Examination of the Perceptions of the Undergraduates’ Regarding the Universities’ Social Responsibility Fulfillment Levels: The Sample of Girne American University, Faculty of Education

Öz

: In the socio-economic environment that differs with the effect of globalization, the duties of higher education institutions are becoming more important and deepening. Higher education institutions’ duties of teaching, research and social responsibilities are becoming more prominent and valuable in today’s conditions and the third mission is especially has been more questionable. In this research, data were collected by means of a five-point Likert scale with 25 items in four sub-dimensions named as Faculty Social Responsibility scale which was developed by the researcher in order to measure the social responsibility fulfillment level of the hosting institution from 361 undergraduates’ perceptions. Findings reveal that there was not a statistically significant difference between male and female participants except the Transferring the Social Responsibility Consciousness to Students sub-dimension. A significant difference was found among the participants in the 25+ age group in favor of the participants in the 19-21 age range in all sub-dimensions and the scale overall in the age variable. Except the Transferring Academic Knowledge sub-dimension, a significant difference was found in all sub-dimensions and the scale overall in favor of positive emotions by means of the social activities attended. A significant difference was found between Pre-School and Special Education Teaching programs with the other programs that undergraduates study in the department variable. There was no significant difference in the participants’ grade level, academic average grade and the reasons of participation in the social activities. A positive and high level correlation was found between all sub-dimensions of the scale. As an overall conclusion, it was found that the social responsibility fulfillment level of the institution where the research was conducted found to be at a moderate level regarding the participants’ perceptions.

Anahtar Kelimeler

• Higher education
• social responsibility
• undergraduates

Lisans Öğrencilerinin Üniversitelerin Sosyal Sorumluluklarını Gerçekleştirme Düzeylerinin Farklı Değişkenler Açısından İncelenmesi: Girne Amerikan Üniversitesi, Eğitim Fakültesi Örneği

Öz

Küreselleşmenin etkisi ile farklılaşan sosyo-ekonomik çevrede, yükseköğretim kurumlarının görevleri daha da önemsenmekte ve genişlemektedir. Yükseköğretim kurumlarının Dünya genelinde öğretim, araştırma ve topluma hizmet olarak görülen üçlü görevinin her birinin daha belirgin ve değerli olduğu günümüz şartlarında, özellikle üçüncü görevi daha fazla sorgulanır olmuştur. Bu araştırmada, üniversitelerin sosyal sorumluluklarını gerçekleştirme düzeyinin lisans öğrencilerinin görüşleri doğrultusunda ölçülebilmesi için araştırmacı tarafından geliştirilmiş beşli Likert, dört alt boyutlu toplam 25 maddeden oluşan Fakülte Sosyal Sorumluluk ölçeği ile lisans öğrencilerinden 361 kişilik katılım sağlanarak veri toplanmıştır. Elde edilen bulgulara göre, kadın ve erkek katılımcılar arasında Toplumsal Bilinç Aşılama alt boyutu haricinde istatistiksel olarak anlamlı fark tespit edilmemiştir. Yaş değişkeni tüm alt boyutlarda ve ölçek genelinde 19-21 yaş aralığındaki katılımcıların lehine 25+ yaş grubundaki katılımcılar arasında anlamlı fark tespit edilmiştir. Katılım sağlanan sosyal etkinliklerin kazandırdığı duygular değişkeninde Akademik Birikim Aktarma alt boyutu haricinde tüm alt boyutlarda ve ölçek genelinde, olumlu duygular lehine anlamlı farklılık tespit edilmiştir. Öğrenim görülen program değişkeninde Okul Öncesi ve Özel Eğitim Öğretmenliği programlarında diğer programlar arasında anlamlı fark tespit edilmiştir. Katılımcıların sınıf düzeyi, akademik not ortalaması ve etkinlik katılım amaçlarında anlamlı fark tespit edilmemiştir. Ölçeğin tüm alt boyutları arasında pozitif yönlü ve yüksek düzeyde ilişki tespit edilmiştir. Genel sonuç olarak, araştırmanın yürütüldüğü kurumun sosyal sorumluluklarını gerçekleştirme düzeyleri katılımcılar tarafından orta seviye olarak algılandığı tespit edilmiştir.

Anahtar Kelimeler

• yükseköğretim
• sosyal sorumluluk
• lisans öğrencisi

Kaynakça

1. Abad-Segura, E., Cortés-García, F.J., & Belmonte-Ureña, L.J. (2019). The sustainable approach to corporate social responsibility: A global analysis and future trends. Sustainability, 11(19), 1-24. https://doi.org/10.3390/su11195382
2. Abernathy, J., Stefaniak, C., Wilkins, A., & Olson, J. (2017). Literature review and research opportunities on credibility of corporate social responsibility reporting. American Journal of Business, 32(1), 24-41. https://econpapers.repec.org/article/emeajbpps/ajb-04-2016-0013.htm.
3. Adams, C. A. (2004). The ethical, social and environmental reporting-performance portrayal gap. Accounting, Auditing & Accountability Journal, 17(1), 731–57.
4. Adel, H. M., Zeinhom,G. A., & Younis, R.A.A.Y (2021). From university social-responsibility to social-innovation strategy for quality accreditation and sustainable competitive advantage during COVID-19 pandemic. Journal of Humanities and Applied Social Sciences Emerald Publishing Limited, 2632-279X. https://doi.org/doi 10.1108/JHASS-04-2021-0086
5. Aktan, C. C. & Börü, D. (2007). Kurumsal sosyal sorumluluk, Aktan, C.C (Ed.), Kurumsal sosyal sorumluluk, işletmeler ve sosyal sorumluluk, (ss. 11– 37) içinde. İGİAD Yayınları.
6. Aledo-Ruiz, M. D., Martínez-Caro, E., & Santos-Jaén, J. M. (2022). The influence of corporate social responsibility on students' emotional appeal in the HEIs: The mediating effect of reputation and corporate image. Corporate Social Responsibility and Environmental Management, 29(3), 578–592. https://doi.org/10.1002/csr.2221
7. Arroyave, F., Dasí, A., & Redondo, A. (2021). Student commitment to social responsibility: Systematic literature review, conceptual model, and instrument. Intangible Capital, 17(1), 52-72. https://doi.org/10.3926/ic.1685
8. Batur, Ö. (2015). Examining stakeholders’ perspectives for universities’ social responsibilities: The case of Çanakkale (Unpublished doctoral dissertation) Institute of Social Sciences, Çanakkale Onsekiz Mart University.

9. Becan, C. (2013). Kurumsal sosyal sorumluluk kavramının paydaş teorisi ve iletişim yaklaşımı açısından değerlendirilmesi: Bankaların basın bültenlerine yönelik bir içerik analizi. Selçuk İletişim, 7(1) , 16-35. https://dergipark.org.tr/tr/pub/josc/issue/19023/200588.
10. Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri (2.Basım). Pegem Akademi.
11. Chatzopoulou, E., & de Kiewiet, A. (2021). Millennials’ evaluation of corporate social responsibility: The wants and needs of the largest and most ethical generation. J. Consum. Behav., 20(3), 521–534. https://doi.org/10.1002/cb.1882
12. Chen, S.H., Nasongkhla, J., & Donaldson, A. (2015). University social responsibility: Identifying an ethical foundation within higher education ınstitutions. The Turkish Online Journal of Educational Technology, 14(4), 164-172. https://files.eric.ed.gov/fulltext/EJ1077652.pdf.
13. Coelho, M. & Menezes, I. (2021). University social responsibility, service learning, and students’ personal, professional, and civic education. Front. Psychol, 12(1), 1-8, 617300. https://doi.org/10.3389/fpsyg.2021.617300
14. Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Lawrence Erlbaum Associates. Cohen, L., & Manion L. (1989). Research methods in education. (3rd Ed). Routledge.
15. Correa Bernardo, M.A., Butcher, J., & Howard, P. (2012). An international comparison of community engagement in higher education. International Journal of Educational Development, 32(1), 187–192.
16. Cramer, D. (1998). Fundamentals statistics for social research. Routledge.
17. Çuhadar, A. (2009). Topluma hizmet uygulamaları dersi aracılığı ile yurttaş öğretmen yaratmak. VII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, (2-4 Mayıs 2008). Çanakkale Onsekiz Mart Üniversitesi.
18. Davis, K., & Blomstrom, R.L. (1966). Business and its environment. McGraw-Hill.
19. Doane, D. P., & Steward, L. E. (2011). Measuring skewness: A forgotten statistic? Journal of Statistics Education, 19(2), 1-18. https://doi.org/10.1080/10691898.2011.11889611
20. Duque, P. & Cervantes-Cervantes, L.S.(2019). University social responsibility: A systematic review and bibliometric analysis. Estudios Gerenciales, 35(153), 451-464. https://doi.org/10.18046/j.estger.2019.153.3389
21. Durukan, H. (2004). The role of modern universities in the developing of our country. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 19-25. https://dergipark.org.tr/tr/pub/erziefd/issue/5994/79755.
22. Ebner, D., & Baumgartner, R.J. (2006). The Relationship between sustainable development and corporate social responsibility. In Proceedings of the Corporate Responsibility Research Conference 2006, Dublin,Ireland,http://www.crrconference.org/Previous_conferences/downloads/2006ebnerbaumgartner.pdf
23. Elias, R.Z. (2004). An examination of business students’ perception of corporate social responsibilities before and after bankruptcies. J. Bus. Ethics, 52(3), 267–281. https://doi.org/10.1023/B:BUSI.0000037558.74693.d5
24. Erçetin, Ş. (2001). Biz Akademisyenler geleceğin yükseköğretim kurumlarını yaratmaya hazır mıyız?. Kuram ve Uygulamada Eğitim Yönetimi, 25(1), 75–86. https://dergipark.org.tr/tr/download/article-file/108507.
25. Esfijani, A., & Chang, E. (2012). A fuzzy logic based approach for measuring virtual university social responsibility. The 2nd World Conference on Soft Computing, (pp. 149-156).
26. Field, A. (2009). Discovering statistics using SPSS. Oriental Press.
27. Fontaine, M. (2013). Corporate social responsibility and sustainability: The new bottom line? International Journal of Business and Social Science, 4(1), 110–119. https://ijbssnet.com/journals/Vol_4_No_4_April_2013/13.pdf
28. Games, P.A. (1971). Multiple comparisons of means. American Educational Research Journal, 8(1), 531-564. https://doi.org/10.3102/00028312008004677
29. George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0update (10a Ed.). Pearson.
30. Gomez-Vasquez, L., Morales, B., & Fantauzzi, J.C.V. (2014). University social responsibility: A social transformation of learning, teaching, research, and innovation. 9th Quest for Global Competitiveness Conference, San Juan, Puerto Rico. https://www.researchgate.net/publication/305400973_University_Social_Responsibility_A_Social_Transformation_of_Learning.
31. González-Alcántara, O.J., Fontaneda González, I., Camino López, M.A., & Lara, A. (2010). La Responsabilidad Social en las Universidades Españolas, iGR—Grupo de Investigación Ingenieria y Gestión Responsible: Burgos, Spain; Universidad de Burgos. https://goo.gl/fYgwZN.
32. González-Rodríguez, R., Díaz-Fernández, C., & Biagio, S. (2014). Values and corporate social initiative?: An approach through Schwartz theory. Int. J. Bus. Soc., 15(1), 19–48. http://www.ijbs.unimas.my/repository/pdf/Vol15No1paper2.pdf.
33. Grassa, V.M., Lloret, J., Rodríguez, C., Romero, L., Sanabria, E., & Sanchis, V. (2008). Cooperative work for teacher training. WSEAS Trans. Adv. Eng. Educ., 2(5), 69–76. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.526.478&rep=rep1&type=pdf.
34. Hrubos, I.(2011). The changing role of universities in our society. Society and Economy, Akadémiai Kiadó, Hungary, 33(2), 347-360. https://doi.org/10.1556/socec.2010.0004
35. Karasar, N. (2006). Bilimsel araştırma yöntemi. Nobel Yay.
36. Kiezel, M., Piotrowski, P., & Wiechoczek, J. (2021). Perception of social responsibility strategy in higher education: Empirical Study in Poland. Sustainability,13(16), 9417, 2-19. https://doi.org/10.3390/su13169417
37. Kocabaş, İ. (2014). Üniversite öğrencilerinin gözünde sosyal sorumluluk imajı: Selçuk Üniversitesi örneği. (Yayımlanmamış yüksek lisans tezi). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Halkla İlişkiler ve Tanıtım Anabilim Dalı Halkla İlişkiler Bilim Dalı.
38. Kouatli, I. (2019). The contemporary definition of university social responsibility with quantifiable sustainability. Social Responsibility Journal, 15(1), 888–909. https://ideas.repec.org/a/eme/srjpps/srj-10-2017-0210.html.
39. Lee, Y., Wanta, W., & Lee, H. (2015). Resource-based public relations efforts for university reputation from an agenda-building and agendasetting perspective. Corporate Reputation Review, 18(3), 195–209. https://doi.org/10.1057/crr.2015.6
40. Leko Šimi´c, M., Sharma, E., & Kadlec, Ž. (2022). Students’ perceptions and attitudes toward university social responsibility: Comparison between India and Croatia. Sustainability,14(1), 2-14, 13763. https://doi.org/10.3390/su142113763
41. Martínez-Valdivia, E.., Pegalajar-Palomino, C.M., & Burgos-García, A. (2020). Social responsibility and university teacher training: Keys to commitment and social justice into schools. Sustainability, 12(15), 6179. https://doi.org/doi:10.3390/su12156179
42. Matten, D., & Moon, J. (2004) Corporate social responsibility education in Europe. Journal of Business Ethics, 54(4), 323-337. https://doi.org/10.1007/s10551-004-1822-0
43. Moon, J., & Vogel, D. (2008). Corporate social responsibility, government, and civil society. In The Oxford handbook of corporate social responsibility. Andrew, C., Abagail McWilliams, A., Matten, D., Moon, J. & Donald, S. (Eds). Oxford University Press.
44. Moussa, W. H. (2022). The impact of implementing university social responsibility in Lebanese universities. Management, 12(1), 1-13. https://doi.org/10.5923/j.mm.20221201.01
45. Moubayed, N., Bernard, M., & Jammal, A. (2009). A survey of engineering education in developing countries: The Lebanese Case. WSEAS Trans. Adv. Eng. Educ.,6(1), 430–441. https://www.academia.edu/9187574/A_survey_of_Engineering_Education_in_developing_countries_The_Lebanese_case.
46. Mpofu, E. (2007). Service-learning effects on the academic learning of rehabilitation service students. Michigan Journal of Community Service Learning, 14(1), 46-52. http://hdl.handle.net/2027/spo.3239521.0014.104.
47. Nardo, M.T., Georgiana, C. C., & Fabiana, R. (2021). Universities’ social responsibility through the lens of strategic planning: A content analysis. Administrative Sciences, 11(1), 2-16. https://doi.org/ 10.3390/admsci11040139
48. Paola Palacios Garay, P.P. J, Zavaleta Oliver, J. M., Chaccara Contreras, V., Diaz Flores, S. A., & Rodriguez Baca, L. S. (2021). Social Responsibility in uni-versity students according to gender and age. Health Education and Health Promotion,9(Special Issue), 513-519. https://hehp.modares.ac.ir/browse.php?a_id=56399&sid=5&slc_lang=en&html=1.
49. Rababah, A., Nikitina, N.I., Grebennikova, V.M., Gardanova, Z.R., Zekiy, A.O., Ponkratov, V.V., Bashkirova, N.N., Kuznetsov, N.V., Volkova, T.I., & Vasiljeva, M.V., (2021). University social responsibility during the covıd-19 pandemic: Universities’ case in the BRICS countries. Sustainability,13(13), 7035, 2-29. https:// doi.org/10.3390/su13137035
50. Rad, F.H., Parsa, A., Sakineh, S., & Mehran, B. (2020). University social responsibility and organizational factors for their implementation. FWU Journal of Social Sciences, 14(3), 70- 87.https://www.researchgate.net/publication/344416921_University_Social_Responsibility _and_Organizational_Factors_for_Their_Implementation.
51. Reiser, J. (2008). Managing university social responsibility (USR). http://www.international-sustainablecampus-network.org/iscn-conference-2007/view-category.html.
52. Sakınç, S. & Aybarç Bursalıoğlu, S. (2012). Yükseköğretimde Küresel Bir Değişim: Girişimci Üniversite Modeli. Yükseköğretim ve Bilim Dergisi, 1(2), 92-99. https://dergipark.org.tr/tr/pub/higheredusci/issue/61478/918004.
53. Sandy, M., & Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community partnerships. Michigan Journal of Community Service Learning, 13(1), 30-43. https://files.eric.ed.gov/fulltext/EJ843845.pdf.
54. Scheffe, H. (1953). A method of judging all contrasts in the analysis of variance. Biometrika, 40(1), 87-104. https://doi.org/10.2307/2333100
55. Scheffe, H. (1959). The analysis of variance. John Wiley Press.
56. Scott, P. (2002). Küreselleşme ve üniversite: 21. yüzyılın önündeki meydan okumalar (Çeviren: Seda Çiftçi), Kuram ve Uygulamada Eğitim Bilimleri, 2(1),191–208.
57. Shek, D.T.L., Yuen-Tsang, A.W.K., & Ng, E.C.W. (2017). USR network: A platform to promote university social responsibility. In university social responsibility and quality of life: A global survey of concepts and experiences; Shek, D.T.L., Hollister, R.M., Eds.; Springer.
58. Tekeli, İ. (2003). Eğitim üzerine düşünmek. Türkiye Bilimler Akademisi Yayınları.
59. Trynchuk, V., Khovrak, I., Dankiewicz, R. , Anna Ostrowska-Dankiewicz, A., & Chushak-Holoborodko, A. (2019). The role of universities in disseminating the social responsibility practices of insurance companies. Problems and Perspectives in Management, 17(2), 449-461. https://doi.org/doi:10.21511/ppm.17(2).2019.35
60. Vallaeys, F. (2013). Defining social responsibility: A matter of philosophical urgency for university. Global University Network for Innovation. http://www.guninetwork.org/resources/he-articles/definingsocial-responsibility-a-matterof-urgency-for-philosophy-and-universities.
61. Vasilescu, R., Barna, C., Epure, M., & Baicu, C. (2010). Developing university social responsibility: A model for the challenges of the new civil society. Procedia Soc. Behav. Sci.,2(2), 4177–4182. https://doi.org/10.1016/j.sbspro.2010.03.660
62. Vázquez, J.L., Aza, C.L., & Lanero, A. (2014). Are students aware of university social responsibility? Some insights from a survey in a Spanish university. Int. Rev. Public Nonprofit Mark.,11(3), 195–208. https://doi.org/10.1007/s12208-014-0114-3
63. Vázquez, J.L., Lanero, A., Licandro, O. (2013). Corporate social responsibility and higher education: Uruguay university students’ perceptions, Economics & Sociology, 6(2), 145-157. https://doi.org/10.14254/2071-789X.2013/6-2/13
64. Vidaver-Cohen, D. (2007). Reputation beyond the rankings: A conceptual framework for business school research. Corporate Reputation Review, 10(4), 278–304. https://doi.org/10.1057/palgrave.crr. 1550055
65. Wang, L., & Juslin, H. (2012). Values and corporate social responsibility perceptions of Chinese university students. J. Acad. Ethics,10(1), 57–82. https://doi.org/10.1007/s10805-012-9148-5
66. Yeğintürk, G. (2019). Üniversite ö ğ r e n c il e r in in psikolojik iyi-oluşlarının sosyal sorumluluk davranışlarına göre incelenmesi. (Yayımlanmamış yüksek lisans tezi). Eğitim Bilimleri Anabilim Dalı Rehberlik ve Psikolojik Danışmanlık Programı. Dokuz Eylül Üniversitesi.
67. Yetiş, H. (2019). Sağlık bilimleri fakültesinde okuyan öğrencilerin bireysel sosyal sorumluluk düzeyleri ve etkileyen faktörlerin belirlenmesi. (Yayımlanmamış yüksek lisans tezi). Sanko Üniversitesi Lisansüstü Eğitim Enstitüsü Hemşirelik Anabilim Dalı.
68. Yıldırım, S. (2019). Başkent üniversitesi öğrencilerinin sosyal sorumluluk projelerinde yer alma durumu. (Yayımlanmamış yüksek lisans tezi). Başkent Üniversitesi Sosyal Bilimler Enstitüsü Sosyoloji Anabilim Dalı Yüksek Lisans Programı.
69. YÖK (2007), (1982-2007). (Yay. Haz: Yüksel Kavak, Ayhan Aydın ve Sadegül Akbaba Altun Yüksek Öğretim Kurulu Öğretmen Yetiştirme ve Eğitim Fakülteleri). http://ooegm.meb.gov.tr.
70. Zhou, H., Wang, Q., & Zhao, X. (2020). Corporate social responsibility and innovation: A comparative study. Industrial Management and Data Systems, 120(5), 863-882. https://doi.org/10.1108/IMDS-09-2019-0493