CSR in Universities: A Case Study on Internal Stakeholder Perception of University Social Responsibility

Abstract

Research in CSR has generated a clear understanding on the role of and expectations from sustainable corporations. However, little attention has been directed towards non-corporate institutions such as universities, whose purpose and responsibilities are too ambiguous for any evaluations on them. The aim of this study is to contribute to the sparse literature on University Social Responsibility. This aim is achieved by investigating internal stakeholders' perception of their university's social responsibility initiatives to learn the initiatives that most impact their satisfaction with the institution. The first stakeholder group included 229 undergraduate students and were categorized on basis of their gender, degree program and semester. The second stakeholder group included 75 employees, both administrative and teaching faculty and were categorized on gender, age, tenure and education level. Results showed that students, especially from Business programs and employees were most satisfied when they perceived their university providing quality education, strong industry linkages and equal opportunities to all stakeholders. Specifically, for employees satisfaction levels and USR perceptions grew positively as their university tenure increased. However, after a tenure of 10 years, there was a slight decrease in employee satisfaction and USR perceptions. Both stakeholder groups gave little importance to their university's initiatives on research and innovation, implicating that future research should probe into the cross-cultural relevance of research work at universities.

The perceptions of master and bachelor students on the performance of private higher education institutions – an empirical study in Malaysia

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“…Teaching quality and research activities should be synchronized with the needs of students' professional development, and these aspects result in the success of HE institutions (Le et al, 2019). It can be achieved by providing an industry-linked education (Ismail and Shujaat, 2019). An industrial-linked education will provide students with sustainable work opportunities that promote social mobility and give back to society (Venville et al, 2021).…”

Measuring the impact of corporate governance on non-financial reporting in the top HEIs worldwide

“…This influence is not limited to teaching and research, but it extends to include the need and ability to maintain long-term performance comparing with competitors (Ismail and Shujaat, 2019; Dahan and Senol, 2012). Therefore, there is a need to recognise corporate social responsibility (CSR) as a core component of the function of universities rather than as a separate consideration (Velte and Stawinoga, 2017; Ismail and Shujaat, 2019). To participate in CSR activities, universities started gearing their key performance indicators towards social responsibility by voluntarily integrating social activities into their core policy and social performance measurements (de Castro and Jabbour, 2013; Rahman et al , 2019).…”

“…This is because HEIs are responsible for the significance influence over a large population of future leaders (Adams, 2018; Nejati et al , 2011). This influence is not limited to teaching and research, but it extends to include the need and ability to maintain long-term performance comparing with competitors (Ismail and Shujaat, 2019; Dahan and Senol, 2012). Therefore, there is a need to recognise corporate social responsibility (CSR) as a core component of the function of universities rather than as a separate consideration (Velte and Stawinoga, 2017; Ismail and Shujaat, 2019).…”

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“…Universities are key players in constructing a more just society, insofar as they prepare students to act with social responsibility in their personal and professional lives (Dima et al, 2013;Giacalone & Thompson, 2006;Naval & Ruiz-Corbella, 2012). In order to fulfill this role, and with the growing importance of social responsibility in higher education institutions (SRHEI), universities have undertaken different initiatives that allow students to engage with society beyond the university's environment (Dima et al, 2013, p. 25).…”