Socially responsible training of the future leaders the socially responsible formation of the future enterprise leaders: Analysis of the perception of one of the interested parties Spain-Argentina
Keywords:
Perceptions; Social Responsibility; Higher Education.Abstract
In this paper a study has been carried out on the perceptions and attitudes of the students from a Spanish and an Argentine university, on social enterprise responsibility. The methodology used was a qualitative approach through the focus group technique, which was attended by undergraduate business administration students from the two different university contexts. This technique allowed deepen to perceptions of future business leaders about the social responsibility of the enterprises as from the content and practices they have received and experienced in their process of university education. The results show that future professionals are positive about the importance of social, enterprise and university responsibility and, while recognizing the efforts of their universities in this line, it also highlight the need for improvements, not only in the study plans in the implementation in the daily life of the university but even from a greater involvement of all community staff.References
Aldanueva Fernández, I. &Jiménez Quintero, J.A. (2013). Experiencias Internacionales en Materia de Responsabilidad Social Universitaria. Visión de Futuro. Año 10-V.17-Nº 1-pp.1-16.
Alonso Almeida, M. del M., Casani Fernández de Navarrete, F., & Rodríguez Pomeda, J. (2011). Percepción de los estudiantes sobre la responsabilidad social empresarial. Análisis previo al diseño de una formación específica. I Seminario Iberoamericano sobre modelos de docencia e investigación en Responsabilidad Social Empresarial.
Beck, L. C., Trombetta, W. L., & Share, S. (1986). Using focus group sessions before decisions are made. North Carolina Medical Journal, 47(2), 73-74.
Bruni, L., & Calvo, C. (2009). El precio de la gratuidad. Cap. III: Responsabilidad Social Empresaria. Ed. Ciudad Nueva. Buenos Aires.
Casani F.; Sánchez, F., & Rodríguez - Pomeda J., (2015). La educación superior como dinamizadora de la responsabilidad social empresarial: un estudio comparado entre los futuros dirigentes empresariales en américa latina. ISBN: 978-84-9949-677-1.
Ceulemans, K., Molderez, I., & Van Liedekerke, L. (2015). Sustainability reporting in higher education: a comprehensive review of the recent literature and paths for further research. Journal of Cleaner Production, 106, 127-14.
Espi Martínez, J. (1981). Deuda Pública y Equidad Intergeneracional en la Financiación de la Enseñanza Superior. Tesis Doctoral. Facultad de Ciencias Económicas y Empresariales de la Universidad Autónoma de Madrid.
González-Rodríguez, M. R., Díaz-Fernández, M. C., Pawlak, M., & Simonetti, B. (2013). Perceptions of Students University of corporate social responsibility. Quality & Quantity, 47(4), 2361-2377.
Guédez, V. (2010). Las dimensiones éticas y estratégicas de la RSE. Capítulo 1:” Responsabilidad Social Empresarial: visiones complementarias”. Ed. Venamcham, Caracas.
Larrán Jorge, M. & Andrades Peña, F. (2015). Análisis de la Responsabilidad Social Universitaria desde distintos enfoques teóricos. Revista Iberoamericana de Educación Superior. Volumen 6, Issue 15, pp. 91-107.
Olarte Mejía, D & Rios Osorio, D. (2015). Enfoques y estrategias de responsabilidad Social implementadas en instituciones de Educación Superior. Una revisión sistemática de la literatura científica de los últimos 10 años. Revista de Educación Superior. Vol, 44.Nº 175. doi: 10.1016/j.resu.2015.10.001
Robbins, S. (1998). Comportamiento Organizacional. Cap. 3: “Percepción y toma individual de decisiones”. Prentice Hall, 8va. ed., México. Pp.: 88-129.
Santiago, J., & Roussos, A. (2010). El focus group como técnica de investigación cualitativa. Universidad de Belgrano. Buenos Aires, Argentina. Disponible en: http://www.ub.edu.ar/ investigaciones/dt_nuevos/256_roussos.pdf
Stanislavská, L. K., Kvasnička, R., Kuralová, K., & Margarisová, K. (2014). Social Responsibility of Higher Educational Institutions-the Comparison of the View of Students and Potential Students’. Journal on Efficiency and Responsibility in Education and Science, 7(3-4), 95-99.
Strauss, A. L., & Corbin, J. (2002). Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada. Medellín: Universidad de Antioquia.
Vallaeys, F., De la Cruz, C., & Sasia, P. M. (2009). Responsabilidad social universitaria: manual de primeros pasos. Inter-American Development Bank.
Vallaeys, F. (2008). ¿Qué es la responsabilidad social universitaria? Nuevo León, México. consultado en: www. cedus. cl. http://rsuniversitaria.org/web/images/stories/BreveMarcoTeodelaResponsabilidadSocialUniv.pdf
Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Sage.
Yin, R. K. (2003). Investigación sobre estudio de casos. Diseño y métodos. Applied Social Research Methods Series, 5. Disponible en español en www.polipub.org/documentos/
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Leyla Angélica Sandoval Hamón, Silvia Luján Corral, Agustín Ferreyra
The works published in this magazine are under the Creative Commons Attribution-NonCommercial 2.5 Argentina license.
Important: The author is the owner of the rights to exploit the contents of the article of his authorship.
You are free to:
Share — copy and redistribute the material in any medium or format.
Adapt — remix, transform and build from the material.
The licensor cannot revoke these liberties as long as you follow the terms of the license.
Under the following terms:
Attribution - You must give appropriate credit, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests that you or your use is endorsed by the licensor.
Non-Commercial - You may not use the material for commercial purposes.
There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict others to make any use permitted by the license.
