O FUTURO PROFISSIONAL SOCIALMENTE RESPONSÁVEL: UNIVERSIDADE DE GUANAJUATO
http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/2830
Resumo
O objetivo deste trabalho é explorar o conhecimento e as convergências perceptuais que existem entre estudantes e coordenadores de cursos, de diversos programas educativos do Campus Guanajuato da Universidade de Guanajuato (México) com relação à Responsabilidade Social Empresarial (RSE) e a Responsabilidade Social Universitária (RSU). O presente estudo é de tipo qualitativo, empregaram-se grupos focados com os estudantes e entrevistas em profundidade com os coordenadores.
Os principais resultados deste estudo refletem que estudantes e coordenadores têm conhecimento sobre os conceitos de RSE e RSU, simultaneamente que identificam ações relacionadas em diversos contextos, principalmente com a orientação para temas de meio ambiente e ações sociais. Assim mesmo, são capazes de identificar atividades voluntárias e obrigatórias que poderiam ser consideradas no enquadramento da RSE, e atividades dependentes e independentes da universidade; bem como as principais motivações para adotá-las, relacionadas com benefícios tangíveis e intangíveis e com orientação para o gerenciamento. Entre os coordenadores se reconhece a importância da RSU e sua contribuição na formação dos estudantes. De modo geral, compartilha-se uma preocupação sobre a ética e se reconhece a necessidade de maior envolvimento e integração da RSU nas agendas dos tomadores de decisões institucionais.
Finalmente, mediante a análise interpretativa, geramos um modelo que adverte a existência duma concorrência de RSU, a mesma que foi desenvolvida em diferentes níveis entre os estudantes, com orientação tendencialmente para as preocupações meio ambientais e à sociedade.
Os principais resultados deste estudo refletem que estudantes e coordenadores têm conhecimento sobre os conceitos de RSE e RSU, simultaneamente que identificam ações relacionadas em diversos contextos, principalmente com a orientação para temas de meio ambiente e ações sociais. Assim mesmo, são capazes de identificar atividades voluntárias e obrigatórias que poderiam ser consideradas no enquadramento da RSE, e atividades dependentes e independentes da universidade; bem como as principais motivações para adotá-las, relacionadas com benefícios tangíveis e intangíveis e com orientação para o gerenciamento. Entre os coordenadores se reconhece a importância da RSU e sua contribuição na formação dos estudantes. De modo geral, compartilha-se uma preocupação sobre a ética e se reconhece a necessidade de maior envolvimento e integração da RSU nas agendas dos tomadores de decisões institucionais.
Finalmente, mediante a análise interpretativa, geramos um modelo que adverte a existência duma concorrência de RSU, a mesma que foi desenvolvida em diferentes níveis entre os estudantes, com orientação tendencialmente para as preocupações meio ambientais e à sociedade.
Palavras-chave
RSE, responsabilidade social universitária, México, programas educativos, universidades
Texto completo:
PDFReferências
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BOWEN, H. R. Social Responsibilities of the Businessman. New York: Harper & Row, 1953.
CAREW, A. L., & MITCHELL, C. A. Characterizing undergraduate engineering students’ understanding of sustainability. European journal of engineering education, v.27(4), p.349–361, 2002.
CARROLL, A. B. A Three-Dimensional Conceptual Model of Corporate Performance. Academy of Management Review, v.4(4), p.497–505, 1979.
CARROLL, A. B. Corporate Social Responsibility: Evolution of a Definitional Construct. Business & Society, v.38(3), p. 268–295, 1999.
CASTELLS, M., & CARDOSO, G. A Sociedade em Rede. In A Sociedade em Rede. Do Conhecimento à Acção Política. Lisboa: Imprensa Nacional - Casa da Moeda, , 2005.
CASTELO, M., & LIMA, L. . Positioning Stakeholder Theory within the Debate on Corporate Social Responsibility. EJBO - Electronic Journal of Business Ethics and Organization Studies, v. 12(1), p. 5–15, 2007.
CHRISTENSEN, P., THRANE, M., JØRGENSEN, T. H., & LEHMANN, M. Sustainable development: Assessing the gap between preaching and practice at Aalborg University. International Journal of Sustainability in Higher Education, v. 10(1), p. 4–20, 2009.
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CLARKSON, M. B. E. A Stakeholder Framework for Analyzing and Evaluating Corporate Social Performance. The Academy of Management Review, v. 20(1), p. 92, 1995.
COHEN, D. Desafíos de la Responsabilidad Social Universitaria. Razón Y Palabra, v. 12(55), 2007.
COMISIÓN EUROPEA. Estrategia renovada de la UE para 2011-2014 sobre la responsabilidad social de las empresas. Bruselas: Comisión Europea. Disponível em: 2011 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0681:FIN:ES:PDF
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CARROLL, A. B. A Three-Dimensional Conceptual Model of Corporate Performance. Academy of Management Review, v.4(4), p.497–505, 1979.
CARROLL, A. B. Corporate Social Responsibility: Evolution of a Definitional Construct. Business & Society, v.38(3), p. 268–295, 1999.
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CASTELO, M., & LIMA, L. . Positioning Stakeholder Theory within the Debate on Corporate Social Responsibility. EJBO - Electronic Journal of Business Ethics and Organization Studies, v. 12(1), p. 5–15, 2007.
CHRISTENSEN, P., THRANE, M., JØRGENSEN, T. H., & LEHMANN, M. Sustainable development: Assessing the gap between preaching and practice at Aalborg University. International Journal of Sustainability in Higher Education, v. 10(1), p. 4–20, 2009.
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CLARKSON, M. B. E. A Stakeholder Framework for Analyzing and Evaluating Corporate Social Performance. The Academy of Management Review, v. 20(1), p. 92, 1995.
COHEN, D. Desafíos de la Responsabilidad Social Universitaria. Razón Y Palabra, v. 12(55), 2007.
COMISIÓN EUROPEA. Estrategia renovada de la UE para 2011-2014 sobre la responsabilidad social de las empresas. Bruselas: Comisión Europea. Disponível em: 2011 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0681:FIN:ES:PDF
CORBETTA, P. Metodología y técnicas de investigación social. Madrid: McGraw-Hill, 2007.
COTTON, D., BAILEY, I., WARREN, M., & BISSELL, S. Revolutions and second-best solutions: education for sustainable development in higher education. Studies in Higher Education, v. 34(7), p. 719–733, 2009.
CROFT, S., & DALTON, J. Corporate social responsibility (CSR) and ethics. In: Managing Corporate Reputation. Thorogood Publishing Ltd, 2003, p. 129–149.
CROWTHER, D., & ARAS, G. Corporate social responsibility. Ventus Publishing ApS. 2008. Disponível em: http://bookboon.com/es/defining-corporate-social-responsibility-ebook
DAVIS, K. Can Business Afford to Ignore Social Responsibilities? California Management Review, v. 2(3), p. 70–76, 1960.
DE LA CALLE, C., & GIMÉNEZ, P. Aproximación al concepto de Responsabilidad Social del Universitario. Comunicación Y Hombre, v. 7, p. 237–247, 2011.
DE VERE, I., MELLES, G., & KAPOOR, A. An ethical stance: Engineering curricula designed for social responsibility. In: S. J. CULLEY, B. J. HICKS, T. C. MCALOONE, T. J. HOWARD, & B. ION (Eds.), Proceedings of the 18th International Conference on Engineering Design (ICED11). Technical University of Denmark, 2011., v. 8, p. 216-225.
DOCHERTY, P., KIRA, M., & SHANI, A. B. Organizational development for social sustainability in work systems. Research in Organizational Change and Developmen, V. 17, p. 77–144, 2011.
DOMINGUES, I., & VELOSO DA VEIGA, C. Responsabilidade social na Universidade: missão e governação. In: I. DOMINGUES & P. REMOALDO (Eds.), Responsabilidade Social Organizacional. Desenvolvimento e Sustentabilidade. Famalição: Edições Húmus, 2012, p. 115–129.
ERWIN, P. M. Corporate Codes of Conduct: The Effects of Code Content and Quality on Ethical Performance. Journal of Business Ethics, v. 99(4), p. 535–548, 2010.
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DOI: http://dx.doi.org/10.15628/holos.2015.2830
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