Hacia la validación del constructo "Responsabilidad Social del Estudiante Universitario" (RSEU)

  1. José Manuel García Ramos 1
  2. Carmen de la Calle Maldonado 2
  3. María Consuelo Valbuena Martínez 2
  4. Teresa de Dios Alija 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Ano de publicación: 2016

Volume: 68

Número: 3

Páxinas: 41-58

Tipo: Artigo

DOI: 10.13042/BORDON.2016.68303 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Bordón: Revista de pedagogía

Resumo

INTRODUCTION. The Corporate Social Responsability (CSR) is concerned with the set of obli-gations and legal and ethical, national and international commitments in a particular organization with its “stakeholders”. In a socially responsible company, the members and the persons related with it are able to answer for their actions, decisions and consequences. Higher Education should take part in the training of socially responsible people, through their comprehensive develop-ment. The module “Social Responsibility of the student of the Francisco de Vitoria University ” (from now UFV) allows the students to find their personal responsibility and their commitment to building a better world. The purpose of this study is to analyze the internal consistency and construct validity of the Social Responsibility of the University Student, SRUS (which differs from Corporate Social Responsability (CSR), considering that the interaction of knowledge, abilities, beliefs, attitudes which are involved in real contexts to the commitment with the others and to become aware that their own actions have an effect on social improvement. METHOD. It measures the “construct”, using a large sample of University Students (404). The processing of data is performed with reliability indicators, making use of different tools, such as Cronbach’s alpha statistics, a correlational analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). RESULTS. The outcomes show rates of internal consistency more than acceptable or satisfactory. The correlations between dimensions are significant and high. The EFA suggests the presence of a single construct with the three correlated dimensions. The results of CFA, in spite of them not being conclusive, point to the same direction. DISCUSSION. These results seem to show suitable measurement of the construct to be evaluated.

Referencias bibliográficas

  • Astin, A., J. Sax, L., y Avalos, J. (1999). Long term effects of volunteerism during the undergraduate years. The Review of Higher Education, 22 (2), 187-202.
  • Boyd, K. D., y Brackmann, S. (2012). Promoting Civic Engagement to Educate Institutionally for Personal and Social Responsibility. New Directions for Student Services, 139, 39-50.
  • Cuesta, M., Paredes Gázquez, J., Holgado Tello, F. P., y Barbero García, M. I. (2013). Métodos de escalamiento en la obtención de evidencias de validación de contenido: la construcción de una escala para evaluar responsabilidad social corporativa. Acción Psicológica, 10 (2), 29-40.
  • De Dios-Alija, T., Agejas Esteban, J. A., de la Calle Maldonado, C., Cerezo López, Y., y Villén Cardaba, S. (2012). Memoria de Responsabilidad Social Universitaria 2012. GEIN RESCUE, Universidad Francisco de Vitoria. Recuperado de: http://www.esebook.com/118466/universidad-franciscode-vitoria/product/350012/memoria-de-responsabilidad-social-universitaria-2012.
  • De la Calle Maldonado, C., García Ramos, J. M., y Giménez Armentia, P. (2007). La formación de la Responsabilidad Social en la universidad. Revista Complutense de Educación, 18 (2), 47-66.
  • De la Calle Maldonado, C., García Ramos, J. M., Giménez Armentia, P., y Ortega de la Fuente, M. (2008). Validación y medida de la responsabilidad social en la universidad. Revista Complutense de Educación, 19 (2), 385-404.
  • De la Calle Maldonado, C., y Giménez Armentia, P. (2011). Aproximación al concepto de Responsabilidad Social del Universitario. Revista Comunicación y Hombre, 7, 236-247.
  • Díaz Costa, E., Fernández-Cano, A., Faouzi, T., y Henríquez, C. F. (2015). Validación del constructo subyacente en una escala de evaluación del impacto de la investigación educativa sobre la práctica docente mediante análisis factorial confirmatorio. Revista de Investigación Educativa, 33 (1), 47-63.
  • Fan, X., Thompson, B., y Wang, L. (1999). Effects of simple size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6, 56-83.
  • Galán, J. I. (2012). Reflexiones sobre la Responsabilidad Social Corporativa en el siglo XXI. Salamanca: Ediciones Universidad de Salamanca.
  • Glass, C. R., y O’neill, N. (2012). Education a Reform Related to Personal and Social Responsibility: The Case of Core Commitments. Journal of General Education, 61 (4), 406-432.
  • Henson, R. K., y Roberts, J. K. (2006). Use of exploratory factor analy sis in published research. Educational and Psychological Mea surement, 66, 393-416.
  • Hernández De Hahn, L. (2014). Socially Responsible Citizens: Promoting Gifts and Talents That Support Social and Humanitarian Advancement. International Studies in Sociology of Education, 24 (4), 415-434.
  • Honeyman, C. A. (2010). Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras. International Journal of Educational Development, 30 (6), 599-613.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
  • Law, B., Shek, D., y Ma, C. (2013). Gender Invariance of Family, School, and Peer Influence o Volunteerism Scale. Research on Social Work Practice, 25 (1), 139-146.
  • Levine, T. R (2005). Confirmatory factor analysis and scale validation in communication research. Communication Research Reports, 22, 335-338.
  • Lévy-Mangin, J. P., y Varela, J. (2006). Modelización con estructuras de covarianzas en ciencias sociales. La Coruña. Editorial Netbiblo.
  • Livesey, A., Dodd, K., Pote, H., y Marlow, E. (2012). Exploring the Reliability and Validity of the Social-Moral Awareness Test. Journal of Applied Research in Intellectual Disabilities, 25 (6), 553570.
  • Olcese, A. (2013). Informe sobre la responsabilidad social de la empresa en España, una propuesta para Europa. Bélgica. Bruselas: Comisión Europea. Recuperado de: http://ec.europa.eu/spain/pdf/ informe-responsabilidad-social.pdf
  • O’Neill, N. (2011). Educating for Personal and Social Responsibility: Levers for Building Collective Institutional Commitment. Journal of College and Character, 12 (2).
  • Ortiz De Montellano Del Puerto, S. (2000). Evaluación de la responsabilidad social del egresado universitario. Madrid. Universidad Complutense de Madrid: Facultad de Educación.
  • Quinn, A., Fitch, D., y Yourn, E. (2011). Considering Construct Validity in Distance Educational Research in Social Work Education: Suggestions for a Multivariate Approach to Researching Efficacy. Journal of Social Work Education, 47 (2), 321-336.
  • Reason, R. D., Ryder, A. J., y Kee, C. (2013). Higher Education’s Role in Educating for Personal and Social Responsibility: A Review of Existing Literature. New Directions for Higher Education, 164, 13-22.
  • Sánchez González, C. L., Herrera Márquez, A. X., Zárate Moreno, L. G., y Moreno Méndez, W. (2007). La Responsabilidad Social Universitaria (RSU) en el contexto del cambio de educación superior. México: Universidad Autónoma de México.
  • Tabachnick, B. G., y Fidell, L. S. (2007), Using Multivariate Statistics (5th ed.). New York: Allyn and Bacon.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington: American Psychological Association.
  • Tziner, A., Oren, L., Bar, Y., y Kadosh, G. (2011). responsabilidad social corporativa, justicia organizacional y satisfacción laboral: ¿cómo se relacionan? Revista de Psicología del Trabajo y las organizaciones, 27 (1), 67-72, 44.
  • Universidad Construye País (2003). Educando para la responsabilidad social. La Universidad en su función docente. Santiago de Chile: Edición Proyecto Construye País.
  • Uriel, E., y Aldás, J. (2005). Análisis multivariante aplicado. Madrid: Thomson.
  • Vallaeys, F. (2011). Ética y RSU: Manual de primeros pasos en Responsabilidad Social Universitaria.
  • Lappalainen, P. (2011). Development Cooperation as Methodology for Teaching Social Responsibility to Engineers. European Journal of Engineering Education, 36 (6), 513-519.
Fonte de datos: Dialnet