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The university social responsibility (USR) is still in embryonic stage compared to corporate social responsibility (CSR) which is still debatable by researchers. The purpose of this paper is to propose the contemporary dimension (on top of teaching and research dimensions) of USR in most educational institutes. Based on this new definition, a proposal of a mechanism to quantify USR sustainability was presented.

Based on a review of the theme of the CSR with the inter-related recent research on USR with researchers perspectives, characteristics of USR were identified and incorporated in the proposed newly definition of USR. The new definition takes into account the interrelationship of university–corporate communication and create shared value (CSV) principle, as well as the knowledgeability and sustainability.

Based on the review of most active research in the USR development and the concluded contemporary definition of USR, this paper proposes a new extended version of sustainability suitable for educational institutes, where it is composed of different zones, and each zone was defined in terms of value of sustainability with associated knowledgeability in each zone. The Green Cloud project was taken as a vehicle to demonstrate collaboration between a university and cloud service provider located in Middle East (Dubai). Sustainability quantification was provided with hypothetical numbers to illustrate the technique.

This paper is focused on University-specific social responsibility rather than general CSR. The proposed contemporary definition of the USR is a hybrid of a mutated latest research on CSR as well as cascaded recent development on USR. The view of this new definition can have different arguments depending on the ideology (communitarianism as opposed to individualism) adopted by specific university admiration of the objective of social responsibility which is sometimes driven by the political and strategic views of countries and the regions. However, the proposed sustainability zone-split between the CSV type of projects and the reputation values (described via hypothetical example) can minimize the gap between the two ideologies.

This paper attempts to provide a universally acceptable definition of the USR based on different points of views of researchers and tries to accommodate both ideologies toward social responsibility into one coherent framework. The sustainability Venn diagram was extended and made suitable for educational institutes. This approach facilitates the mechanism of quantifying the value of sustainability of a university or educational institutes. Hypothetical “Green Cloud” project was used as a mechanism to show the quantification process.

This case study was designed using the qualitative research method of interviews with key employees to investigate university social responsibility (USR) practices within Institut Catholique de Kabgayi (ICK) in Rwanda and to advance understanding of ways USR is defined against a postgenocide history, to identify its core components, and to track how it is communicated. Key respondents in accordance with their relationships with internal and external stakeholder groups were interviewed from among functions/departments of public relations, human resource management, community outreach, student services, courses and examination office, and the ombudsperson who plays an intermediary role between employees and employer in case of conflict. Findings suggest that for this higher education organization, on one hand, USR is understood mainly as stakeholder aid and Christian engagement benefitting employees, students, and community members according to specific needs. On the other hand, USR also is understood in terms of privacy protection and as a research driver that integrates openness, flexibility, and autonomy. Core components comprising USR are extension services, business incubation, student volunteer services, public relations activities, public works services, alumni relations, and employee outreach services. Means for communicating USR are face-to-face communication, partnerships, and mass media channels.

To review and understand the importance of a well-known movement among universities in Hispanic America called “university social responsibility” (USR). USR places responsible and sustainable practices in the bottom line of everyday university management processes (e.g., campus operations, teaching, research, and community outreach).

Through a selection of relevant literature in USR, the concept, origins, importance, and implementation of USR practices are discussed in three sections (corporate social responsibility, the importance of USR, and planning, developing, and evaluating USR).

Results indicate the relevance of the practice of USR in Hispanic America because it points out specific impacts and core areas that other definitions (e.g., CSR) have not considered. Practical cases from different Hispanic universities are shown as examples of the practice of USR.

This chapter does not present a complete list of all authors that have studied USR. However, it fulfills to introduce, review, and grasp the practice of USR.

It serves as a guide to all members of the university community (e.g., administrators, professors, students, researchers, and local communities) to understand the role of universities in achieving sustainable development.

USR is an emergent approach that promotes responsible everyday management. This chapter is a starting point for new reflections, theories, and discussions regarding USR around the world. It also engages in further studies regarding USR in other developing regions like Africa, Asia, or Eastern Europe.

The role of higher education institutions is paramount in creating social and cultural conditions for sustainability. Several studies show universities play an important role in promoting public understanding and awareness about sustainability. The purpose of this study is to analyze the application of university social responsibility (USR) on green and nongreen campuses and how it affects the corporate social responsibility (CSR) of students' self-consciousness (SSC), especially in accounting undergraduate programs by looking at how the undergraduate programs shape their curriculum and can build student awareness related to CSR.

A total of 704 accounting undergraduate programs students from eight different universities in Indonesia were surveyed to test the CSR SSC. Eight participating universities were included in the green campus based on Universitas Indonesia Green Metric (UI GreenMetric) and nongreen campus. Each university was analyzed regarding the application of USR.

The results of this study show that universities included in the green campus at the UI GreenMetric do not necessarily have a higher USR than the nongreen campus. Overall, there is evidence that graduates from universities with high USR implementation have better CSR SSC than graduates from universities with low USR implementation. Furthermore, the findings of this study show that there is a high value of ethic and CSR knowledge coming from university students with high USR implementation but not so with character. The findings show the same results from students between the two university groups.

To the best of the authors’ knowledge, this study is the first attempt to examine the effect of USR implementation on CSR SSC in Indonesia, by putting students’ CSR knowledge as a part of CSR SSC.

This study aims to examine how university social responsibility (USR) global engagement is influenced, and its impact on service quality and “customer” loyalty. There are four determinants of USR global engagement which are responsible education programs, knowledge management, organizational management and social engagement.

The data were collected through a structured questionnaire survey conducted in five universities in Vietnam. The dataset consists of 446 valid responses by Vietnamese students. Correlation analysis and structural equation modeling (SEM) were used to test the proposed relationships. Confirmatory factor analysis (CFA) is conducted to verify the reliability and validity of each latent construct, and to evaluate the discriminant validity, convergent validity, composition reliability and average variance extracted (AVE) for the latent constructs.

This study finds statistically significant and positive effects of responsible education programs, knowledge management, organizational management and social engagement on USR global engagement. The results also reveal the interrelationships among USR global engagement, service quality and loyalty.

Firstly, universities need to facilitate the involvement of all their stakeholders when they adopt USR engagement with the world. Second, universities should seek funders in society, or funders from the trade agreement between their countries and foreign ones to invest in research projects. Third, with the IT development, universities have to explore technological innovation in their teaching and training. Fourth, universities have to reform their mission and strategy to implement USR global engagement as a central pillar.

This study has some contributions to the scarce literature on USR. This study highlights that universities in developing countries like Vietnam need to make a large effort to enhance their teaching and training systems in order to meet the global education standard. The second highlight lies in developing research projects on discovery, methodologies, interpretation and orientation. Further, universities need to address the requirement for more internal communication with students and more external communication with society. Finally, this study found that USR global engagement make customers (students, students' families, businesses, and other stakeholders) trust and become loyal to universities.

At present, Higher Education Institutions around the world are developing and implementing university social responsibility(USR) as part of their strategy. They do so because they seek to assure the quality of higher education systems, as well as to positively impact their surrounding environment. This chapter aims to analyze the university’s role in the process of building social responsibility in line with efforts to adequately fulfill its three missions of teaching, research, and linking with society. The case study herein refers to the Universidad Panamericana (UP), a private university in Mexico with humanistic and Christian roots, which recently celebrated its 50th year. The analysis demonstrates the UP’s significant efforts to build a social responsibility system and its achievement of significant social impact through programs that support the community, healthcare, and people with disabilities. However, management of USR should be done at an institutional level and across the board.

This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020.

The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics.

These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders.

The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript.

This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars.

This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.

The purpose of this study is to review university social responsibility (USR) using a well-known quantitative approach of bibliometric analysis. Compared to corporate social responsibility (CSR), USR is in its infancy stage, requiring further exploration of its meaning and impact toward higher education institutions (HEIs).

A total of 306 publications and 9,530 cited references were retrieved from the Web of Science database. Bibliographic coupling analysis was applied to uncover present themes, while co-word analysis was used to predict future trends.

Findings suggested that themes are centralized toward the impact of USR on HEIs. USR is important for HEIs to attain excellence in today's challenging business environment.

USR could develop HEIs into world-renowned institutions by establishing a good reputation and engaging with the broader community, locally and internationally. USR is regarded as HEIs' new value proposition in marketing its brand within the competitive environment in higher education.

This study is the first that reviews USR by extracting the knowledge structure and providing visualization on the implicit themes of the subject interest.

The purpose of this study is to explore how the “New type of industry and research chain value creation project” promoted by the Ministry of Science and Technology in Taiwan can help universities to achieve university social responsibility (USR), promote social innovation, and achieve sustainable development. The university social responsibility defined in this study is proposed through literature analysis. The study interviewed three professionals who actually participated in the project and served as core positions. Semi-structured in-depth interviews were conducted. Key findings are drawn as follows. First, the term USR is multifaceted and needs further refinement in light of the changing and dynamic roles of universities. Second, the value creation plan helps universities achieve social responsibility. Third, the value creation team incorporates the concept of university social responsibility into the consideration of development factors, which contributes to the sustainability of the project. Fourth, the value creation plan faces the willingness of participants and the public's unclear understanding of university social responsibility. Finally, practical benefits include the joy of team members, the cultivation of talents and the dream of having a business.

The social dimension of Higher Education has gained relevance on the political and strategic discourses that urge Higher Education Institutions (HEIs) to put University Social Responsibility (USR) into action and also recognise its importance for students’ development. However, students’ conceptions of USR are seldom explored. This paper aims to understand students’ perceptions of USR and the potential of their involvement in broadly-defined USR activities/projects.

This research involves two studies in three European universities, Edinburgh, Porto and Kaunas: the first uses a qualitative approach to consider how students perceive the impact of their involvement in the Erasmus+ project ESSA, using document analysis, focus groups and thematic analysis; the second involves a questionnaire with 718 students to explore their views on USR, participation in university-based experiences, personal and social development and citizenship conceptions, analysed with descriptive and inferential statistics.

Student’s value USR and their university policies and practises, even if they feel they are not engaged as they should. They value university as a learning space beyond the classroom and putting USR into practice. Their participation is related to their appraisal of USR and their conceptions of citizens’ roles.

In spite of using convenience samples of students in three different universities, this research not only sheds light on students’ views on USR and their participation in diverse university-based experiences but also advances with research instruments that can be used in future research in this field.

This research helps HEIs realise the potential of promoting students’ participation in diverse university-based experiences, increasing community engagement and their development as professionals and critical citizens.

This paper addresses a research gap by exploring how students perceive USR and their participation in university-based experiences might simultaneously be a strategy for putting USR in action and fostering students’ civic engagement.