Gestión de instituciones de educación superior: responsabilidad social en el contexto de los retos globales
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.3Palabras clave:
política educativa, responsabilidad social, desarrollo sostenible, transformación, universidadesResumen
El estudio examina cómo las instituciones de educación superior (IES) de Ucrania implementan la responsabilidad social corporativa (RSC) y qué barreras limitan su integración para fundamentar decisiones institucionales. Se realizó encuesta transversal cuantitativa en línea a estudiantes, docentes y personal administrativo seleccionados intencionalmente (n = 189). Los datos se procesaron en Excel y SPSS mediante estadísticas descriptivas, pruebas t, correlación de Pearson y análisis de contenido de respuestas abiertas. La validez del cuestionario se apoyó en revisión de expertos y prueba piloto (n = 30); alfa de Cronbach = 0.87. Las IES reportan prácticas activas de RSC: iniciativas de desarrollo sostenible (72%; eficacia media 4.1; σ = 0.6) y medidas ambientales (68%; mediana 4). El voluntariado es frecuente (65%) pero menos eficaz (media 3.5; σ = 0.9). Barreras clave: financiación limitada (74%) y baja concienciación (61%). La gestión de la RSC se correlaciona positivamente con iniciativas ecológicas (r = 0.27). Las valoraciones de eficacia difieren entre administración (4.2), docentes (3.8; p = 0.004) y estudiantes (3.4; p < 0.001). Se recomienda ampliar la participación de docentes y estudiantes, formación, fondos dedicados y mejor comunicación interna; la implementación sigue fragmentada y dependiente de recursos e iniciativas individuales dentro de las IES.
Citas
Austin, I., & Jones, G. A. (2024). Theories of governance. In Governance of Higher Education (pp. 27–56). Routledge. https://doi.org/10.4324/9781003283652-2
Basheer, N., Ahmed, V., Bahroun, Z., & Anane, C. (2025). Sustainability assessment in higher education institutions: exploring indicators, stakeholder perceptions, and implementation challenges. Discover Sustainability, 6(1). https://doi.org/10.1007/s43621-025-01116-w
Bernasconi, A. (2025). Latin America: Weak academic freedom within strong university autonomy. Global Constitutionalism, 14(1), 96–117. https://doi.org/10.1017/s204538172400011x
Billedeau, D. B., Palaschuk, N., & Wilson, J. (2025). Corporate social responsibility theories in the context of global transformational events: A scoping review. Business Ethics, the Environment & Responsibility. https://doi.org/10.1111/beer.12792
Brunner, J. J., & Alarcón, M. (2024). Higher education governance as a social contract: Challenges for Latin America and the Caribbean. Prospects, 54(2), 411–417. https://doi.org/10.1007/s11125-024-09687-8
Caminero-Santangelo, M. (2025). A crisis of higher education, and beyond. Latino Studies, 23(2), 169–174. https://doi.org/10.1057/s41276-025-00527-0
Cavalcanti-Bandos, M. F., Quispe-Prieto, S., Paucar-Caceres, A., Burrowes-Cromwel, T., & Rojas-Jiménez, H. H. (2021). Provision of education for sustainability development and sustainability literacy in business programs in three higher education institutions in Brazil, Colombia and Peru. International Journal of Sustainability in Higher Education, 22(5), 1055–1086. https://doi.org/10.1108/ijshe-07-2020-0247
Cepeda-Másmela, C. (2024). Latin America: Colombia “teaching IR theory in Colombia.” In Political Pedagogies (pp. 731–742). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72072-7_58
Chapman, C., & Montecinos, C. (2024). Professional learning in Latin America and the Caribbean: towards a Networked Learning System? Professional Development in Education, 51(1), 1–6. https://doi.org/10.1080/19415257.2025.2446110
da Cruz, L. R., do Rosário Diniz, J., Amiel, T., Gonsales, P., Saraiva, F., & Ramos, V. (2025). The Platformization of Higher Education in LatinAmerica and Africa. In Lecture Notes in Educational Technology (pp. 435–447). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-3698-3_31
Davison, R. M., & Joia, L. (2022). Digital Transformation in Latin America: Challenges and Opportunities. The Electronic Journal of Information Systems in Developing Countries, 89(2). https://doi.org/10.1002/isd2.12258
Deroncele-Acosta, A., Palacios-Núñez, M. L., & Toribio-López, A. (2023). Digital Transformation and Technological Innovation on Higher Education Post-COVID-19. Sustainability, 15(3), 2466. https://doi.org/10.3390/su15032466
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2019). The centrality of engagement in higher education. In H. E. Fitzgerald, K. Bruns, S. T. Sonka, A. Furco, & L. Swanson (Eds.), Building the field of higher education engagement (pp. 19–219). Routledge. https://doi.org/10.4324/9781003443353-12
Galvez, D. P. C., & Revinova, S. (2025). Assessing digital technology development in Latin American countries: Challenges, drivers, and future directions. Digital, 5(2), 20. https://doi.org/10.3390/digital5020020
Geschwind, L., Kekäle, J., Pinheiro, R., & Sørensen, M. P. (2019). Responsible universities in context. In The responsible university (pp. 3–29). Springer International Publishing. https://doi.org/10.1007/978-3-030-25646-3_1
Gonzalo Cortez, G. (2023). Social responsibility as a strategy in university management. Centro Sur, 7(1) 73-80. https://doi.org/10.37955/cs.v7i1.305
Gulua, E. (2019). Management of process and infrastructure in higher education institution. European Journal of Interdisciplinary Studies, 5(1), 31-57. https://doi.org/10.26417/ejis-2019.v5i1-275
Hidalgo-León, P., Luna, A., & Rivas, L. (2024). Social and scientific relevance of systems engineering undergraduate theses in Latin America. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 19, 306–314. https://doi.org/10.1109/RITA.2024.3476154
Horzela, A. (2020). University management strategy in the context of social responsibility. Journal of WEI Business and Economics, 9(1), 66–71. https://doi.org/10.36739/jweibe.2020.v9.i1.17
Leal Filho, W., Sigahi, T. F. A. C., Anholon, R., Rebelatto, B. G., Schmidt-Ross, I., Hensel-Börner, S., Franco, D., Treacy, T., & Brandli, L. L. (2025). Promoting sustainable development via stakeholder engagement in higher education. Environmental Sciences Europe, 37, 64. https://doi.org/10.1186/s12302-025-01101-0
Lluch, A., & Amdam, R. P. (2024). In the shadow of Americanisation: The origins and evolution of management education and training in Argentina (1940s–1960s). Business History, 1–28. https://doi.org/10.1080/00076791.2024.2364344
Malagón Castro, L. E., Valencia González, G. C., Vázquez-Parra, J. C., & Ríos Sánchez, A. (2025). Critical Interculturality in Latin American Education: Challenges and Advances. The International Journal of Learner Diversity and Identities, 32(1), 121–143. https://doi.org/10.18848/2327-0128/cgp/v32i01/121-143
Nogueiro, T., & Saraiva, M. (2023). Global academic rankings: A challenge or a chance to Portuguese higher education institutions. In C. Machado & J. P. Davim (Eds.), Higher education for sustainability (pp. 35–58). Springer. https://doi.org/10.1007/978-3-031-28793-0_2
Ojeda Portugal, J. J., Contreras Chavez, L. A., Cabana Mamani, D. H., Banda Cardenas, J. D., & Morán Cruz, F. (2023). Engineering and social responsibility: Challenges and opportunities in higher education. Athenea Engineering Sciences Journal, 4(13), 25–33. https://doi.org/10.47460/athenea.v4i13.62
Okoye, K., Hussein, H., Arrona-Palacios, A., Quintero, H. N., Ortega, L. O. P., Sanchez, A. L., Ortiz, E. A., Escamilla, J., & Hosseini, S. (2023). Impact of digital technologies upon teaching and learning in higher education in Latin America: An outlook on the reach, barriers, and bottlenecks. Education and Information Technologies, 28, 2291–2360. https://doi.org/10.1007/s10639-022-11214-1
Oleksiyenko, A., Mendoza, P., Riaño, F. E. C., Dwivedi, O. P., Kabir, A. H., Kuzhabekova, A., Charles, M., Ros, V., &Shchepetylnykova, I. (2022). Global crisis management and higher education: Agency and coupling in the context of wicked COVID‐19 problems. Higher Education Quarterly, 77(2), 356-374. https://doi.org/10.1111/hequ.12406
Panait, M., Hysa, E., Petrescu, M. G., & Fu, H. (2022). Universities – players in the race for sustainable development. In Higher education for sustainable development goals (pp. 23–42). River Publishers. https://doi.org/10.1201/9781003333036-2
Passant, A. J.-G. (2024). Toward an alternative history of commercial education in Latin America: Lessons from the emergence of the first commercial school in 1820s Argentina. Journal of Management History, 31(1), 127–153. https://doi.org/10.1108/jmh-09-2023-0102
Paudel, P. (2020). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
Pinheiro, A. B., dos Santos, J. I. A. S., da Silva, D. M. L., Segatto, A. P., & Korelo, J. C. (2023). Corporate governance meets corporate social responsibility: Evidence from Latin America. Academia Revista Latinoamericana de Administración, 36(4), 516–534. https://doi.org/10.1108/ARLA-05-2023-0072
Preuss, L. (2023). Corporate social responsibility as management idea: Between universal applicability and context dependency. Competition & Change, 27(5), 851–873. https://doi.org/10.1177/10245294231164699
Ramírez Plascencia, D., & Alonzo González, R. M. (2025). The rise of artificial intelligence in Latin America. In Ethical and legal dilemmas of artificial intelligence in Latin America (pp. 1–18). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-86540-4_1
Ruipérez-Valiente, J. A., Staubitz, T., Jenner, M., Halawa, S., Zhang, J., Despujol, I., Maldonado-Mahauad, J., Montoro, G., Peffer, M., Rohloff, T., Lane, J., Turro, C., Li, X., Pérez-Sanagustín, M., & Reich, J. (2022). Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions. Computers & Education, 180, 104426. https://doi.org/10.1016/j.compedu.2021.104426
Seitenova, S., Khassanova, I., Khabiyeva, D., Kazetova, A., Madenova, L., & Yerbolat, B. (2023). The effect of STEM practices on teaching speaking skills in language lessons. International Journal of Education in Mathematics, Science and Technology, 11(2), 388–406. https://doi.org/10.46328/ijemst.3060
Stepanova, N., Pletenytska, L., & Zakharina, T. (2023). The role of communication between parents and teachers in the implementation of electronic learning elements in secondary school. E-Learning Innovations Journal, 1(2), 21–38. https://doi.org/10.57125/elij.2023.09.25.02
Streck, D. R., Abba, M. J., Latorre, P., & Schenatto da Rosa, C. (2024). Can higher education contribute to trust building in a fragmented reality? A Latin American perspective. Journal of International Cooperation in Education, 26(1), 20–33. https://doi.org/10.1108/jice-10-2023-0030
Tilak, J. B. G. (2022). Social responsibility of higher education. Social Change, 52(4), 478–490. https://doi.org/10.1177/00490857221121039
Trocki, M., Juchniewicz, M., & Bukłaha, E. (2020). Socially responsible project management. Journal of Management and Financial Sciences, 41, 45–60. https://doi.org/10.33119/jmfs.2020.41.3
Turabay, G., Mailybaeva, G., Seitenova, S., Meterbayeva, K., Duisenbayev, A., & Ismailova, G. (2023). Analysis of intercultural communication competencies in prospective primary school teachers' use of internet technologies. International Journal of Education in Mathematics, Science and Technology, 11(6), 1537–1554. https://doi.org/10.46328/ijemst.3795
van den Beemt, A., Vázquez-Villegas, P., Gómez Puente, S., O’Riordan, F., Gormley, C., Chiang, F.-K., Leng, C., Caratozzolo, P., Zavala, G., & Membrillo-Hernández, J. (2023). Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents. Education Sciences, 13(3), 234. https://doi.org/10.3390/educsci13030234
Zaman, R., Jain, T., Samara, G., & Jamali, D. (2020). Corporate governance meets corporate social responsibility: Mapping the interface. Business & Society, 61(3), 690–752. https://doi.org/10.1177/0007650320973415
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Illia Lysokon, Tamara Vasyliuk, Yuliia Kulinka, Olha Bilozir, Valerii Karytka
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
