Font, J., La democracia local: Un mapa de experiencias participativas (2001) Ciudadanos Y Decisiones Públicas, pp. 61-76. , Barcelona: Ariel; 
Hax, H., The Role of Entrepreneurial Ethics in a Market Economy (2006) Economy, Entrepreneurship, Science and Society In the XXI Century, pp. 393-404. , Alcalá de Henares: Universidad de Alcalá; 
Jongbloed, B., Goedegebuure, L., De la universidad emprendedora a la universidad stakeholder (2003) Universidades Y Desarrollo Territorial En La Sociedad Del Conocimiento, 1, pp. 153-177. , Barcelona: Diputación de Barcelona. Universitat Politècnica de Catalunya; 
Kehm, B., (2011) La Gobernanza En La Enseñanza Superior. Sus Significados Y Su Relevancia En Una Época De Cambios, p. 63. , Barcelona: Octaedro; 
Lozano, J., (1999) Ética Y Empresa, p. 320. , Madrid: Trotta; 
Marín, F., (2008) Responsabilidad Social Corporativa Y Comunicación, p. 240. , Madrid: Fragua; 
Matten, D., Crane, A., Chapple, W., Behind the Mask: Revealing the True Face of Corporate Citizenship (2003) Journal of Business Ethics, 45 (1-2), pp. 109-120; 
Mitchell, R., Agle, B., Wood, D., Toward a Theory of Stakeholder Identification and Salience: Defining the Principle of Who and What Really Counts (1997) The Academy of Management Review, 22 (4), pp. 853-886; 
Moneva, J.M., Es la responsabilidad social corporativa rentable para la empresa? (2007) Responsabilidad Social Corporativa, pp. 55-76. , Barcelona: ACCID; 
Moneva, J.M., Información sobre responsabilidad social corporativa: Situación y tendencias (2005) Revista Asturiana De Economía (RAE), 34, pp. 43-67; 
Pérez, F., Peiró, J., Gobierno de la universidad: Un diseño alternativo (1997) Órganos De Gobierno De La Universidad, pp. 105-128. , Castilla y La Mancha: Forum; 
Post, J., Preston, L., Sachs, S., Managing the Extended Enterprise: The New Stakeholder View (2002) California Management Review, 45 (1), pp. 6-28; 
Rodríguez, J.M., Mellé, M., Sastre, J., (2007) Gobierno Y Responsabilidad Social De La Empresa, p. 128. , Madrid: Asociación Española de Contabilidad y Administración de Empresas (AECA); 
Setó, D., Una nueva actitud de la empresa hacia su entorno: La responsabilidad social (2007) Revista Alta Dirección, (252), pp. 49-57. , Year XLII
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864007602&doi=10.7238%2frusc.v9i2.1412&partnerID=40&md5=b4b203ed59fc50f38ef54033fb7e61ed
ER  - 

TY  - JOUR
TI  - Towards university social responsibility: The university response to society 
ST  - Aproximación a la responsabilidad social universitaria: La respuesta de la universidad a la sociedad
T2  - Bordon
J2  - Bordon
VL  - 64
IS  - 3
SP  - 103
EP  - 115
PY  - 2012
SN  - 02105934 (ISSN) 
AU  - Naval, C.
AU  - Ruiz-Corbella, M.
AD  - Universidad de Navarra, Spain
AD  - Universidad Nacional de Educación a Distancia (UNED), Spain
AB  - The interdependence of all social spheres and levels nowadays is beyond question, as is the impact of actions and decisions taken by individuals, groups and institutions, irrespective of wherever they may be based. Given that each decision and action undertaken by a specific group, institution or their members may have a bearing (direct or remote) on society, every intervention of this kind calls for some response, prompting in turn further consideration of responsibility as such. The purpose of this paper is to explore the role of social responsibility in fostering the recovery of social trust and its link to business or corporate social responsibility. Thereafter, the specific case of university social responsibility is addressed on the basis of the ineluctably social structure of the university. University social responsibility is framed as a goal and challenge to model a new form of institution capable of meeting the needs and interests of the knowledge society. Certainly, any university should be able to answer, like any organization, claims and demands of society in a clear context of social responsibility. Hence, this institution, like any company, should harmonize its autonomy and initiative with the demands of the society in which it operates.
KW  - Corporate social responsibility
KW  - Higher education
KW  - Social university responsibility
KW  - University
PB  - Sociedad Espanola de Pedagogia
N1  - Cited By :8
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Spanish
N1  - References: Ahier, J., Beck, J., Moore, R., (2003) Graduate Citizens? Issues of Citizenship and Higher Education, , Londres: Routledge; 
Arthur, J., Bohlin, K., (2005) Citizenship and Higher Education: The Role of Universities in Communities and Society, , Londres: Routledge; 
Barnett, R., (2000) Realizing the University in An Age of Supercomplexity, , Buckingham: The Society for Research into Higher Education; 
Beck, U., (1992) Risk Society. Towards A New Modernity: Theory Culture and Society, , Londres: Sage; 
Bigné, E., Percepción de la responsabilidad social corporativa: Un análisis cross-cultural (2005) Universia Business Review, 4, pp. 14-27; 
Colby, A., Ehrlich, T., Beaumont, E., Stephens, J., (2003) Educating Citizens. Preparing Americás Undergraduates for Lives of Moral and Civic Responsabilities, , San Francisco, CA.: Jossey-Bass; 
(2011) Responsabilidad Social y Sostenibilidad de Las Universidades, , (documento de trabajo); 
De La-Cruz, C., Sasia, P., La responsabilidad de la universidad en el proyecto de construcción de una universidad (2008) Revista Educación Superior y Sociedad, 13 (2), pp. 1-52; 
De La-Cuesta, M., El por qué de la responsabilidad social corporativa (2004) Boletín Económico de ICE, 2813, pp. 45-58; 
De La-Cuesta, M., Valor, C., Responsabilidad social de la empresa. Concepto, medición y desarrollo en España (2003) Boletín Económico de ICE, 2755, pp. 7-19; 
De La-Cuesta, M., (2010) Responsabilidad Social Universitaria, , A Coruña: Netbiblo; 
De La-Red, N., Necesidades emergentes y responsabilidad social universitaria (2009) Revista Alternativas. Cuadernos de Trabajo Social, 16, pp. 65-76; 
Duke, C., University engagement: Avoidable confusion and inescapable contradiction (2008) Higher Education Management and Policy, 20 (2), pp. 1-11; 
Etzkowitz, H., Webster, A., Gebhardt, C., Terra, B.R.C., The future of the university and the university of the future: Evolution of ivory tower to entrepreneurial paradigm (2000) Research Policy, 29 (2), pp. 313-330; 
Haug, G., Introducción (2011) Garantía de Calidad y Rendición de Cuentas en Las Universidades Españolas, pp. 15-21. , J. G. MORA y J. VILALTA, (documento de trabajo n°5), Studia XXI. Madrid: Fundación Europea Sociedad y Educación - Santander Universidades; 
Hersh, R.H., Merrow, J., (2005) Declining by Degrees: Higher Education at Risk, , Nueva York: Palgrave Macmillan; 
Inglehart, R., Welzel, C., (2005) Modernization, Cultural Change and Democracy: The Human Development Sequence, , Cambridge: Cambridge University Press; 
Lafuente, A., (2003) Responsabilidad Social Corporativa y Políticas Públicas, , Madrid: Fundación Alternativas; 
Llano, A., (2003) Repensar la Universidad: La Universidad Ante Lo Nuevo, , Madrid: Ediciones Internacionales Universitarias; 
Montesinos, P., Carot, J.M., Martínez, J.-M., Mora, F., Third mission ranking for world class universities: Beyond teaching and research (2008) Higher Education in Europe, 33 (2), pp. 259-271; 
Natale, S., Doran, C., Marketization of education: An ethical dilemma (2012) Journal of Business Ethics, 105 (2), pp. 187-196; 
Naval, C., Universidad y conciencia cívica. Algunas experiencias fructíferas: Service learning y campus compact (2008) Aprendizaje Servicio y Responsabilidad Social de Las Universidades, pp. 57-79. , M. MARTÍNEZ (ed.), Barcelona: Octaedro/ICE-UB; 
Naval, C., (2009) Educación de la Sociabilidad, , Pamplona: EUNSA; 
Oser, F., Moral perspectives on teaching (1994) Review of Research in Education, pp. 57-129. , L. DARLING-HAMMOND (ed.), Washington, D. C.: AERA; 
Plantan, F., (2002) Universities As Sites of Citizenship and Civic Responsibility: Final General Report, , Estrasburgo: Council of Europe Steering Committee for Higher Education and Research; 
Print, M., Milner, H., (2009) Civic Education and Youth Political Participation, , Rotterdam: Sense Publishers; 
Sloam, J., Rebooting democracy: Youth participation in politics in the U. K (2007) Parliamentary Affairs, 60 (4), pp. 548-567; 
Sloam, J., Teaching democracy: The role of political science education (2008) British Journal of Politics and International Relations, 10 (3), pp. 509-524; 
Valleys, F., (2009) Responsabilidad Social Universitaria. Manual de Primeros Pasos, , México: MacGraw-Hill; 
Vilalta, J.M., Impacto social de las universidades y rendición de cuentas (2011) Garantía de Calidad y Rendición de Cuentas en Las Universidades Españolas, pp. 39-49. , J. G. MORA y J. VILALTA, (documento de trabajo n° 5), Studia XXI. Madrid: Fundación Europea Sociedad y Educación- Santander Universidades; 
Vorley, T., Nelles, J., (Re)conceptualising the academy: Institutional development of and beyond the third mission (2008) Higher Education Management and Policy, 20 (2), pp. 1-17
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011591492&partnerID=40&md5=aee1f5fd3700b34e20a4c4ee81fd8e87
ER  - 

TY  - JOUR
TI  - The impacts of social responsibility- monserrate University foundation 
ST  - Impactos de responsabilidad social-fundación Universitaria monserrate
T2  - Revista Venezolana de Gerencia
J2  - Rev. Venez. Gerencia
VL  - 17
IS  - 59
SP  - 498
EP  - 511
PY  - 2012
SN  - 13159984 (ISSN) 
AU  - Aristizábal Botero, A.C.
AU  - González Ramírez, C.C.
AU  - Durán Herrera, G.
AU  - Bolívar, N.
AD  - Sociólogo Universidad de Antioquia, Magíster en Educación y Desarrollo Humano, Universidad de Manizales. Docente Universidad Luís Amigo, docente Universidad de Antioquia, Colombia
AD  - Trabajadora Social de la Fundación Universitaria Monserrate, Magíster en Administración Universidad de la Salle, Investigadora. Docente, Coordinadora Académica del Programa de Trabajo Social de la F.U.M, Colombia
AD  - Licenciado en Ciencias Sociales de la Universidad Pedagógica Nacional, Magister en Educacion de la Pontificia Universidad Javeriana de la Linea de Cognicion y Creatividad, Educación Básica con Énfasis en Lengua Castellana de la FUM, Colombia
AD  - Trabajadora Social de la Universidad Nacional de Colombia, Especialista en Gerencia de Recursos Humanos de la Fundación Universitaria Konrad Lorenz, Trabajo Social, énfasis en familia y redes sociales de la Universidad Nacional de Colombia, Colombia
AB  - This article is interested in analyzing the curricular components that recognize university social responsibility (USR) in the Monserrate University Foundation (Fundación Universitaria Monserrate-FUM), identifying its impact on students, teachers and the community in general and the way it promotes social transformation. Methodology of a qualitative character is implemented, allowing the research subjects to give testimonials of their experiences with the intention of revealing the changes or impacts generated by social responsibility practices, in the light of the proposal by Vallaeys (2004; 2007). In general terms, significant evidence was found that USR is perceived as one of the defining elements for the identity of the educational project itself, given that a strong cohesion and adherence to values and principles promoted by the university can be noted.
KW  - Curriculum
KW  - Social impacts
KW  - Social practices
KW  - University social responsibility (USR)
KW  - curriculum
KW  - higher education
KW  - social impact
KW  - university sector
PB  - Universidad del Zulia
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English; Spanish
N1  - Correspondence Address: Aristizábal Botero, A. C.; Sociólogo Universidad de Antioquia, Magíster en Educación y Desarrollo Humano, Universidad de Manizales. Docente Universidad Luís Amigo, docente Universidad de AntioquiaColombia; email: carandres40@yahoo.es
N1  - References: Berger, P., Luckmann, T., (1993) La Construcción Social De La Realidad, p. 233. , Argentina-Buenos Aires. Amorrortu; 
Cortina, A., (2002) Por Una Ética Del Consumo. La Ciudadanía Del Consumidor En Un Mundo Global. Madrid, p. 349. , Taurus; 
Quirós, E., Bustamante, H., (2007) Responsabilidad Social. Organizaciones Y Contabilidad, p. 195. , Fundación Universitaria Luis Amigó. Medellín; 
Sacristán, G., (1998) El Currículo Una Reflexión Sobre La Práctica, p. 423. , Sexta edición. Ediciones Morata. Madrid; 
Schutz, A., (1993) La Construcción Significativa Del Mundo Social. Introducción a La Sociología Comprensiva, p. 279. , Barcelona. Paidós; 
Schutz, A., (1995) El Problema De La Realidad Social, p. 336. , Argentina-Buenos Aires. Amorrortu; 
Vallaeys, F., Qué es la Responsabilidad Social Universitaria, , http://www.cedus.cl/files/RSUusb.pdf, Pontificia Universidad Católica del Perú. Disponible en, Consultado 22 de febrero de 2010; 
Vallaeys, F., (2007) Marco Teórico De La Responsabilidad Social Universitaria, , http://www.ucu.edu.uy/, Pontificia Universidad Católica del Perú. Disponible en, Consultado 22 de febrero de 2010
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ER  - 

TY  - JOUR
TI  - Postmodern university management in the social responsibility paradigm 
ST  - Gerencia universitaria postmoderna en el paradigma de la responsabilidad social
T2  - Revista Venezolana de Gerencia
J2  - Rev. Venez. Gerencia
VL  - 17
IS  - 58
SP  - 307
EP  - 320
PY  - 2012
SN  - 13159984 (ISSN) 
AU  - Giuseppe, S.
AU  - Arlene, A.
AU  - Sirse, P.
AD  - Universidad Nacional Experimental Politécnica de la Fuerza Armada (UNEFA), UPEL-RIEAC, Venezuela
AD  - Universidad Nacional Experimental Politécnica de la Fuerza Armada (UNEFA), UNEFA, Venezuela
AB  - Institutions of higher education are complex, multi-dimensional and multivariate spaces that are responsible for modulating the requirements demanded by today's society. Faced with this ecosocial challenge, universities require rethinking their mission processes in order to provide answers regarding the environment. From this perspective, university management for the new millennium is centered on a cluster of maxims among which national identity and culture, recognition of human otherness, universal citizenship, and conjugate and transdisciplinary knowledge stand out. Since this is a process still under construction, the purpose of this article is to establish some macro lines of action that will allow the university to insert itself in the socially divergent, intercultural and universal world that surrounds it. Methodology is based on the study of various documentary sources, starting with different epistemological approaches and theoretical concepts relating postmodern university management actions to the social responsibility paradigm. Conclusions are that the threshold of new university praxis is the constitution of an integral being for a changing and complex society; consequently, twenty-first century university management should bet on forming a citizen with aptitudes for communication, creative and critical analysis, for solidarity at work in multicultural contexts and, above all, someone won by and for the community.
KW  - Society
KW  - University management
KW  - University social responsibility
KW  - critical analysis
KW  - higher education
KW  - management practice
KW  - multivariate analysis
KW  - paradigm shift
KW  - university sector
PB  - Universidad del Zulia
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English; Spanish
N1  - Correspondence Address: Giuseppe, S.; Universidad Nacional Experimental Politécnica de la Fuerza Armada (UNEFA), UPEL-RIEACVenezuela; email: siracusa25@gmail.com
N1  - References: de la Jiménez Jarra, M., Educar Para La Responsabilidad Social (2002), http://www.construyepais.cl/, Universidad Construye País. [Documento en línea], Consulta: 2010, Abril 21; Lyotard, J.F., La Condición Postmoderna (2000), http://www.unam.mx/udual/Revista/21/Poder.htm, Poder, políticas y cambio institucional en la educación superior latinoamericana. Colección Teorema. Ediciones Cátedra. Madrid, Documento en línea, Consultado: 2010, Abril 16; Malagón, L.A., Universidad y Sociedad (2005) Revista De Universidad Y Sociedad Del Conocimiento, 2 (2). , www.ouc.edu/rusc/http:ceterisparibus.uprm.edu/articulosvol3/articulo5.htm, Documento en línea, onsultado: 2010, Abril 16; 
Milocco, G., Globalización ¿existe?, Hacia Las Definiciones En El Desarrollo Local; En Tecsistecatl (2008), 1 (3). , http://ideas.repec.org/a/erv/tecsis/y2008i35.html, Documento en línea, Consultado: 2010, Abril 22; Morín, E., Introducción Al Pensamiento Complejo (2003), Editorial Gedisa. Barcelona, España; de Nava Villalobos, H., de Teresa, F.N., Procesos Y Productos En La Investigación Documental (1996), Maracaibo, Zulia, Venezuela: EDILUZ; Informe Mundial Sobre La Educación (1998), Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, Ediciones Unesco. Madrid, España; Normas ISO 26000 (2009), http://es.wikipedia.org/wiki/ISO_26000, Organización Internacional de Normalización, Guía sobre Responsabilidad Social. [Documento en línea], Consulta: 2010, Abril 22; Rodríguez Cruz, Y., Magalys, H., La Responsabilidad Social, Un Enfoque Dialéctico (2005), http://www.gestiopolis.com/canales5/rrhh/dialectico.htm, Documento en línea, Consultadço: 2010, Abril 22; Caro, S., Joaquino, G., La Responsabilidad Social Empresarial En El Contexto Del Nuevo Marco Constitucional. (Mimeo) (2010), San Felipe, Yaracuy, Venezuela; Vallaeys, F., Breve Marco Teórico De Responsabilidad Social Universitaria (2008), http://blog.pucp.edu.pe/index.php?blogid=353, Documento en línea, Consulta: 2010, Abril 21; Vallaeys, F., La Responsabilidad Social Universitaria (2006), http://www.construyepais.cl/, Pontifica Universidad Católica del Perú. [Documento en línea], Consulta: 2010, Abril 21UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867444841&partnerID=40&md5=09119ee4ac37e666a1cc20b12873ae79
ER  - 

TY  - JOUR
TI  - The university social responsibility from the perspective of Sinaes: A case study in Medical School at the Federal University of Ceará - Sobral Campus 
ST  - A responsabilidade social universitária na perspectiva do Sinaes: Um estudo de caso no Curso de Medicina da Universidade Federal do Ceará - Campus de Sobral
T2  - Ensaio
J2  - Ensaio
VL  - 19
IS  - 73
SP  - 891
EP  - 920
PY  - 2011
DO  - 10.1590/S0104-40362011000500009
SN  - 01044036 (ISSN) 
AU  - Barros, C.M.P.
AU  - Freire, J.C.
AD  - UFC, Departamento de Administra̧ão, Brazil
AD  - UFC, Departamento de Psicologia, Brazil
AB  - This paper aims to analyze the actions of social responsibility of the School of Medicine, at the Federal University of Ceará, at Sobral campus, in view of the System of National Assessment of Higher Education (SINAES). We performed a qualitative research from a literature survey and field research, with the theoretical philosophical propositions of Emmanuel Levinas, the ethics of radical alterity. The survey was conducted in the Medical School at the Federal University of Ceará at Sobral campus, using as data collecting instrument the application of semi-structured interviews conducted with the key people in the course. After analyzing the results, we realized that the ongoing investigation develops social activities that offer positive responses to the community around it, but there is still much to be done for the realization of their social responsibility.
KW  - Assessment of Higher Education
KW  - Higher education
KW  - Social responsibility
N1  - Cited By :2
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - Portuguese
N1  - Correspondence Address: Barros, C.M.P.; UFC, Departamento de Administra̧ãoBrazil; email: conceicaompb@ufc.br
N1  - References: Andriola, W.B., Avaliação institucional na Universidade Federal do Ceará (UFC): organização de sistemas de dados e indicadores da qualidade institucional (2004) Revista da Rede de Valorização Institucional da Educação, 9 (4), pp. 33-54. , http://www.mtm.ufsc.br/~raies, Campinas, SP, dez. Disponível em. Acesso em: 3 fev. 2009; 
Andriola, W.B., Propostas estatais voltadas à Avaliação do ensino superior brasileiro: breve retrospectiva histórica do período 1983 - 2008 (2008) Revista Iberoamericana sobre Qualidade Eficácia e Mudança em Educação, 6 (4), pp. 128-148. , http://www.rinace.net/reice/numeros/arts/vol6num4/art7, Madrid. Acesso em: 12 fev. 2009; 
Dispõe sobre a organização da Administração Federal, estabelece diretrizes para a Reforma Administrativa e dá outras providências (1697) Diário Oficial [da] Republica Federativa do Brasil, , BRASIL. Decreto-Lei n°. 200, de 25 de fevereiro de 1967, Brasília, DF, 27 fev; 
Institui o Sistema Nacional de Avaliação da Educação Superior - SINAES e dá outras providências. Brasília (2004) Diário Oficial [da] Republica Federativa do Brasil, p. 3. , BRASIL. Lei n°. 10.861, de 14 de abril de 2004, Brasília, DF, 15 abr. Seção; 
(2004) Orientações gerais para o roteiro da autoavaliação das Instituições, , http://www.inep.gov.br, BRASIL. Ministério da Educação, Brasília, DF. Acesso em: 12 fev. 2009; 
Aprovar as diretrizes e normas regulamentadoras de pesquisas envolvendo seres humanos (1996) Diário Oficial [da] Republica Federativa do Brasil, (201). , CONSELHO NACIONAL DE SAÚDE (Brasil). Resolução n°. 196, de 10 de outubro de 1996. Brasília, DF, 16 out; 
Derrida, J., (1999) O olho da universidade, , São Paulo: Estação Liberdade; 
Frantz, W., O processo de construção de um novo modelo de universidade: a universidade comunitária (2006) Modelos institucionais de Educação Superior, pp. 119-164. , RISTOFF, D.; SEVEGNANI, P. (Org.)., Brasília, DF: Inep; 
Freire, J.C., Vieira, E.M., Uma escuta ética de psicologia ambiental (2006) Revista Psicologia e Sociedade, 18 (2), pp. 32-37. , http://www.scielo.br/pdf/psoc/v18n2/04.pdf, Florianópolis, ago. Acesso em: 23 mar. 2009; 
Goergen, P., Universidade e compromisso social (2006) Universidade e compromisso social, 4, pp. 65-94. , RISTOFF, D.; SEVEGNANI, P. (Org.)., Brasília, DF: Inep; 
Leite, D., Modelos institucionais, avaliação e isomorfismos (2006) Modelos institucionais de educação superior, 7, pp. 165-195. , RISTOFF, D.; SEVEGNANI, P. Brasília, DF: Inep; 
Lévinas, E., (2005) Entre nós: ensaios sobre a alteridade, , 2. ed. Petrópolis: Vozes; 
Lévinas, E., (1982) Ética e infinito, , Lisboa: Edições 70; 
Morhy, L., Brasil: universidade e educação superior (2004) Universidade no mundo: universidade em questão, 2, pp. 25-60. , MORHY, L. (Org.). Brasília, DF: UnB; 
Palmer, R., (2006) Hermenêutica, , Lisboa: Edições 70; 
Peterson, M., A Universidade: da responsabilidade do corpo docente (1999) O olho da universidade, pp. 11-80. , São Paulo: Estação Liberdade; 
Ribeiro, D., (1982) A universidade necessária, , 4. ed. Rio de Janeiro: Paz e Terra; 
Ristoff, D., Avaliação Institucional: afirmando valores (2000) Revista Educação e Ensino-USF, 5 (2), pp. 13-21. , http://www.saofrancisco.edu.br/edusf/publicacoes/, Brasília, dez. Acesso em: 12 maio 2008; 
Rodrigues, C.M.C., Ribeiro, J.L.D., Silva, W.R., A responsabilidade social em IES: uma dimensão de análise do Sinaes (2006) Revista Gestão Industrial, 2 (4), pp. 112-123. , http://www.pg.utfpr.edu.br/depog/periodicos/index.php/revistagi/article/viewFile/97/94, Ponta Grossa, Acesso em: 12 fev. 2009; 
Sabina, E.M., Cuba: educação superior e o desafio de uma maior justiça social: Ministério da Educação de Cuba (2004) Universidade no mundo: universidade em questão, 2, pp. 183-203. , Morhy, L. (Org). Brasília: UnB; 
Sanches, R.C.F., Raphael, H.S., Projeto Pedagógico e avaliação institucional: articulação e importância (2006) Revista da Rede de Avaliação Institucional da Educação Superior, 11 (1), pp. 103-113. , http://www.mtm.ufsc.br/~raies/, Campinas, SP, mar. Acesso em: 5 fev. 2009; 
Teixeira, A., (1969) Educação e o mundo moderno, , São Paulo: Ed. Nacional; 
Teixeira, A., (1969) Educação no Brasil, , São Paulo: Ed. Nacional; 
Vallaeys, F., Que significa responsabilidade social universitária (2006) Estudos: revista da Associação Brasileira de Mantenedoras de Ensino Superior, 28 (36), pp. 35-55. , http://www.abmes.org.br/Publicacoes/Estudos/36/index.asp, Brasília, DF, jun. Acesso em: 23 jan. 2009
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858837041&doi=10.1590%2fS0104-40362011000500009&partnerID=40&md5=fc947d2116e6bc67596e23c03cf6adbf
ER  - 

TY  - JOUR
TI  - The university social responsibility as a challenge to the strategic management of Higher Education: The case of Spain 
ST  - La responsabilidad social universitaria como desafío para la gestión estratégica de la Educación Superior: El caso de España
T2  - Revista de Educacion
J2  - Revista Educ.
VL  - 355
SP  - 109
EP  - 133
PY  - 2011
SN  - 00348082 (ISSN) 
AU  - Quezada, R.G.
AD  - Universidad de Antofagasta, Chile
AB  - The main purpose of the study is to provide some theoretical foundations for building a framework to analyse different approaches and perspectives that examine the concept of social responsibility of universities today, to facilitate understanding and strategic challenge for universities, proposing three major perspectives of this concept in the literature: managerial and policy processing. From the classification of theories and approaches to social responsibility at the university level in the three perspectives proposals, analyzes the current development of this concept in Spain, cataloging the various institutional initiatives analysed based on the classification proposed in the test. Thus, the initiatives of university social responsibility in Spain mostly focused on the management and regulatory approaches, while stressing the own voluntary action and development cooperation transformative approach.
KW  - Higher Education
KW  - Spain
KW  - Strategic Management
KW  - University social responsibility
KW  - University Strategy 2015
N1  - Cited By :35
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English; Spanish
N1  - Correspondence Address: Quezada, R. G.; Universidad de AntofagastaChile; email: rgaete@uantof.cl
N1  - References: Álamo, F.R., Vera, M.G., El proceso estratégico en el sector público: Análisis en el contexto de las universidades españolas (2007) Investigaciones Europeas de Dirección y Economía de Empresa, 13 (2), pp. 113-129; 
Arias, S., Molina, E., (2008) Universidad y cooperación al desarrollo. La experiencia de las universidades de la ciudad de Madrid, , Madrid: Catarata; 
Bok, D., (1982) Beyond the ivory tower. Social responsibilities of the modern university, , Massachusetts: Harvard University Press; 
Bowen, H., (1953) Social responsibilities of the businessman, , Ney York: Harper & Brothers; 
Boyle, M., Learning to neighbor? Service learning in context (2007) Journal of Academic Ethics, 5 (1), pp. 85-104; 
Bricall, J., (2000) Universidad 2000, , Madrid: Conferencia de Rectores de la Universidades Españolas; 
Carroll, A., A three dimensional conceptual model of corporate performance (1979) The Academy of Management Review, 4 (4), pp. 497-505; 
(2008) Higher Education Governance in Europe. Policies, structures, funding and academic staff, , Comisión Europea, Brussels: Eurydice; 
Chomsky, N., (2002) Los límites de la globalización, , Barcelona: Ariel; 
Dahlsrud, A., How corporate social responsibility is defined: An analysis of 37 definitions (2008) Corporate Social Responsibility and Environmental Management, 15 (1), pp. 1-13; 
Garriga, E., Melé, D., Corporate social responsibility theories: Mapping the territory (2004) Business Ethics, 53 (1-2), pp. 51-71; 
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., Trow, M., (1997) La nueva producción del conocimiento. La dinámica de la ciencia y la investigación en las sociedades contemporáneas, , Barcelona: Pomares-Corredor; 
Gronski, R., Pigg, K., University and community collaboration. Experiential Learning in Human Services (2000) The American Behavioral Scientist, 43 (5), pp. 781-792; 
Hervani, A., Helms, M., Increasing creativity in economics: The service learning project (2004) Journal of Education for Business, 79 (5), pp. 267-274; 
Hill, R., The socially responsible university: Talking the talk while walking the walk in the college of business (2004) Journal of Academic Ethics, 2 (1), pp. 89-100; 
Lozano, J., (1999) Ética y empresa, , Madrid: Trotta; 
Lozano, J., (2009) La empresa ciudadana como empresa responsable y sostenible, , Madrid: Trotta; 
Martínez, M., Aprendizaje servicio y construcción de ciudadanía activa en la universidad: La dimensión social y cívica de los aprendizajes académicos (2008) Aprendizaje servicio y responsabilidad social de las universidades, pp. 11-26. , En M. Martínez (Ed.), Barcelona: Octaedro; 
Marrewijk, M., Concepts and definitions of CSR and corporate sustainability: Between agency and communion (2003) Business Ethics, 44 (2-3), pp. 95-105; 
Matten, D., Moon, J., Implicit and explicit CSR: A conceptual framework for a comparative understanding of corporate social responsibility (2008) Academy of Management Journal, 33 (2), pp. 404-424; 
Newman, J., Service learning as an expression of ethics (2008) New Directions of Higher Education, 142, pp. 17-24; 
Rodríguez, J.M., Responsabilidad social universitaria: Del discurso simbólico a los desafíos reales (2010) Responsabilidad Social Universitaria, pp. 3-24. , En M. de la Cuesta, C. de la Cruz y J. M. Rodríguez (Coord.), La Coruña: Netbiblo; 
Sebastián, J., Modalidades y tendencias de la cooperación internacional de las universidades (2000) Revista Española de Desarrollo y Cooperación, 5, pp. 125-144; 
Secchi, D., Utilitarian, managerial and relational theories of corporate social responsibility (2007) International Journal of Management Reviews, 9 (4), pp. 347-373; 
Sethi, S., Dimensions of Corporate Social Performance: An analytical framework (1975) California Management Review, 17 (3), pp. 58-64; 
Socker, A., Sethi, S., An approach to incorporating societal preferences in developing corporate action strategies (1973) California Management Review, 15 (4), pp. 97-105; 
Unceta, K., Universidad como ámbito para la solidaridad y la cooperación al desarrollo (2001) La universidad como espacio para la cooperación iberoamericana, pp. 123-128. , En J. Sebastián (Coord.), Valladolid: Secretariado de Publicaciones Universidad de Valladolid; 
Unceta, K., (2007) La cooperación al desarrollo en las universidades españolas, , (Dir.), Madrid: Agencia Española de Cooperación Internacional-Ministerio de Asuntos Exteriores y de Cooperación; 
Vallaeys, F., de la Cruz, C., Sasia, P., (2009) Responsabilidad Social Universitaria. Manual primeros pasos, , México D.F.: McGraw Hill; 
Valor, C., Hurtado, I., Las empresas españolas y la responsabilidad social corporativa (2009) La contribución a los objetivos de desarrollo del milenio, , (Coords.), Madrid: Catarata
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052565265&partnerID=40&md5=1466b8d05dcf70fb2e388390b5b96817
ER  - 

TY  - JOUR
TI  - Universitiy social responsibility, emerging social needs and quality of life of the citizens: Proposal of areas and indicators 
ST  - Rponsabilidad social universitaria, necesidades sociales emergentes y calidad de vida de los ciudadanos: Propuesta de ámbitos e indicadores
T2  - Argos
J2  - Argos
VL  - 28
IS  - 54
SP  - 1
PY  - 2011
SN  - 02541637 (ISSN) 
AU  - Quezada, R.G.
AD  - Universidad Complutense de Madrid, Universidad de Antofagasta, Chile
AB  - The paper analyzes the concepts of quality of life and social needs from the ecological perspective of social intervention processes, establishing a framework for action in which to develop socially responsible behavior as a member of the University of meso - level in the social system. From theoretical perspective, arise indicators of five areas in which the University can help the stakeholders with which it interacts have access to the satisfaction of social needs emerging: Citizen Participation, sustainable development, social inclusion, the network access and capacity building for decision making. © 2012 División de Ciencias Sociales y Humanidades Universidad Simón Bolívar.
KW  - Emerging social needs
KW  - Higher education
KW  - Indicators
KW  - Quality of life
KW  - University social responsibility
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English; Spanish; French
N1  - Correspondence Address: Quezada, R. G.; Universidad Complutense de Madrid, Universidad de AntofagastaChile; email: rgaete@uantof.cl
N1  - References: Alemán, C., García, M., (1999) Fundamentos De Bienestar Social, , Valencia: Tirant Lo Blanch; 
Alonso, L.E., (1999) Trabajo Y Ciudadanía, , Madrid: Trotta; 
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Mundial, B., (2003) Desarrollo Sostenible En Un Mundo Dinámico. Transformación De Instituciones, Crecimiento Y Calidad De Vida, Informe Sobre El Desarrollo Mundial, , Madrid: Mundi-Prensa; 
Blanco, I., Gomá, R., (2002) Gobiernos Locales Y Redes Participativas, , Barcelona: Ariel; 
Bricall, J., (2000) Universidad 2000, , Madrid: Conferencia de Rectores de la Universidades Españolas (CRUE); 
Castells, A., Bosch, N., (1998) El Futuro Del Estado Del Bienestar, , Madrid: Civitas; 
Colom, A., Pérez, P., Vázquez, G., Calidad de vida, ambiente y educación (2001) Educación Y Calidad De Vida, pp. 1-37. , Va ́zquez, G. (Ed.), Madrid: Complutense; 
(2001) El Libro Verde: Fomentar Un Marco Europeo Para La Responsabilidad Social De Las Empresas, , Comisión de Comunidades Europeas, Bruselas: Unión Europea; 
(2003) La Universidad Construye País", Santiago De Chile, , www.ufro.cl/dge/doc/Marco%20conceptual.doc, Corporación Participa, Acceso: 21 de mayo de 2009; 
Chacón, R., Montbrun, N., Rastelli, V., La educación para la sostenibilidad: Rol de las universidades (2009) Argos, 26 (50), pp. 50-74. , http://www.scielo.org.ve/pdf/ag/v26n50/art04.pdf, Acceso: 15 de junio de 2009; 
Chomsky, N., (2002) Los Límites De La Globalización, , Barcelona: Ariel; 
Díaz, I., La calidad de vida. Reto y necesidad en el mundo contemporáneo actual (2001) Santiago, (94), pp. 51-67. , http://www.uo.edu.cu/ojs/index.php/stgo/article/viewFile/14501305/575, Acceso: 15 de mayo de 2009; 
Fantova, F., (2005) Manual Para La Gestión De La Intervención Social, , Madrid: CCS; 
Gaete, R., Discursos de responsabilidad social universitaria. El caso de las universidades de la macro zona norte de Chile pertenecientes al Consejo de Rectores (2010) Perfiles Educativos, 32 (128), pp. 27-54; 
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Kliksberg, B., Los desafíos éticos en un mundo paradojal: El rol de la universidad (2009) Revista Del CLAD Reforma Y Democracia, 43. , http://www.clad.org/portal/publicaciones-del-clad/revista-clad-reforma-democracia/articulos/043-febrero-2009-1/kliksberg, Acceso: 02 de mayo de 2009; 
Martínez, R., Redes Sociales. Más allá del individualismo y del comunitarismo (1995) Redes. El Lenguaje De Los Vínculos: Hacia La Reconstrucción Y El Fortalecimiento De La Sociedad Civil, pp. 337-344. , En Dabas, E. & Najmanovich, D. (Comp.), Editorial Paidós, Buenos Aires Argentina; 
Max-Neef, M., (1994) Desarrollo a Escala Humana. Conceptos, Aplicaciones Y Algunas Reflexiones, , Montevideo: Nordan Comunidad; 
Navarro, S., (2004) Redes Sociales Y Construcción Comunitaria. Creando (con)textos Para Una Acción Ecológica, , Madrid: CCS; 
Pérez, I., García, M., Aproximación teórica de los vínculos entre educación, ambiente, salud y calidad de vida desde la perspectiva de Edgar Morín (2005) Revista De Investigación, 57, pp. 165-183; 
Putnam, R., (2003) El Declive Del Capital Social, , Un estudio internacional sobre las sociedades y el sentido comunitario. Barcelona: Galaxia Gutemberg; 
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Saidón, O., Las redes: Pensar de otro modo (1995) Redes. El Lenguaje De Los Vínculos: Hacia La Reconstrucción Y El Fortalecimiento De La Sociedad Civil, pp. 203-207. , En Dabas, E. & Najmanovich, D. (Comp.), Editorial Paidós, Buenos Aires Argentina; 
Sastre, M., Nyssen, J., Furió, D., Durán, M., Garrido, B., Toledo, A., Belmonte, I., Peral, E., (2003) Indicadores De Calidad De Vida. Un Retrato Del Bienestar En España, , Madrid: Centro de Investigaciones Sociológicas (CIS); 
Schalock, R., Verdugo, M., (2003) Calidad De Vida. Manual Para Profesionales De La Educación, Salud Y Servicios Sociales, , Madrid: Alianza; 
Schwartzmann, L., Calidad de vida relacionada con la salud: Aspectos conceptuales (2003) Ciencia Y Enfermería, 9 (2), pp. 9-21. , http://www.scielo.cl/pdf/cienf/v9n2/art02.pdf, Acceso: 16 de mayo de 2009; 
Sen, A., (1998) Teorías Del Desarrollo a Principios Del Siglo XXI, pp. 247-274. , En López, F. (Comp.) Desarrollo: Crónica de un desafío permanente. Granada: Editorial Universidad de Granada; 
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Touraine, A., (2005) Un Nuevo Paradigma Para Comprender El Mundo De Hoy, , Barcelona: Paidós; 
Trilla, J., Ayuste, A., Romaña, T., Salinas, H., Educación y calidad de vida. Las cosas, los otros y uno mismo (2001) Educación Y Calidad De Vida, pp. 117-167. , Vázquez, G. (Ed.), Madrid: Complutense; 
Vallaeys, F., de la Cruz, C., Sasia, P., (2009) Responsabilidad Social Universitaria, , Manual primeros pasos. México D.F.: Mc Graw Hill; 
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Worms, J., Viejos y nuevos vínculos cívicos en Francia (2003) El Declive Del Capital Social. Un Estudio Internacional Sobre Las Sociedades Y El Sentido Comunitario, pp. 273-344. , En Putnam, R. (Ed.), Barcelona: Galaxia Gutemberg
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855752705&partnerID=40&md5=41193428b2b775448a35403495509854
ER  - 

TY  - CONF
TI  - Developing university social responsibility: A model for the challenges of the new civil society
C3  - Procedia - Social and Behavioral Sciences
J2  - Procedia Soc. Behav. Sci.
VL  - 2
IS  - 2
SP  - 4177
EP  - 4182
PY  - 2010
DO  - 10.1016/j.sbspro.2010.03.660
SN  - 18770428 (ISSN) 
AU  - Vasilescu, R.
AU  - Barna, C.
AU  - Epure, M.
AU  - Baicu, C.
AD  - Spiru Haret University, 13 Ion Ghica Street, Bucharest, 030045, Romania
AB  - The World Declaration on Higher Education in the Twenty-First Century drawn up at the World Conference of Higher Education organized by UNESCO in Paris in 1998, the Communication of the 2009 UNESCO World Conference on Higher Education, Paris, 2009 held in compliance with the guidelines of the 1998 Declaration and the list of objectives of the Bologna Process highlight that social responsibility is increasingly considered an intrinsic aspect of the higher education system, particularly of the universities. This paper aims to explain the shifting from Corporate Social University to University Social Responsibility, by presenting the conceptual framework of Social Responsibility and the university as a special type of organization which needs to adopt a social responsibility strategy just like the other organizations, in order to meet the expectations of the stakeholders (present students, future students, supporters etc). The paper presents, on the other hand, a general University Social Responsibility model in the context of globalization and develops a University Social Responsibility model considering the realities and challenges of the Romanian higher education system. © 2010 Elsevier Ltd. All rights reserved.
KW  - Bologna Process
KW  - higher education
KW  - social relevance
KW  - social responsibility
KW  - University
KW  - university social responsibility
T2  - 2nd World Conference on Educational Sciences, WCES-2010
Y2  - 4 February 2010 through 8 February 2010
CY  - Istanbul
N1  - Cited By :54
N1  - Export Date: 1 July 2020
M3  - Conference Paper
DB  - Scopus
LA  - English
N1  - Correspondence Address: Barna, C.; Spiru Haret University, 13 Ion Ghica Street, Bucharest, 030045, Romania; email: cristina.barna@spiruharet.ro
N1  - References: Barna, C., Enhancing competitiveness at the European level by Corporate Social Responsibility (2007) Annals of Spiru Haret University, Economics Series, pp. 59-65. , Romania de Maine Foundation Publishing House; 
(2009) Social Responsibility Definition, , http://www.businessdictionary.com/definition/social-responsibility.html, Retrieved 06.10.2009 from; 
(2006) Implementing the Partnership for Growth and Jobs: Making Europe a Pole of Excellence on CSR, pp. 2-5. , Commission of European Communities Brussels, 22.3.2006, COM (2006) 136final; 
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ER  - 

TY  - JOUR
TI  - University social responsibility and stakeholders' influence
T2  - Transformations in Business and Economics
J2  - Transform. Bus. Econ.
VL  - 9
IS  - 1 SUPPL. A
SP  - 434
EP  - 447
PY  - 2010
SN  - 16484460 (ISSN) 
AU  - Zaharia, R.M.
AU  - Stancu, A.
AU  - Diaconu, M.
AD  - Faculty of International Business and Economics, Bucharest Academy of Economic Studies, P-ta Romana no 6, Bucharest, Romania
AD  - Faculty of Marketing, Bucharest Academy of Economic Studies, P-ta Romana no 6, Bucharest, Romania
AD  - Faculty of Economics, University of Pitesti, 71 Republicii Blv, Pitesti Arges County, Romania
AD  - Department of Marketing, Public Relations and Services Marketing, BAES, Romania
AD  - Economics and Business Administration Department, Faculty of Economics, University of Pitesti, Romania
AB  - This paper aims to study the particularities of the social responsibility of the university and how this responsibility is influenced by the stakeholders. The complexity of the modern world challenges has shaped the role that universities play in society. The universities are part of society, but different than other components. Its social role is now questionable as a result of the pressure coming from "multi-faceted" interest groups. Stakeholder theory is used to explain recent developments in the social responsibility of the university. Particular attention is given to a Romanian university, as Romanian universities are beginning actors in the process of adjustment to the stakeholders influence. The conclusions of this paper will contribute to a better understanding of how higher education from a former communist country identifies and applies the concept of social responsibility and how the stakeholders' influence shapes the responsible behavior of the universities. © Vilnius University, 2002-2010.
KW  - Higher education
KW  - Romania
KW  - Social responsibility
KW  - Stakeholders
KW  - University social responsibility
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
LA  - English
N1  - Correspondence Address: Zaharia, R. M.; Faculty of International Business and Economics, Bucharest Academy of Economic Studies, P-ta Romana no 6, Bucharest, Romania; email: milena.zaharia@rei.ase.ro
N1  - References: Arnzten, A.A.B., From corporate social responsibility (CSR)to university social responsibility (USR) (2008) The Influence of Information Communication Technology on University Corporate Responsibility, , http:/www.usralliance.org/resources/Aurilla_Presentation_Session6.pdf, available at, referred on 10/23/2009; 
Atakan, M.G.S., Eker, T., Corporate identity of a socially responsible university: A case from the Turkish higher education sector (2007) Journal of Business Ethics, 76 (1), pp. 55-68; 
Badat, S., The role of higher education in society: Valuing higher education (2009) HERS-SA Academy, , http://eprints.ru.ac.za/1502/, University of Cape Town, Graduate School of Business, Cape Town, available at, referred on 10/22/2009; 
Benneworth, P., Jongbloed, B.W.A., Who matters to universities? A stakeholder perspective on umanities, arts and social sciences valorization (2009) Higher Education, , No DOI 10.1007/s10734-009-9265-9272; 
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Eesley, C., Lenox, M., Stakeholders and firm self-regulation (2006) Strategic Management Journal, 27 (8), pp. 765-781; 
Fonlon, B.N., (2009) Genuine Intellectuals. Academic and Social Responsibilities of Universities in Africa, , Langaa RPCIG; 
Freeman, R., Reed, D., Stockholders and stakeholders: A new perspective on corporate governance (1983) California Management Review, 25 (3), pp. 88-106; 
Gibbons, M., Choice and responsibility: Innovation in a new context, higher education management and policy (2005) Journal of the Programme on Institutional Management in Higher Education, 17 (1), pp. 9-23; 
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Immerwahr, J., Taking responsibility leaders' expectations of higher education (1999) The National Center for Public Policy and Higher Education, , http://www.highereducation.org/reports/responsibility/responsibility. shtml, available at, referred on 11/12/2009; 
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Raivio, K., (2009) From Academic Values to Stakeholder Value?, , http://www.oecd.org/dataoecd/47/36/41056136.pdf, available at, referred on 11/21/2009; 
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(2009), http://www.usralliance.org/objective.html, University Social Responsibility Alliance available at, referred on 09/09/2009; Zaharia, R.M., University social responsibility and economic recovery. Romanian case (2009) International CSR Symposium, , Jakarta, 3-4 December 2009; 
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ER  - 

TY  - JOUR
TI  - Identification of subjects for social responsibility education at universities and the present activity at the university of Tokyo.
T2  - Environmental sciences : an international journal of environmental physiology and toxicology
J2  - Environ Sci
VL  - 13
IS  - 6
SP  - 327
EP  - 337
PY  - 2006
SN  - 0915955X (ISSN) 
AU  - Karima, R.
AU  - Oshima, Y.
AU  - Yamamoto, K.
AD  - The Environmental Science Center, The University of Tokyo, Bunkyo-ku, 7-3-1 Hongo, Tokyo, 113-0033, Japan
AB  - The management of corporate social responsibility (CSR) has recently become a critical concern for companies in advanced countries. For universities, there is a requirement to contribute to the promotion of CSR, resulting in graduates who have sufficient cognition of and a good attitude towards CSR. In addition, universities have social responsibilities, which can be called "University Social Responsibility (USR)." On the basis of the concepts of the guidelines for CSR in the "Green Paper," which was presented by the European Committee (EC) in 2001, we provide a perspective here on what factors dictate the establishment of education programs for social responsibilities at universities. These factors include an outline of the concepts and the significance of CSR, social ethics and the morals of higher education and research, compliances, human resource management, human rights, safety and health in academic settings, and various concerns regarding environmental safety and preservation. Additionally, through the concept postulated here for social responsible education, in this paper, we introduce the present activity at the University of Tokyo (UT) in terms of the education program for CSR and USR, proposing that the future establishment of university-wide education programs based on the concept of CSR and the value of sustainability is required at UT.
KW  - article
KW  - education
KW  - human
KW  - Japan
KW  - manpower
KW  - medical ethics
KW  - social behavior
KW  - standard
KW  - university
KW  - Ethics, Professional
KW  - Humans
KW  - Social Responsibility
KW  - Tokyo
KW  - Universities
N1  - Cited By :5
N1  - Export Date: 1 July 2020
M3  - Article
DB  - Scopus
C2  - 17273148
LA  - English
N1  - Correspondence Address: Karima, R.email: karima@esc.u-tokyo.ac.jp
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ER  -