University Social Responsibility and the ISO 26000:2010 standard. Case study of the Universidad Politécnica de Madrid (Spain)

Avilés-Palacios, Carmen; Moyano-Santiago, M.A.; Santos-de-León, N.J.

doi:10.26595/eamr.2014.3.2.5

Cited by 4 publications

(4 citation statements)

References 16 publications

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“…(2) transparency; (3) ethical behavior; (4) respect for stakeholder interests; (5) respect for the rule of law; (6) respect for international norms of behavior; and (7) respect for human rights [32]. The ISO 26000 standard adapted for the university context was also used in a study of USR in Brazil [18], as well as in the Czech Republic [33], Spain [34] and Croatia [35].…”

Section: Literature Reviewmentioning

confidence: 99%

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

2022

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

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Section: Literature Reviewmentioning

confidence: 99%

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

2022

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“…As compared to the existing metric systems concerning a single dimension or domain, such as Refs. [22–47], the proposed assessment framework serves as a platform to provide a broader vision of the different essential aspects and their co‐effects, which could generate information in a wider scope to facilitate smart campus planning and development.…”

Section: Case Studies On Covid‐19 Impactmentioning

confidence: 99%

“…Auditing Instrument for Sustainability in Higher Education (AISHE) [29] was established as a classic index for higher education institutions inspired by a tool for general quality management in higher education. Assessing Responsibility in Sustainable Education based on ISO 2600 [30] was further established to extend the sustainability assessment to faculty or a service department. GreenMetric [31] and Times Higher Education Impact Rankings [32] are two important metrics for the global ranking of universities' sustainable behaviour.…”

Section: Assessment Of Sustainability Dimensionmentioning

confidence: 99%

A hybrid assessment framework for human‐centred sustainable smart campus: A case study on COVID‐19 impact

Yip

Zhang

et al. 2022

IET Smart Cities

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The continuous development of modern information and communication technologies is driving the smart revolution in the global education system. The outbreak of the COVID-19 pandemic has recently posed unprecedented challenges to educational institutes. The education informatisation technologies are playing a vital role to ensure the continuity and enhance the performance of education during the pandemic, which accelerates the integration of cutting-edge technologies and thus the overall development of the smart campus. Alongside the technological advancement, the existing studies indicate that the success of smart campus development mainly depends on three key dimensions: technology capability, sustainability, and student health and well-being. However, the state-of-the-art assessment on smart campus are mostly unilaterally dependent but lack a balanced evaluation of the three dimensions. To bridge this gap, this paper proposes a hybrid assessment framework that integrates all three key aspects, aiming to provide a multi-dimensional view of campus smartness for human-centred sustainable development. The smart campus assessment index resulting from the proposed framework is constructed under a limiting factor formulation to jointly model the individual contributions from the three dimensions as well as their trade-off relationship. The contribution from each dimension is the weighted normalised sum of a set of precisely selected indicators. A case study is also conducted on the historical data of a US university to investigate the effectiveness of the proposed framework and the assessment index in response to the COVID-19 pandemic, which also demonstrates the rationality of the hybrid framework for smart campus assessment.

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“…This domain refers to the governance mechanisms and structures that attempt to guarantee the efficacy, efficiency and professionalism of the institution in its performance, based on improved transparency and accountability (Flórez-Parra et al , 2017). Organisations that disclose their USR efforts through sustainability reports (Avilés-Palacios et al , 2017) are endorsed for greater transparency in their economic, environmental and social impacts (GRI, 2011). However, a university cannot just be a documenter; it must take concrete actions (Global University Network for Innovation, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Social responsibility approach among universities’ community

Thanasi-Boçe

Kurtishi-Kastrati

2021

JEC

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Purpose This study aims to explore the extent to which universities in developing countries have adopted social responsibility (SR) and track its implementation. Design/methodology/approach Through content analysis, the study examined the SR activities in 14 universities in Albania and North Macedonia. A framework for assessing SR in universities was developed based on the ISO 26000/2010 standard and the main SR domains relevant to the university context were identified and analysed. A comparison between public and private universities was made and best practices were highlighted. Findings The results showed that the highest scoring domain is organisational governance, while the environment domain scored lowest. No significant differences between public and private universities were identified in the disclosure of the university social responsibility (USR) domains. Research limitations/implications Domains were assessed based on the online content the universities disclosed and did not consider any unpublished content. Social implications The best SR practices are promoted to increase other universities’ level of engagement with the USR approach. Originality/value The study adds to the contributions in the USR literature by providing a better understanding of the application of USR in developing countries. The developed framework may be used to assess USR engagement in a practical way.

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University Social Responsibility and the ISO 26000:2010 standard. Case study of the Universidad Politécnica de Madrid (Spain)

Cited by 4 publications

References 16 publications

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

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

A hybrid assessment framework for human‐centred sustainable smart campus: A case study on COVID‐19 impact

Social responsibility approach among universities’ community

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