Practical Experiences with the Application of Corporate Social Responsibility Principles in a Higher Education Environment

Madzík, Peter; Budaj, Pavol; Chocholáková, Anna

doi:10.3390/su10061736

Cited by 15 publications

(7 citation statements)

References 63 publications

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“…Endeavors have been made to evaluate sustainable higher education from the perspectives of multinational, national, and local areas, respectively [13][14][15], and it is proposed that sustainable higher education should consider the balanced development of various related factors such as institutions, financial situations, fairness, equality, and responsibility of higher education [16][17][18][19][20][21]. Sustainable higher education contributes to and interacts with the surrounding related factors, and there is coupling coordination mechanism among the factors within the sustainable higher education system; therefore, its connotation is quite integrated and complicated.…”

Section: Evaluation Framework Of Sustainable Higher Educationmentioning

confidence: 99%

A New Framework to Evaluate Sustainable Higher Education: An Analysis of China

Geng

Zhu

Zhao

et al. 2020

Discrete Dynamics in Nature and Society

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The 7E framework to evaluate sustainable higher education proposed in this article is a new and comprehensive one and enjoys the simplicity to remember and spread. This article selects regions of China and compares the development status and coupling coordination level of sustainable higher education both temporally and spatially from the aspects of expenditure, existence, efficiency, effectiveness, economy, equity, and equality based on the 7E framework with the combined method of information entropy weight analysis and technique for order preference by similarity to an ideal solution and coupling coordination degree model. Applicable, generalizable, and constructive countermeasures of sustainable higher education for different regions are also proposed according to the analysis results, which are also references to other places with similar conditions in the world. The framework and the methods are proved effective and useful in evaluating sustainable higher education.

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Section: Evaluation Framework Of Sustainable Higher Educationmentioning

confidence: 99%

A New Framework to Evaluate Sustainable Higher Education: An Analysis of China

Geng

Zhu

Zhao

et al. 2020

Discrete Dynamics in Nature and Society

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“…As stated by earlier studies, requirements of these two types of customers differ. "For example, a student can only partially determine, whether the content of education reflects the needs of the workplace (however, the workplace is able to determine that), and vice versa, employers only partially know how to evaluate the form of education-the learning method, logical continuation of topics, the pedagogical process (the student, however, can identify that)" (Madzík et al 2018).…”

Section: Customer Requirements In the Field Of Educationmentioning

confidence: 99%

Application of the Kano Model for a Better Understanding of Customer Requirements in Higher Education—A Pilot Study

Madzík

Budaj

Mikuláš

et al. 2019

Administrative Sciences

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Various pieces of information and knowledge turn into “know-how” simply by their application in the market. This applies to all spheres of activities. It is therefore important to know and understand the requirements of customers already in the stage of making a product, and to confront these with the possibilities of a producer. In this article we are exploring the possibilities of a better understanding of the requirements of customers and stakeholders in the process of the creation of products in educational services. In particular, we examined seven general requirements: practice orientation, ethical orientation, research orientation, quality resources, innovation orientation, skills orientation, and quality staff. We use the Kano model on a pilot sample of respondents at an institution of higher education. Our results showed that “practice orientation” and “quality resources” are the most stable requirements, while “quality staff” is the least stable. The most linear requirement (the same effect on satisfaction and dissatisfaction) is “innovation orientation”. “Research orientation” belongs to attractive requirements and we also found that in the case of “ethical orientation” there are weak relations between positive and negative responses in our survey. The “skills orientation” proved to be too general, and our research shows that it could be indifferent. It is therefore advisable to specify the investigated skills when investigating requirements on educational services. The main contribution based on the proposed research procedures is an effective linking of customers and producers already from the beginning of constructing a value chain. Investing in sophisticated management approaches when modelling products and processes can thus become a significant source of the competitive advantage of an educational institution. At the same time, it is a contribution to better placing of its graduates in the labor market.

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“…The portal of periodicals of Coordenaçã o de Aperfeiç oamento de Pessoal de Nível Superior specifically indicates three articles on social responsibility in the university that use the ISO 26000, mention Sá nchez-Herná ndez and Mainardes (2016) and evidence the lack of studies on the subject. Madzík et al (2018) developed a case study that provided an illustrative methodological apparatus to measure the principles and influences of social responsibility. Dzięgiel and Wojciechowska (2017) have identified core elements of responsibility that have been applied in the intra-organizational procedures of higher education institutions with Association to Advance Collegiate Schools of Business accreditation in the USA, the UK and New Zealand.…”

Section: Introductionmentioning

confidence: 99%

University social responsibility: perceptions and advances

Sousa

Siqueira

Binotto

et al. 2020

SRJ

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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.

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Practical Experiences with the Application of Corporate Social Responsibility Principles in a Higher Education Environment

Cited by 15 publications

References 63 publications

A New Framework to Evaluate Sustainable Higher Education: An Analysis of China

A New Framework to Evaluate Sustainable Higher Education: An Analysis of China

Application of the Kano Model for a Better Understanding of Customer Requirements in Higher Education—A Pilot Study

University social responsibility: perceptions and advances

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