Assessment of Social Responsibility in Education in Secondary Schools

Abstract

The increase in the importance given to the social dimension of companies has led to an awareness in society of the right to require economic, social and environmental responsibility. Although several methodologies of corporate social responsibility (CSR) are being introduced in organizations, and in many others, it is already part of the corporate culture; however, it is a concept that is still being explored in the area of education, where there is no prior record of the application of a strategic assessment model in centers of learning. This study describes an innovative multicriteria model designed with the Measuring Attractiveness by a Categorical Based Evaluation Technique (MACBETH) approach to assess CSR in high schools. It is in high schools that students are old enough to internalize the different dimensions of CSR and to include it in their most personal values throughout their entire life. The model is constructed using judgements from three decision centers with a great deal of experience and an extensive professional history in the field of high school teaching. This model, built specifically for centers of learning, assigns a score to the various limits between levels of excellence, considered as actions to be determined to identify the level of centers of learning. The model can be used as a tool for the continuous improvement of CSR as it allows the strengths and weaknesses of each center in the area of educational sustainability to be recognized and action plans to be produced for those with the worst performance. Furthermore, the model can be used as a tool for benchmarking, that is, the comparison of CSR efficiency between high schools, and act as a way of attracting students. The model has been applied in three state high schools of very different types.

Influence of Social Responsibility Projects on the Holistic Development of Secondary School Students

“…Reasoning gets developed with moral growth while empathy and other humanistic attributes also see a surge of development through moral learning (Chickering and Reisser 1993;Li, Wright et al, 2008). Burgos and Carnero (2020) in their paper assessed the requirement of the theory of the Corporate to be transcended to the realm of secondary educational system. They proposed a model titled Measuring Attractiveness in the Categorical-based Evaluation Technique (MACBETH), that helps fulfil the objective of incorporating social responsibility among school students.…”

Analysis of factors influencing social responsibility in private education industry based on multimodal discourse analysis model of big data

“…The literature [12] argues that CSR investments help companies create business value and develop strategic resources, but many companies neglect their optimal level and over-enthusiasm for CSR may lead to over-investment in social responsibility, which increases corporate costs. The literature [13] describes an innovative multi-criteria model that uses a methodology based on categorical evaluation techniques to measure attractiveness to assess social responsibility in high school education. The literature [14] argues that the future of CSR in the context of higher education depends on the attitudes of the next generation and that a better understanding of the relationship between CSR orientation and its predictors is important for various stakeholders.…”

Social Responsibility and Spiritual Intelligence: University Students’ Attitudes during COVID-19

“…Social responsibility is linked to ethical behavior, due to the search for the benefit to each person and the development of society in general [9], which could improve quality of life because of a high social conscience [10]. In this scenario, higher education institutions should contribute to social welfare as a product of their duty to exist and, therefore, of their substantive functions: knowledge generation, integral professional training, and promoting cultural events [11,12]. In this context, the transversality of social responsibility in each of their university processes could demonstrate socially responsible educational decisions and attitudes [13,14], forging values such as empathy, solidarity, prosociality, and social justice.…”