Enfoques y estrategias de responsabilidad social implementadas en Instituciones de Educación Superior. Una revisión sistemática de la literatura científica de los últimos 10 años*

Olarte-Mejía, Diana Victoria; Ríos-Osório, Leonardo Alberto

doi:10.1016/j.resu.2015.10.001

Cited by 36 publications

(29 citation statements)

References 23 publications

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“…However, their results consistently indicate that students predominantly acquire knowledge using a deep approach which indicates that their motivation is intrinsic-the student has much interest in the course and wishes to accomplish learning that has a personal significance. The strategies that these students employ are used to achieve comprehension and satisfy their personal curiosity 4,9,22 .…”

Section: Discussionmentioning

confidence: 99%

“…Likewise they encompass the student's intention to learn and how the student learns (process) 1 . This is how the Students' Approaches to Learning (SAL) theory conceives learning as a design of Students and Teachers, taking into account the educational and cultural context where the process develops 4 . This theory, proposed by Biggs in 1989 5 , assumes three intervening factors in the learning approach that a student adopts: promise, precess, and product (3P).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have used the R-SPQ-2F in order to describe the learning approaches that the TLP entails in university students, including in Colombia 2,4,9 . Others have evaluated the validity and reliability of the R-SPQ-2F replicating the two factor structure originally proposed by Biggs 7 .…”

Section: Introductionmentioning

confidence: 99%

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Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version

Vergara-Hernández

Simancas‐Pallares

Carbonell–Muñoz

2019

Duazary

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The aim of this research was to determine the psychometric properties (construct validity and internal consistency) of The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) in health sciences students from Cartagena, Colombia. Validation study without a standard criterion in 857 health sciences students whom answered the R-SPQ-2F. The number of factors that explained the construct was determined using exploratory factor analysis. Confirmatory factor analysis determined construct validity and Cronbach’s Alpha internal consistency. R-SQP-2F showed a mean value 66.01±12.3 with minimum 36 and maximum 99. EFA showed a two-factor solution that accounted for the 42.5% of the total variance. However, CFA showed the following fit indexes: χ2=962.783; df=166; RMSEA=0.075 (90% CI %: 0.070-0.079); CFI=0.883; TLI=0.866. R-SPQ-2F is a scale with acceptable internal consistency and two-factor structure with questionable construct validity. However, it shows practical utility on higher education learning strategies related-research. Researchers need additional studies about its psychometric properties in the future.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version

Vergara-Hernández

Simancas‐Pallares

Carbonell–Muñoz

2019

Duazary

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“…Following Olarte and Ríos (2015) in the multiple meanings of USR, different approaches can be identified. According to his proposal, since the review of several authors, five approaches are identified that are detailed in Table 5.…”

Section: Resultsmentioning

confidence: 99%

University Social Responsibility from the Perspective of the Different Stakeholders

Cabrera¹,

Mera²,

Espinosa³

2018

JMAA

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The objective of this research is to analyze social responsibility from the stakeholder's perspective to establish whether universities have advanced in their conception. The research is exploratory and conclusive descriptive of the cross-sectional sample. The internal and external stakeholders of the public universities domiciled in Quito were taken into account. The results showed that university managers relate this concept with actions of connection with community, the relevance of the academic offer and the accountability, while students relate this concept with teaching in values and philanthropic activities. For administrative personnel instead, university social responsibility (USR) is related to work benefits. On the other hand, the business sector relates this concept with the answer to their needs of innovation. As expected, representatives of government agencies highlight the university's responses that are necessary to become the engine of economic, productive and social transformation of the country. It is concluded that USR is applied in a partial way, which translates into management models that do not incorporate it as an explicit variable of their actions.

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“…Sin embargo, el concepto de responsabilidad social siendo procedente del contexto empresarial, ha sido objeto de ser implementado en el sector educativo con transcendentales representaciones de expresión, bajo planteamientos referidos a la ética, la rendición de cuentas y la sostenibilidad (Gaete, 2015). Para el caso de las instituciones de educación superior, la significación de RSE encuentra su referente en la función social que se les atribuye, frente a su compromiso social como pilar del desarrollo y la transformación de orden económico y social (Olarte-Mejía & Ríos-Osorio, 2015). De allí, que la responsabilidad social universitaria (RSU), se puede inferir como el proceso que surte la universidad en sus operaciones, a fin de orientarlas al servicio de la sociedad, con el compromiso de transformarla para mejorar la calidad de vida de quienes la componen (Polo, Lobatón, Arredondo, 2014).…”

Section: Introductionunclassified

Responsabilidad social universitaria “una aproximación desde la percepción de la colectividad académica”

Guzmán¹,

Rodríguez²,

Cooperativ³

et al. 2017

Hermes

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El presente artículo, se deriva de un proceso investigativo cuyo propósito consistió en obtener un acercamiento al significado de responsabilidad social universitaria (RSU) percibido por parte de sus grupos de interés, especialmente, de los clientes internos. Se consideró pertinente la utilización de un estudio de tipo descriptivo bajo un enfoque cualitativo. Descriptivo porque se determinaron los elementos que conforman la responsabilidad social universitaria, y cualitativo, porque contrastó las percepciones más relevantes que se prescribieron en la investigación. Luego de conocer la acepción de RSU en una población académica se concluyó que las universidades, antes de adelantar prácticas de responsabilidad social hacia afuera, primeramente, se deben revisar si este concepto se está aplicando correctamente.

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Enfoques y estrategias de responsabilidad social implementadas en Instituciones de Educación Superior. Una revisión sistemática de la literatura científica de los últimos 10 años*

Cited by 36 publications

References 23 publications

Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version

Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version

University Social Responsibility from the Perspective of the Different Stakeholders

Responsabilidad social universitaria “una aproximación desde la percepción de la colectividad académica”

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