Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/327370 
Year of Publication: 
2024
Citation: 
[Journal:] Journal of Innovation & Knowledge (JIK) [ISSN:] 2444-569X [Volume:] 9 [Issue:] 1 [Article No.:] 100464 [Year:] 2024 [Pages:] 1-8
Publisher: 
Elsevier, Amsterdam
Abstract: 
In the last decades, the social impact of universities has arisen as a new concern, which has shifted the way academic knowledge is designed to include topics such as inclusion, environmental protection, ethics, and so on. Being teachers the main actors of these changes, it is necessary to understand their beliefs and practices regarding this matter. This study aims to analyze the perception and curricular practices of higher education teachers of business-related subjects regarding University Social Responsibility (USR). A sample of twenty-one university teachers related to socially relevant subjects in business degrees was selected to answer a questionnaire about their perceptions and practices regarding USR. In general, the findings indicate that teachers are not fully aware of the role of social topics in their subjects, and do not engage their students in these matters within their subjects. In addition, teachers do not fully perceive actions of social responsibility taken by the university. This diagnostic study may enable future changes in curricular practices and teacher training that will allow students to receive a complete education about social issues related to their professional development.
Subjects: 
University social responsibility
Higher education
Social justice
Teacher's practices
Classification codes
JEL: 
I23
M14
O35
D63
A22
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Article

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