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

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

University social responsibility under the influence of societal changes: Students' satisfaction and quality of services in Saudi Arabia.

Universities contribute to shaping the identity of a nation with their major university social responsibility (USR) in addition to their academic purposes and corporate strategies. In Saudi Arabia with Vision 2030, universities are facing a transformation in adapting to the societal changes and implementing a socially responsible management, considering the satisfaction of their most important stakeholders (i.e., the students) and the quality of services offered to them. This study aims to explore how USR fulfills the societal changes in Saudi Arabia from the perspective of university students in addition to inspecting USR's relationships with the students' satisfaction and the quality of services offered to them. A self-report study was conducted with 350 undergraduate students in the Faculty of Social Sciences in a Social Work program at a University in the Western region of Saudi Arabia. An inside-outside (I-O) map of USR was applied to investigate the relationships among USR's aspects. The study results demonstrated a moderate level of agreement by students toward the university's fulfillment of its USR, quality of services offered to them, and their satisfaction. In contrast, the results of a regression analysis revealed that all USR aspects could explain only 13% of the students' satisfaction. Legal responsibilities, among all USR aspects, exhibited the highest influence on students' satisfaction. Gender differences existed in favor of female students' perceptions toward the university's fulfillment of its USR. The I-O map provided interesting insights to interpret the correlations among all USR aspects under the influence of societal changes that have occurred under Saudi Vision 2030.

A Systematic Review of University Social Responsibility in Post-Conflict Societies: The Case of the Great Lakes Region of East Africa.

The Social Responsibility (SR) commitments of Higher Education Institutions (HEIs) alongside their long-standing functions of teaching and research have been recognized in literature. However, University Social Responsibility (USR) remains a relatively unexplored topic, especially in the post-conflict societies of the Great Lakes Region of East Africa (GLREA). The main objective of this paper is to document USR best practices, challenges and opportunities in GLREA universities. To reach this objective, a search was conducted in the major academic databases, where ten studies out of 93 found from 2000 to 2020 were included for review. Additionally, universities' website materials, particularly Vision and Mission Statements (VMS) were considered to complement the review in a well established sense of USR in GLREA universities. A narrative review was conducted because quantitative data were not feasible due to a significant level of heterogeneity between the included studies. The overall findings indicated that the scholarship of engagement in the regional context is not a luxury of HEIs as it is in many western universities, but rather a necessity in countries which are still undergoing the early stages of reconstruction. Specifically, the results obtained were twofold: First, the integrated SR in GLREA universities is an emerging agenda, despite its potential for growth. Second, the development of USR in the GLREA is connected to and influenced by the history of African Higher Education, and the institutional traces of that history's influence can be found in GLREA. Finally, recommendations for USR practitioners are given, and a conclusion is drawn.

[Community Innovation and Regional Sustainability: The Practice of Time Banking at Fooyin University].

The need for health literacy in the context of older adult healthcare has increased significantly with population aging. Employing innovative models of social service delivery will be necessary to effectively integrate academic, medical, and community resources to address diverse healthcare needs. The project of university social responsibility supported by Fooyin University is a comprehensive program that employs a time bank model and cultivates community. The Fooyin Time Bank leverages reciprocity to cultivate sustainable manpower to satisfy community needs. The five strategies of the Fooyin Time Bank include: 1) strengthen the awareness of the time bank in community volunteers, 2) cultivate seed members to initiate the time bank, 3) adapt the mutual help model to meet local individual needs, 4) promote the online platform system of the time banking infrastructure and diversities of resource exchange, and 5) emphasize the key role of community and supplementary role of university to enhance sustainability. The Fooyin Time Bank coordinates with government agencies, private companies, and academic institutions to bolster the sustainability of its networks. In addition, faculties and students participate in the community to create a social climate of mutual help, inter-generational aged care, and social welfare.

[Community Innovation and Regional Sustainability: A Case Study of Environmental Health Education in Siaogang Hospital, Kaohsiung Medical University].

Kaohsiung Municipal Siaogang Hospital is located in southern Kaohsiung City, a major nexus of land, sea, and air transportation. Thus, the hospital is on the frontlines of strengthening Kaohsiung International Airport's epidemic prevention measures and preventing the spread of COVID-19 and other epidemic viruses to Taiwan from other countries. Kaohsiung Medical University integrates on-campus academic research, teaching services, and medical institution resources and has long promoted community care plans in conjunction with the public sector. A disused public sector space repurposed by the university into a distinctive day care center is being further used as a service-learning platform linking medical education to communities, allowing university students to enter the community and apply what they have learned to improve quality of life, community health, and well-being. "Happy Kaohsiung Healthy City-Siaogang District Environmental Education and Health Promotion Sustainable Development Plan", which responds to the issues and needs of air pollution and health promotion in the city's Siaogang District, designates Kaohsiung Municipal Siaogang Hospital as the core base of local practice, connecting multidisciplinary schools and units as well as cross-regional resources to promote practical programs such as air quality talent education, environmental testing and research, campus health education and publicity, air pollution syllabus, and community care and care, fulfilling the university's social responsibilities.

[Community Innovation and Regional Sustainability: A Case Study on an Elder Social Survey Conducted by National Cheng Kung University].

National Cheng Kung University (NCKU) promotes university social responsibility and strives to ensure that all of its teaching staff and students engage in academics in a manner that incorporates both social awareness and social practice. The NCKU team has launched a series of social practice and research projects focused on accompanying and caring for older adults who live in the community, looking to establish a social practice model that bridges university teaching and research to practical community needs. The objective of this initiative is to develop an innovative model of social support and a new model for younger generations to work with older adults living in the community. The results of this survey project show better well-being in older adults to be associated with the following sets of traits: exercising regularly and lacking dental problems; engaging in daily laughter and holding positive aging perceptions; and having a higher subjective social status, more family support, and a sense of community attachment. The study results imply that multiple factors affect well-being in the context of caring for community-dwelling older adults and social development, especially during the current COVID-19 pandemic.

[Using Social Prescribing to Practice Social Responsibility: A Case Study in the Taipei Medical University System].

The Ministry of Education launched the University Social Responsibility (USR) Program in 2018. Since then, universities have actively promoted inter-disciplinary cooperation and implemented high-end knowledge to meet community needs. Universities are using social responsibility to enhance the level of social participation engaged in by their students to achieve the sustainable development goals set by the United Nations. The aim of this paper was to share the experience of the Taipei Medical University (TMU) system in practicing social responsibility by integrating TMU resources with those of TMU-affiliated hospitals. The USR program at Taipei Medical University promotes the reform of school governance through encouraging university faculties to collaborate with hospital physicians to develop a specific curriculum that implements an innovative social-prescribing model. This curriculum is designed to provide opportunities for students to step out the classroom and into the community. Through clinical observations, home visits, and community service, students gain a deep understanding of community health issues from residents in the surrounding neighborhoods. Medical humanities education is achieved through students' involvement in both patient individual care and community health issues. In addition, faculties guide students in reflective learning from holistic healthcare perspectives. Students are encouraged to use evidence-based methods to develop innovative models of care in the community. Medical staff participation in this program helps ensure that social prescribing to community residents accurately reflects professional assessments. These prescriptions refer patients to local health promotion units involved in community collaboration. The medical university students build a bridge between the medical system and the community to implement the goals of health education. The impact of social prescribing on the social determinants of health is known to be significantly greater than that of medicine prescriptions. The expected outcomes of this project are to reduce the health inequalities experienced by vulnerable groups in the community and to share Taiwan's experiences with the academic community worldwide.

The Literacy-Based Scale for Measuring Reflections on a University Social Responsibility Curriculum: Development and Validation.

University Social Responsibility (USR) enhances educational development and the impact of universities on society. As a stakeholder in USR, it is imperative to develop a comprehensive literacy scale that reflects the development of students' citizenship in social engagement. Thus, this study aims to develop and validate the Health Promotion Literacy-based Scale for students in USR (HPLS-USR). A total of 200 students from USR with an average age of 19.27 participated in the study. The Exploratory Factor Analysis (EFA) was used to verify the scale's construct validity. Twenty-two items were maintained in EFA with an internal consistency Cronbach's α of 0.92. Construct validity was supported by EFA results, confirming that the four-factor structure of the 22-item scale (personal growth, responsibility of citizenship, social interaction, and intellectual growth) have reasonable correlations to each other, explaining 61.83% of the variance in the scale. The Kaiser-Meyer-Olkin index values of 0.908 and Bartlett's Test of Sphericity (p = 0.001) verified the normal distribution of the EFA and the adequacy of the EFA sampling. These items achieved adequate factor loadings ranging between 0.44 and 0.82. This study demonstrated that the HPLS-USR has satisfactory construct validity and reliability in measuring students' literacy abilities developed in USR participation.

University Social Responsibility, Service Learning, and Students' Personal, Professional, and Civic Education.

The long-standing vision of universities as the "alma mater" of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher education institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their "third mission" as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community. This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit.

Climate Action at Public Health Schools in the European Region.

Climate change is putting the achievement of all Sustainable Development Goals at risk and leads to negative impacts on human health and well-being. Consequently, tremendous social responsibility lies with public health professionals and their associations. Therefore, this study addressed the following question: "How can the Association of Schools of Public Health in the European Region (ASPHER) best support the goals of the European Green Deal through its network of public health schools and departments?" This study looked at the implementation of climate education in public health schools in the European region and climate action taken by these public health schools. An online survey among ASPHER members with a 51% overall response rate (excluding non-European members) shows that 64% of the responding schools provide climate-health educational offerings, while 63% consider these for the future. Additionally, most climate actions taken by the schools were ad hoc actions. These findings show that a systematic approach is missing, and there is a general lack of strategy in most schools. We consequently recommend that schools invest in climate and health education in their curricula and become exemplars for climate action to actively contribute to the achievement of Europe's climate goals.

University social responsibility in the context of economic displacement from the proposed upgrading of a higher education institution: The case of the University of Groningen Yantai campus.

Around the world, especially in rapidly developing countries, many higher education institutions of various forms are being established. In China, many new universities have been created, including by upgrading existing tertiary education institutions. This process creates economic displacement, with livelihood consequences and social impacts on existing employees and local communities. Using the proposed (but now cancelled) University of Groningen campus in Yantai, China, as a case study, we consider the social impacts that were experienced, or were likely to be experienced, by the employees of the pre-existing institution. Existing employees experienced many negative impacts from economic displacement. They were not satisfied with the compensation offered, their views and interests were not adequately considered, and many were afraid to express their concerns. The institutions involved in the project failed to fulfil their corporate social responsibility (CSR) and environmental, social and governance (ESG) obligations to ensure no harm.

Examining the Research Evolution on the Socio-Economic and Environmental Dimensions on University Social Responsibility.

Responsible higher education institutions have an impact on society and economic, environmental, and social development. These effects define the axes of the socially responsible management of the universities. The concept of university social responsibility (USR) manages these relationships to produce a positive impact on society through higher education, research, and the transfer of knowledge and technology, as well as education for sustainability. For this study, worldwide research into this subject was studied for the period 1970-2019. A bibliometric analysis of 870 articles was made, obtaining results for the scientific productivity of the journals, authors, institutions, and countries contributing to this research. The main category is business, management, and accounting. The most productive journal is the Business and Society Review, while the California Management Review is the most cited. The authors with the most articles are Stavnezer, Luo, and Lanero. The most productive institution is Wuhan University. The United States is the country with the most publications and citations, and the same country, together with the United Kingdom, make the most international contributions. Evidence shows growing worldwide interest in the economic and environmental impacts of USR. Future research should focus on analysing the links between the responsible and sustainable consumption of universities and their short-term financial, economic, and sustainable impacts.

Enfoque intersectorial y responsabilidad social universitaria en la gestión del conocimiento sobre actividad física y salud / Intersector approach and university social responsibly in managing knowledge about physical activity and health

Introducción: La inactividad física constituye uno de los principales factores de riesgo de morbimortalidad a nivel mundial y son causa fundamental de las enfermedades no transmisibles. En cambio, la actividad física regular durante el curso de la vida proporciona beneficios para la salud física y mental. No obstante, aun resultan insuficientes las acciones intersectoriales que potencien alianzas estratégicas, en aras de evidenciar el rol de la actividad física como componente del estilo de vida saludable. Objetivo: Identificar la responsabilidad social del Centro de Estudio para la Actividad Física, el Deporte y la Promoción de la Salud, en la formación de capacidades para la producción, la transferencia, la diseminación y la aplicación de conocimientos en el contexto de la actividad física para la salud. Desarrollo: La inactividad física, por su estrecha relación comórbida con la obesidad y el sobrepeso, la diabetes, la hipertensión, la hipercolesterolemia, entre otras, da al traste con los principales problemas de salud durante el curso de la vida, lo cual reclama de un enfoque sistémico, integrador e intersectorial, así como de la formación de recursos humanos competentes para ello. Conclusiones: El Centro de Estudios para la Actividad Física, el Deporte y la Promoción de Salud evidencia su pertinencia académica e investigativa, al devenir en un actor clave en la producción, la distribución y el uso del conocimiento sobre la actividad física para la salud, y articular las necesidades del contexto social y el proyecto universitario, alineados con las prioridades nacionalmente establecidas(AU)

Introduction: Physical inactivity is one of the main risk factors for morbidity and mortality worldwide and its fundamental cause is non-communicable diseases. In contrast, regular physical activity during the span of life provides physical and mental health benefits. However, there are still insufficient intersector actions for strengthening strategic alliances, in view of demonstrating the role of physical activity as a component of the healthy lifestyle. Objective: To identify the social responsibility of the University of Physical Culture and Sports Sciences, particularly its Center for Studies on Physical Activity, Sports and Health Promotion, in the formation of capacities for knowledge production, transfer, dissemination and application in the context of physical activity for health. Development: Physical inactivity, due to its close comorbid relationship with obesity and overweight, diabetes, hypertension, hypercholesterolemia, among others, disrupts into the main health problems during the lifespan, which demands a systemic, integrative and intersector approach, as well as the training of competent human resources for it. Conclusions: The Center for Studies on Physical Activity, Sports and Health Promotion proves its academic and research relevance, insofar as it becomes a key stakeholder in the production, distribution and use of knowledge about physical activity for health, and articulates the needs of the social context and the university project, aligned with nationally established priorities(AU)

Investigación formativa y prácticas académicas integradoras en el marco de la Responsabilidad Social Universitaria: Un análisis a partir de metodología mixta / Formative research and integrative academic practices within the framework of the University Social Responsibility: An analysis based on mixed methodology / Pesquisa formativa e práticas acadêmicas integrativas no âmbito da responsabilidade social da universidade: uma análise baseada em metodologia mista

Resumen Objetivo: Proponer directrices para el desarrollo de prácticas académicas integradoras con base en la investigación formativa y la responsabilidad social universitaria. Metodología: Investigación mixta con aplicación de dos instrumentos de recolección de información: cuantitativo (encuesta) y cualitativo (grupo focal). Para el análisis de la información se utilizó la triangulación metodológica. En el análisis cualitativo se utilizó el software Atlas-ti, Versión 5.0 y en el cuantitativo, el Programa Estadístico para Ciencias Sociales (SPSS), versión 22, 2012. Resultados y discusión: La formación integral en los perfiles diversos de las prácticas académicas en varios contextos (industrial, clínico, investigativo, comunitario y normativo) debe articularse con las experiencias de formación de diversas universidades a escala nacional e internacional. Se evidencia la necesidad de desarrollar una cultura investigativa, integrando el desempeño en la docencia, la investigación y las actividades de extensión solidaria. Conclusión: Las prácticas académicas deben fomentar en los estudiantes capacidades y habilidades comunicativas que conduzcan al desarrollo social. Es necesario reorientar las prácticas hacia el logro de una mayor autonomía y flexibilidad en la investigación formativa. Se requiere crear conciencia en la comunidad académica de la necesidad de debatir en torno a la definición del objeto de estudio disciplinar y la responsabilidad social universitaria.

Abstract Objective: To propose guidelines for the development of integrating academic practices based on formative research and university social responsibility. Methodology: Mixed research with application of two instruments of information collection: quantitative (survey) and qualitative (focus group). Methodological triangulation was used to analyze the information. In the qualitative analysis we used the Atlas-ti software, Version 5.0 and in the quantitative one, the Statistical Program for Social Sciences (SPSS), version 22, 20l2. Results and discussion: The integral formation in the different profiles of the academic practices in several contexts (industrial, clinical, investigative, communitarian and normative) must articulate with the experiences of formation of diverse universities at a national and international scale. The need to develop a research culture is evident, integrating the performance in teaching, research, and solidarity extension activities. Conclusion: Academic practices should encourage students' communication skills and abilities that lead to social development. It is necessary to reorient the practices toward achieving greater autonomy and flexibility in formative research. It is necessary to create awareness in the academic community of the need to debate around the definition of the subject of disciplinary study and university social responsibility. Academic practices should encourage students' communication skills and abilities that lead to social development. It is necessary to reorient the practices toward achieving greater autonomy and flexibility in formative research. It is necessary to create awareness in the academic community of the need to debate around the definition of the subject of disciplinary study and university social responsibility

Resumo Objetivo: Propor diretrizes para o desenvolvimento de práticas acadêmicas integrativas baseadas em pesquisa formativa e responsabilidade social universitária. Metodologia: Pesquisa mista com a aplicação de dois instrumentos de coleta de informações: quantitativa (pesquisa) e qualitativa (grupo focal). Para a análise das informações foi utilizada a triangulação metodológica. Na análise qualitativa, utilizou-se o software Atlas-ti, versão 5.0 e, no quantitativo, o Programa Estatístico de Ciências Sociais (SPSS), versão 22, 20l2. Resultados e discussão: Treinamento abrangente nos diversos perfis de práticas acadêmicas em vários contextos (industrial, clínico, investigativo, comunitário e regulatório) devem ser articulados com as experiências de treinamento de várias universidades em nível nacional e internacional. A necessidade de desenvolver uma cultura de pesquisa é evidente, integrando atividades de desempenho docente, pesquisa e extensão solidária. Conclusão: As práticas acadêmicas devem incentivar os alunos com habilidades de comunicação e habilidades que levam ao desenvolvimento social. É necessário reorientar as práticas para alcançar maior autonomia e flexibilidade na pesquisa formativa. É necessário conscientizar a comunidade acadêmica sobre a necessidade de discutir a definição do objeto de estudo disciplinar e de responsabilidade social da universidade.

Responsabilidad Social Universitaria Un Actor Ignorado: El Personal No Docente

El momento histórico que viven los países en Latinoamérica, está reclamando con urgencia el aporte de la educación superior. En este sentido el presente trabajo muestra los resultados de una investigación llevada a cabo con un grupo de actores universitarios, personal no docente, de cinco universidades de América Latina. El objetivo fue conocer las creencias que sobre el ámbito organizacional de la RSU, tienen 350 personas vinculadas al sector administrativo de cinco universidades de América Latina: Católica de Colombia, Loja de Ecuador, Tecnológica de Paraguay, Yucatán de México y Francisco Gavidia de El Salvador. Se aplicó la encuesta elaborada para tal fin, por Valleys, De la Cruz y Sasia (2009) de cinco dimensiones, ajustada para este propósito. Los resultados muestran que la valoración más positiva de los participantes, se ubica en el componente denominado relaciones interpersonales con 4.71 en la opción de acuerdo. Este proceso básico y fundamental en la vida y construcción socio- afectiva de las personas, da cuenta del grado en que influimos y somos influidos por el comportamiento de los demás, de ahí su importancia para la materialización de los planteamientos de la Responsabilidad social universitaria.

The historical moment that countries live in Latin America, is calling urgently the contribution of higher education. In this sense, the present work shows the results of a research carried out with a group of university actors, non-teaching staff, five universities in Latin America. The objective was to know the beliefs about the organizational environment of the RSU, 350 people linked to the administrative sector of five Latin American universities: Catholic of Colombia, Loja of Ecuador, Technological of Paraguay, Yucatan of Mexico and Francisco Gavidia of El Salvador. The survey developed for this purpose by Valleys, De la Cruz and Sasia (2009) of five dimensions, adjusted for this purpose. The results show that the most positive evaluation of the participants is located in the component called interpersonal relations with 4.71 in the agreement option. This basic and fundamental process in the life and socio-affective construction of people accounts for the degree to which we influence and are influenced by the behavior of others, hence their importance for the materialization of the approaches of university social responsibility.

Orientaciones socialmente responsables para la permanencia estudiantil en programas de educación a distancia de la Universidad Industrial de Santander - UIS

Ante las dinámicas sociales del mundo actual, la educación a distancia se ha convertido en la principal estrategia orientada al aumento de capacidades y oportunidades para alcanzar niveles óptimos de bienestar social. No obstante, a pesar de programas flexibles que facilitan la vinculación universitaria como Tecnología y Gestión Empresarial, ofertados por el Instituto de Proyección Regional y Educación a Distan-cia-IPRED de la Universidad Industrial de Santander - UIS, el número de graduados en comparación con los ingresantes no es el esperado: durante el periodo 2007-2009 se identificó un índice de abandono del 55 % y 28% respectivamente. Este estudio cuantitativo de diseño descriptivo a partir de la muestra aleatoria estratificada permite la identificación de características, patrones de conducta y actitudes, para señalar los comportamientos concretos de los desertores. Como resultado, se estableció que las motivaciones socioeconómicas de abandono escolar están interconectadas con otras variables, afirmando un fenómeno multicausal que orienta a la construcción de estrategias socialmente responsables de seguimiento y permanencia, en procura de su disminución, en el marco de la Responsabilidad Social de la UIS.

In light of the social dynamics in today's world, Distance Education has become the main strategy aimed to increase capacities and opportunities, in order to achieve optimal levels of social welfare. However despite of the flexible programs that facilitate university linkage such as Technology and Business Management, offered by Instituto de Proyección Regional y Educación a Distancia - IPRED of Universidad Industrial de Santander-UIS, the number of graduates compared to the number of newcomers is not the expected: during the period of 2007-2009 it was identified a dropout index of 55% and 28% respectively. This quantitative study of descriptive design it's based in a stratified random sample, and allows the identification of characteristics, behavior patterns and attitudes, in order to indicate the specific behavior of the deserters. As a result, it was established that socioeconomic motivations of dropout are interconnected with other variables, affirming a multi-causal phenomenon that guides the construction of socially responsible strategies of monitoring and permanence, in the pursuit of its decrease, in the framework of Social Responsibility of UIS.

Dada a dinâmica social do mundo de hoje, a educação a distância se tornou a principal estratégia destinada a aumentar as capacidades e oportunidades para atingir níveis ideais de bem-estar social. No entanto, apesar dos programas flexíveis que facilitam a ligação universidade como Tecnologia e Gestão de Negócios, oferecido pelo Instituto de alcance regional e Educação a Distância-IPRED da Universidade Industrial de Santander - UIS, o número de graduados em comparação com ingresantes não se espera: durante o período de 2007-2009 uma queda do índice de 55% e 28%, respectivamente, foi identificado. Este projeto estudo descritivo quantitativo a partir de amostra aleatória estratificada permite a identificação de características, padrões de comportamento e atitudes, para indicar o comportamento específico dos desertores. Como resultado, foi estabelecido que as motivações socioeconómicas das desistências estão interligadas com outras variáveis, alegando um fenômeno multicausal que visa a construção de estratégias de monitoramento e permanência socialmente responsável, em busca de seu declínio, no âmbito da Responsabilidade Social a UIS.

La Responsabilidad Social Universitaria en Estudiantes de América Latina

La universidad latinoamericana está en deuda con las grandes mayorías poblacionales, que le reclaman por su rol protagónico en la sociedad. Le cuestionan el fin del conocimiento construido en las aulas y laboratorios, y le pide que se mire así misma, si realmente quiere hacer realidad los principios Misionales que la mayoría plantea, de ser aliadas del progreso social y humano. Este reclamo se recoge en lo que hoy día se llama el movimiento de la Responsabilidad social universitaria-RSU- el cual comparte vínculos ontológicos, políticos y éticos con la psicología comunitaria. La participación como proceso fundamental en estos paradigmas, tiene en cuenta a uno de los actores principales de la educación superior, cual es el estudiante. El objetivo fue conocer las creencias que sobre el ámbito organizacional de la RSU, tienen 500 estudiantes de cinco universidades de América Latina: Católica de Colombia, Loja de Ecuador, Tecnológica de Paraguay, Yucatán de México y Francisco Gavidia de El Salvador. Se aplicó la encuesta elaborada para tal fin, por Valleys, De la Cruz y Sasia (2009) de cinco dimensiones: derechos humanos, equidad y no discriminación; desarrollo personal y profesional; campus sostenible; buen gobierno, comunicación y marketing responsable. El hallazgo más importante es que el 45,2% de los estudiantes de las cinco universidades, están totalmente de acuerdo en afirmar que no perciben discriminación por género, por raza, nivel socioeconómico, u orientación política o sexual. Este es un dato alentador, ya que la discriminación es una condición que debe desaparecer por completo de la vida universitaria y de la sociedad en general.

The Latin American university is indebted to the large population majorities, who have begun to reclaim its leading role in society. You question the purpose of constructed knowledge in classrooms and laboratories, and asks her to look at herself, if you really want to make the principles Mission pose reality that most, if allies of social and human progress. This claim is reflected in what today is called the movement of university-RSU- social responsibility which shares ontological, political and ethical linkages with community psychology. Participation as a fundamental process in these paradigms into account in this investigation one of the main actors in higher education, which is the student. The objective was to know the beliefs on the organizational level of the RSU have 500 students from five universities in Latin America: Católica de Colombia, Ecuador Loja, Technology Paraguay, Mexico and Yucatan Francisco Gavidia of El Salvador. The elaborate survey for this purpose by Valleys, De la Cruz and Sasia (2009) was applied five dimensions: human rights, equality and non-discrimination; personal and professional development; sustainable campus; Good Governance: responsible communication and marketing). The results show that the most important finding is that 45.2% of students of the five universities were totally agree that no perceived discrimination by gender, race, socioeconomic status, or political or sexual orientation. While this is a fact that at first glance is encouraging, discrimination is a condition that must disappear completely from university life and society in general.

Terceirização do trabalho docente à luz da responsabilidade social da educação superior / Outsourcing educator work under the light of the social responsibility of higher education

O artigo apresenta a discussão da compreensão da terceirização do trabalho docente no ensino superior privado, realizado por meio de cooperativas de mão de obra, à luz da responsabilidade social da educação superior. Conceitualiza a responsabilidade social, privilegiando duas abordagens: a normativa, de ordem legal, e a ética, direcionada ao desenvolvimento humano. Examina a coerência ética que deve existir na gestão universitária no equacionamento das exigências de maximização de recursos visando a ganhos de competitividade, com os princípios e valores que deveriam nortear os empreendimentos educacionais dentro de um cenário marcado pelas exigências e demandas do Estado e da sociedade por uma maior responsabilidade social da educação superior, principalmente do setor privado.

This article focuses on understanding the outsourcing of teaching in private higher education, carried out by means of labor cooperatives, under the light of the social responsibility of higher education. It conceptualizes social responsibility by focusing on two approaches: normative, which is legal in nature, and the ethical, which is directed to human development. The author examines the ethical coherence there must be in the university management process when addressing the requirements of maximizing resources aimed at gains in competitiveness, with the principles and values that should guide the educational endeavors within a scenario marked by the requirements and demands of the State and of society for the increased social responsibility of higher education, especially in the private sector.