University social responsibility strategy: a case study

Abstract

University Social Responsibility (USR), as an innovative management approach in the university environment, has given Higher Education Institutions the opportunity to strengthen their commitment to society. In this context, the present study focuses on the evaluation of a decentralization strategy, taking as a case study the "U en mi barrio" program of the Instituto Tecnológico Metropolitano (ITM), with the purpose of benefiting communities in vulnerable situations in Medellin Colombia. The central objective is to analyze the perception of these beneficiaries regarding USR, focusing on the relevance of said program. To carry out this research, a survey was administered to a group of 242 students who participated in the program. The collected data were analyzed using a Partial Least Squares Structural Equation Model (PLS-SEM). The results obtained reveal that the perception of the impact of the program as a USR strategy implemented by the ITM is substantially influenced by the effectiveness of the internal management of the program and the results generated in terms of research. These findings suggest the importance of focusing on university marketing strategies to promote and disseminate these strategic actions, with the aim of strengthening the promotion of responsible and sustainable education in the city.

Keywords:

• Decentralization
• social responsibility
• higher education
• educational strategies
• factor analysis

Reviewing Editor:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

Subjects:

• Higher Education
• Higher Education Management
• Study of Higher Education

1. Introduction

Throughout the late 20th century, higher education has emerged as a pivotal factor for the economic development of nations and the cultivation of individual capacities essential for engaging with evolving market dynamics, ultimately enhancing not only the quality of life in professional settings but also across political, social, and economic spheres (Benavides-Lara, 2015). Consequently, the global recognition of the relevance of higher education is increasingly prominent, acknowledging its significance not only in meeting human needs but also in fostering ties with the productive sector, underscoring the transformative role of education in tandem with economic progress (Romero Fernández & Álvarez Gómez, 2018).

This recognition has led to a surge in worldwide access to higher education, democratizing education from being a privilege for the affluent and striving towards inclusion for diverse social groups (Guzmán-Valenzuela, 2017). Despite this progress, countries like Colombia grapple with significant challenges in higher education, acknowledging education as a cornerstone for the nation’s economic growth (Melo-Becerra et al., 2017). As such, enhancing educational quality, expanding higher education coverage, and fortifying the capabilities of Higher Education Institutions (HEIs) via adept management of their physical, financial, and technological resources, refining faculty competencies, and optimizing scientific research processes have become imperative in Colombia’s educational landscape (Martin Calvo, 2018).

In this evolving landscape, the evolving role and continual engagement of universities with their environments have gained traction, emphasizing the need for universities to eschew insular behaviors and foster open, symbiotic relationships with their contexts (García Arango, 2019). This shift enables universities not only to fulfill their training mission but also to meet societal needs by aligning with evolving community dynamics, emphasizing the relevance of these institutions (Chirinos Araque & Pérez Peralta, 2016). Consequently, the recent consolidation of University Social Responsibility (USR) in Latin America underscores the incorporation of citizenship skills into education, sparking a burgeoning interest in higher education-focused research on USR, viewing it as strategic and astute management of a university’s impacts within its operating environment (Gaete Quezada, 2018).

In Colombia, various studies have delved into USR. For instance, Chirinos Araque and Pérez Peralta (2016) highlighted USR as a strategy for sustainable innovation in universities, while Álvarez et al. (2019) showcased initiatives fostering knowledge networks among the country’s institutions to address environmental concerns. Notably, in cities like Medellín, strategies emphasizing USR, such as the "U en mi Barrio" (University in my neighborhood) program by the Instituto Tecnológico Metropolitano (ITM), have been implemented. This initiative aims to decentralize academic programs, extending them to different municipalities and neighborhoods, utilizing public facilities to widen access to university education for vulnerable populations affected by poverty, armed conflict, and similar adversities (Vega De Mendoza, 2020).

The primary advantage of being part of the “U en mi Barrio” strategy is the proximity it offers individuals to their place of residence for studying purposes. In addition, participants have access to various amenities available at the main campuses, including laboratories, computer rooms, sports facilities, libraries, and online databases for remote consultations, accessible from anywhere in the world, among other resources.

Given this context, this research delves into analyzing the factors influencing how ITM's higher education students perceive the impact of the “U en mi Barrio” program in terms of USR. For this, the following research question has been established: How do the factors education for solidarity, external projection, internal management of the program, impact on research, education in social values and financing of education influence the perceived impact of the program? "“U en mi barrio”" by higher education students at USR of the ITM? By specifically exploring those elements, the study aims to comprehensively understand their direct correlation with the program’s perception. Such insights could profoundly contribute to fortifying USR strategies within the educational institution, fostering a positive impact on both the community and the broader social fabric.

Firstly, an overview of USR is presented, followed by the proposed USR model for this research, outlining its pertinent factors. Subsequently, the focus shifts to contextualizing the impact of the “U en mi barrio” program. The methodology employed in this study is then delineated, encompassing details about the research instrument and the characteristics of the sample. Finally, the study is analyzed using a structural equation model.

2. Literature review

2.1. University social responsibility

The evolution of USR is a concept still in its developmental phase, unlike the well-established notions of Corporate Social Responsibility (CSR). While universities have begun discussions and reflections on USR, it’s crucial not to disregard the social impact they exert in their operating environments (Larrán-Jorge & Andrades-Peña, 2015). The definition of USR encapsulates ethical, political, environmental, social, and educational considerations—areas where universities wield influence, contributing to human development dynamics in their respective territories (Espinoza Santeli & Guachamín Montoya, 2018). Yet, it’s important to acknowledge that USR remains an emerging topic, subject to ongoing academic reflections and various interpretations, particularly within the Latin American context, where effective integration into regulatory frameworks is still under debate (Larrán-Jorge & Andrades-Peña, 2015; Vallaeys, 2018).

In this vein, integrative perspectives define USR as a strategic direction for HEIs, underlining institutional commitment and embracing interrelated dimensions. Notably, these conceptions promote active engagement among diverse stakeholders—ranging from internal actors like students, teachers, and employees to external entities such as suppliers, graduates, the business sector, and governmental bodies. This inclusive approach underscores the university’s impact on the broader societal landscape (Martínez Usarralde et al., 2017). Furthermore, the literature highlights another viewpoint characterizing USR as a novel model for university management. This model emphasizes HEIs’ heightened societal commitment, aiming to significantly contribute to human development and environmental sustainability. Implementing this model extends beyond organizational actions and necessitates integration into curricula, content, and teaching methodologies (Hernández-Medina et al., 2018).

2.2. The impact based USR model

Most developed models concerning USR have been impact focused. Vázquez et al. (2014) emphasize four distinct impact areas universities generate: educational, cognitive, organizational, and social. These impacts arise from universities’ substantive functions like teaching, research, and social outreach, analyzed extensively in existing literature, emphasizing the immense responsibility they entail (Navas Ríos & Romero-González, 2016).

Organizational impact relates to labor practices, social welfare policies, and environmental effects, encompassing staff-related aspects and environmental sustainability initiatives. Educational impact pertains to the education and professional training provided to young individuals. Cognitive impact delves into scientific and epistemological realms, while social impact manifests as a management strategy promoting continuous learning and solidarity across diverse social groups—an integration of teaching, research, and external outreach (Chirinos Araque & Pérez Peralta, 2016; Vázquez et al., 2014).

In recent years, evaluation tools for USR, based on these impacts, have proliferated, particularly concerning ethically sensitive aspects of their actions (Ahumada-Tello et al., 2018). Notably, Vallaeys et al. (2009) proposed a framework for responsible impact management—evaluating educational, cognitive, labor, and environmental impacts—assist universities in identifying their role beyond traditional classroom settings. This model aids in implementing measures to enhance their contribution to a fairer and more sustainable society. Below are outlined several factors linked to USR that constitute part of the USR model within the “U en mi barrio” program, extracted from the existing literature.

2.2.1. Education for solidarity

The University is deeply committed to fostering a sense of solidarity among its students as an integral part of their educational journey. This commitment aims to instill in students a profound awareness of solidarity within their surrounding environment, equipping the university community to confront and actively contribute to resolving the challenges and issues prevalent in today’s society. This approach finds support in prior research associating the university’s connection with its broader societal impact, specifically its capacity for outward projection (Domínguez Pachón, 2009). Moreover, it’s crucial to emphasize that solidarity stands as a cornerstone principle and value within the social fabric of university institutions. This value serves as a guiding beacon for the USR initiatives and assumes a pivotal role in the ethical development of students (Ojalvo Mitrany & Curiel Peón, 2015). In light of these foundational aspects, the subsequent research hypothesis is formulated.

H1. Education for solidarity has a positive impact on external projection.

2.2.2. External projection

According to Vázquez et al. (2016), external projection denotes the active engagement that universities establish with businesses, public services, and NGOs within the realm of social initiatives. This involvement encompasses not only active participation in awareness campaigns but also extends to collaborative efforts with public services, and the orchestration of support for volunteer programs involving students, faculty, and academic staff. Fundamentally, external projection signifies the university’s connection to its surroundings, playing a pivotal role in shaping both individual and collective social responsibility. Consequently, this involvement contributes significantly to fostering harmonious coexistence and enhancing the overall quality of life (Torres Castaño & Sánchez Vásquez, 2015). These interconnected concepts form the basis for our proposed research hypothesis:

H2. External Projection has a positive impact on social responsibility through the perceived impact of the “U en mi Barrio” program.

2.2.3. Internal management of the program

USR encapsulates the imperative of effectively managing both internal and external impacts while nurturing participatory dialogues among various stakeholders affected by these impacts. Within academic institutions, a diverse spectrum of stakeholders exists, including students, faculty, administrative staff, and the university’s senior management (Gomez, 2014). Consequently, the university’s responsibility lies in applying social responsibility criteria internally, concurrently engaging actively in both local community endeavors and global solidarity initiatives (Wigmore-Álvarez & Ruiz-Lozano, 2012). The overarching aim of the "U en mi barrio" program is to champion diversity respect and equal opportunities for students while ensuring equitable access to education within the city. Grounded in these fundamental principles, the following research hypothesis is formulated:

H3. The internal management of the program has a positive impact on social responsibility through the perceived impact of the “U en mi Barrio” program.

2.2.4. Research impact

Scientific research stands as a cornerstone of university endeavors, pivotal in advancing sustainable values, identifying societal issues, and fostering knowledge creation. Within this sphere, the application of scientific knowledge plays a critical role in fostering the development of new products, technologies, ethical integration, and upholding individual and societal rights in research practices (Vázquez et al., 2016). As a result, the integration of University Social Responsibility (USR) becomes an integral facet within the quality management framework, signifying universities’ commitment to meeting knowledge transfer requisites and fostering impactful research outcomes. Consequently, the intrinsic link between research impact and USR becomes apparent (Meseguer-Sánchez et al., 2020). Building on these foundations, the following research hypothesis regarding research impact is proposed:

H4. The research impact has a positive influence on social responsibility through the perceived impact of the “U en mi Barrio” program.

2.2.5. Education in social values

Literature on USR underscores a normative approach that involves disseminating a set of university and societal values and principles to the wider society (Gaete Quezada, 2015). In this vein, universities shoulder the crucial responsibility of instilling these social values within their students as part of their societal commitment. Valdés Pérez and Rodríguez (2017) further accentuate that university education holds a pivotal role in socializing and preserving cultural and heritage values. Consequently, the significance of promoting these social values through institutional practices becomes evident (Urdapilleta Carrasco, 2019). Hence, the following hypothesis is proposed:

H5. Education in social values has a positive influence on social responsibility through the perceived impact of the “U en mi Barrio” program.

2.2.6. Financing education

In today’s landscape, it becomes increasingly imperative for universities to meticulously scrutinize their societal role, particularly in light of the evolving social and economic paradigms. This critical evaluation enables the examination of pivotal elements such as financing models, a matter of significant relevance in Latin America. Here, a majority of students rely on various financing options to fund their higher education, predominantly due to the prevalence of private higher education institutions over public ones (Martí-Noguera et al., 2017). In this context, an observed positive correlation exists between financing and USR, wherein increased financial support can potentially facilitate the establishment and enhancement of a robust legal framework within higher education institutions (Díaz Herrera et al., 2021). In this context, the "U en mi Barrio" program aims to enhance access to higher education by providing financial aid to a specific population group in need. Through this initiative, the ITM contributes significantly to advancing USR. Building upon these findings, we propose the following hypothesis:

H6. Educational funding has a positive influence on social responsibility through the perceived impact of the “U en mi Barrio” program.

2.2.7. Perceived impact of the “U en mi Barrio” program

The ITM's social responsibility is evident through its “U en mi barrio” program, which showcases social initiatives aimed at formulating and implementing public policies directed towards enhancing student retention in public higher education institutions. This endeavor particularly targets students hailing from low socioeconomic backgrounds. These comprehensive strategies are designed to tackle a spectrum of risk factors encompassing psychosocial, economic, and geographical barriers that might impede access to higher education (Cardona Cárdenas, 2016). In essence, this program stands as a form of 'social innovation’, aligning closely with the central objectives of ITM's social projection endeavors (Giraldo-Gutiérrez et al., 2020). Consequently, a proposed model aims to evaluate the perceived impact of the “U en mi barrio” program at ITM concerning USR (See Figure 1).

Figure 1. USR Model of the Perceived Impact of the “U en mi Barrio” program. Note. Own elaboration based on Vázquez et al. (2014, 2015).

3. Methodology

This research adopts a quantitative approach with a correlational scope aimed at identifying the factors influencing the positive perception of the impact generated by the “U en mi Barrio” program in terms of University Social Responsibility (USR) from the viewpoint of students. The study applies the model proposed by Vallaeys et al. (2009), derived from the works of Vázquez et al. (2014) on USR, specifically tailored to the context of ITM.

The quantitative approach is crucial in this research as it allows for a systematic and objective evaluation of the factors influencing students’ perception regarding the impact of the “U en mi Barrio” program in terms of USR. This approach provides the opportunity to analyze numerical data and establish statistical relationships among variables, offering a more rigorous and detailed understanding of how these factors interrelate and impact students’ perceptions. This enables a more comprehensive and precise view of the studied situation through predictive analysis of behavior using the statistical technique of structural equation modeling (Zyphur et al., 2023).

3.1. Sample

Data were gathered through a survey comprising 30 questions administered to 242 ITM students in Medellín. The survey aimed to assess the academic and social significance of the “U en mi Barrio” program within the institution’s community, noting that 90% of the respondents were not affiliated with the program. Details regarding the sample are outlined in Table 1. Predominantly male participants constituted the majority, with approximately half falling within the 21–30 years age bracket. Most respondents were first-semester students, enrolled in the administrative management technology program.

Table 1. Sample information.

Gender	Percentage	Age range	Percentage
Female	33.90%	Between 15 to 20 years	15%
Male	64.50%	Between 21 to 30 years	50%
Don’t know/Don’t answer	1.70%	More than 30 years	35%
Semester	Percentage	Career	Percentage
Between 1 and 2	35.9%	Technology in cost and budget analysis	10.40%
Between 3 and 4	30.6%
Between 5 and 6	30.2%	Technology in administrative management	88.40%
7 or more	0.4%	Technology in quality management	0.80%
Don’t know/Don’t answer	2.9%	Don’t know/Don’t answer	0.40%

3.2. Instrument

The assessment of the academic and social significance of the “U en mi Barrio” program was conducted using 23 specific items derived from prior studies (Vázquez et al., 2014, 2015), detailed in Table 2. The data collection process involved presenting statements on a Likert scale with 5 response options: 1. Strongly disagree, 2. Disagree, 3. Neither agree nor disagree, 4. The Likert scale, as elucidated by Probst et al. (2020), is a technique designed for measuring personal opinions or attitudes. Consequently, it is generally recommended to employ this scale for the measurement of the factors within the model. Agree, 5. Strongly agree. Additionally, an 'I don’t know/I prefer not to answer’ option was provided for respondents who did not resonate with the provided choices. Furthermore, prior to the survey, participants were briefed about the research objectives, the voluntary nature of participation, and assured of data confidentiality and solely research-related use, emphasizing that no fees or remuneration were involved.

Table 2. Variables in the proposed model of perceived USR impact.

Construct	Item	Variables
External projection	EP1	Believes that the “U en mi barrio” program responds to the social function of higher education at the local level
	EP2	Do you believe that the social initiatives carried out by the university attract the attention of international organizations.
	EP3	He believes that by decentralizing the academic offer, the institution could enter into collaboration agreements with companies or NGOs in social projects of regional scope.
	EP4	It is considered appropriate for the University to conduct awareness and education campaigns on the social responsibility of the University.
	EP5	The development of initiatives such as “U en mi barrio” could contribute to local and regional socio-economic development.
Research Impact	RI1	Considers that the “U en mi barrio” program could support the development of social research in the institution.
	RI2	The “U en mi barrio” could contribute to the development of new services and institutional processes of a social nature.
	RI3	The social initiatives undertaken by the university help to integrate social values into scientific research.
Education in social values	ESV1	Being part of the “U en mi barrio” program helps students to have respectful habits and social values.
	ESV2	The “U en mi barrio” raises the university’s awareness of the city’s social challenges.
	ESV3	The vocational training offered to students is in line with the employment needs of the city.
	ESV4	Including professional ethics and morality in the curriculum could improve students’ employability.
Internal program management	IPM1	“U en mi barrio” promotes respect for diversity and equal opportunities for students.
	IPM2	Consider that the “U en mi barrio” program contributes to guaranteeing the right to education in Medellín.
Education for solidarity	ES1	“U en mi barrio” is an initiative that promotes respect for diversity and equal opportunities for students.
	ES2	“U en mi barrio” promotes civic solidarity and student participation.
	ES3	The “U en mi barrio” improves education in human and social values.
Perceived impact of the “U en mi Barrio” program	PIP1	Considers that the institution has a high potential to contribute to the respect of the social diversity of the city.
	PIP2	Considers that the institution has a high potential to contribute to economic development.
	PIP3	Considers that the institution has a high potential to contribute to solving social problems.
Education financing	EF1	According to their criteria, the “U en mi barrio” program contributes to solving the main difficulties in financing higher education.
	EF2	The “U en mi barrio” program is an effective alternative to improve access to higher education.
	EF3	He believes that “U en mi barrio” is an initiative that will increase demand for higher education.

Note. Author’s elaboration based on Vázquez et al. (2014, 2015).

4. Results

In this study, a variance-based Structural Equation Modeling (SEM) approach, specifically the partial least squares (PLS) method, is employed using the statistical software SmartPLS 4 (Kock, 2011). Initially, an assessment of cross-loadings among the items is conducted to ensure the convergent validity of the indicators for each latent variable. This evaluation confirms the appropriateness of the items for each construct, whereby items are considered acceptable if their loading value equals or exceeds 0.7 (Escobedo Portillo et al., 2016). Consequently, to uphold result integrity, specific items (EP3, EP4, EP5, and ESV4) are eliminated. This step affirms that all constructs meet the predetermined criteria, detailed in Table 3 below.

Table 3. Cross factor loadings.

	External projection	Research impact	Education in social values	Internal program management	Education for solidarity	Perceived impact of the program	Education financing
EP1	0.882	0.429	0.443	0.489	0.409	0.460	0.386
EP2	0.772	0.318	0.333	0.252	0.307	0.338	0.274
RI1	0.464	0.910	0.447	0.376	0.493	0.499	0.296
RI2	0.432	0.892	0.470	0.297	0.440	0.448	0.320
RI3	0.213	0.710	0.407	0.225	0.366	0.316	0.184
ESV1	0.322	0.402	0.770	0.410	0.535	0.420	0.363
ESV2	0.428	0.423	0.870	0.459	0.508	0.523	0.465
ESV3	0.404	0.455	0.806	0.415	0.458	0.462	0.333
IPM1	0.420	0.325	0.509	0.908	0.684	0.588	0.586
IPM2	0.413	0.328	0.428	0.885	0.583	0.530	0.554
ES1	0.378	0.406	0.452	0.648	0.850	0.541	0.531
ES2	0.369	0.434	0.534	0.617	0.903	0.630	0.530
ES3	0.395	0.509	0.602	0.586	0.857	0.699	0.509
PIP1	0.420	0.471	0.463	0.533	0.652	0.854	0.392
PIP2	0.406	0.385	0.554	0.582	0.667	0.865	0.594
PIP3	0.414	0.441	0.433	0.460	0.489	0.811	0.467
EF1	0.313	0.281	0.388	0.506	0.530	0.484	0.822
EF2	0.366	0.232	0.407	0.560	0.534	0.528	0.842
EF3	0.324	0.301	0.391	0.513	0.419	0.412	0.822

Source: Authors’ calculations based on SmartPLS 4 Note: CF > 0.7.

Note: Bolded values refer to the correspondence of factor loadings with their respective construct.

In literature, it is established that indicators of a latent variable demonstrate convergent validity when their loadings on respective latent variables are significantly high, typically with an Average Variance Extracted (AVE) value exceeding 0.5 (Hair et al., 2021). As illustrated in Table 4, the AVE values surpass the defined threshold, corroborating the Variance Inflation Factor (VIF) outcomes used to ascertain substantial correlations among training indicators. Lower VIF values indicate lesser intercorrelation among variables, while higher values signify stronger correlations with other variables. A VIF surpassing 5 signals considerable multicollinearity, serving as the maximum threshold (Hanafiah, 2020).

Table 4. Convergent validity.

Factor	Indicator	Factor loading	VIF	CA	CR	AVE
External Projection	EP1	0.882	1.171	0.553	0.814	0.687
	EP2	0.772	1.171
Research Impact	RI1	0.910	2.301	0.793	0.878	0.709
	RI2	0.892	2.245
	RI3	0.710	1.350
Education in Social Values	ESV1	0.770	1.424	0.749	0.857	0.666
	ESV2	0.870	1.710
	ESV3	0.806	1.494
Internal Program Management	IPM1	0.908	1.585	0.756	0.891	0.803
	IPM2	0.885	1.585
Education for Solidarity	ES1	0.850	1.914	0.839	0.903	0.757
	ES2	0.903	2.527
	ES3	0.857	1.903
Perceived impact of the program	PIP1	0.854	1.826	0.798	0.881	0.712
	PIP2	0.865	1.778
	PIP3	0.811	1.571
Education Financing	EF1	0.822	1.547	0.774	0.868	0.687
	EF2	0.842	1.557
	EF3	0.822	1.694

Source: Authors’ calculations based on SmartPLS 4. Note: CF > 0.7; VIF < 3; CR > 0.7; AVE > 0.5.

The model’s reliability is then evaluated employing Composite Reliability (CR) and Cronbach’s Alpha Coefficient (CA) to gauge internal consistency of the construct measures. Traditionally, CA has been utilized to assess reliability; however, in the context of PLS-SEM, CR garners more significance as a more suitable measure. Unlike CA, CR acknowledges potential inequality in indicator loadings across the population and considers the scale’s item count, generally providing a more accurate estimation of internal consistency reliability (Hair et al., 2014). A desired minimum threshold of 0.7 is set for both CR and CA to ensure acceptable reliability. As evident in Table 4, all CR values across latent variables meet these stipulated criteria.

Construct validity, in a broad context, investigates the associations among constructs and tests specific hypotheses regarding how a measurement relates to other measurements based on theory. Within measurement validity, one essential aspect is discriminant validity, which aims to illustrate differences between measures of distinct constructs. This refers to the expectation of low correlations among different concepts, essentially indicating the extent to which a latent variable distinguishes itself from other latent variables (Rönkkö & Cho, 2020). In this study, the Heterotrait-Monotrait (HTMT) criterion was employed, with a proposed threshold by Rasoolimanesh (2022) of 0.85 to 0.9 to reject the HTMT = 1 hypothesis. As depicted in Table 5, the predefined criterion for discriminant validity is satisfactorily met.

Table 5. Discriminant validity using the HTMT criterion.

	Education in social values	Education for solidarity	Education financing	Internal program management	Perceived impact of the program	Research impact	External projection
Education in Social Values
Education for Solidarity	0.771
Education Financing	0.622	0.739
Internal Program Management	0.694	0.887	0.828
Perceived impact of the program	0.737	0.871	0.723	0.799
Research Impact	0.683	0.629	0.410	0.460	0.633
External Projection	0.723	0.632	0.605	0.690	0.726	0.655

Source: Own work based on SmartPLS 4. Note: HTMT < 0.85.

The structural model was scrutinized by initially fitting the model, evaluating the coefficient of determination (R²) for each dependent variable, standardized beta coefficient (β), T-value, and p-value for each hypothesized relationship, presented in Table 6 and Figure 2. The R² value reported for the perceived impact of the “U en mi Barrio” program stands at 0.549, whereas for external projection, it is 0.192. According to Legate et al. (2023), values ≥ 0.25 are considered weak, ≥ 0.50 moderate, and ≥ 0.75 strong. As for β, stronger relationships are denoted by values closer to 1, and a significance level > 0.05 corresponds to a confidence interval of 95%. Additionally, a T-value > 1.96 and a p-value < 0.05 were considered statistically significant (Kock, 2011).

Figure 2. Hypothetical relationships and R² of the USR model of the perceived impact of the “U en mi barrio” program.

Table 6. Contrast of hypotheses.

Hypothesis	Path β-value	T-value	P-value
Education for Solidarity → External Projection	0.438	7.548	0.000
External Projection → Perceived impact of the “U en mi Barrio” program	0.097	1.689	0.091
Internal program management → Perceived impact of the “U en mi Barrio” program	0.278	3.453	0.001
Research Impact → Perceived impact of the “U en mi Barrio” program	0.203	3.377	0.001
Social values education → Perceived impact of the “U en mi Barrio” program	0.177	2.563	0.010
Education Funding → Perceived Impact of the “U en mi Barrio” program	0.212	2.464	0.014

Source: Author’s calculations based on SmartPLS 4. Note: Path > 0.005; T-statistic > 1.96; p-value < 0.05.

Lastly, the model’s predictive ability is assessed using Q², a measure that forecasts the root mean square error (RMSE) from prediction errors compared to the naive reference point linear model (Legate et al., 2023). The outcomes reveal a Q² value of 0.510 for the endogenous variable 'perceived impact of the “U en mi Barrio” program’ and 0.178 for 'external projection.' These results affirm the model’s significant predictive value.

5. Discussion

The outcomes from the PLS-SEM analysis revealed seven dimensions of MSW. Participants exhibited higher satisfaction levels with the educational financing aspect concerning the perceived impact of the “U en mi Barrio” program. This facet was perceived as an effective solution for enhancing access to higher education and boosting demand for it, addressing the significant challenges associated with financing higher education among young individuals in Medellín. With the escalating costs of higher education and increasing government budget deficits, the responsibility for financing higher education has considerably shifted towards students (Escrigas, 2006). Consequently, the “U en mi Barrio” program’s impact is positively perceived by surveyed students, primarily due to the beneficial effects it has on financing their higher education.

Subsequently, students perceive that education in social values significantly influences the impact of the “U en mi Barrio” program. Previous studies (López-Aza et al., 2019) have underscored its relevance not only within higher education institutions and universities but also across companies and society as a whole (Gallardo-Vázquez, 2019). This indicates that program participants are guided and supported in developing respectful habits and social values, thereby increasing the university’s awareness of social challenges and labor needs in the city. Moreover, it integrates professional ethics and moral content into the study program to enhance students’ employability skills.

Additionally, internal program management emerges as a pivotal factor significantly influencing the positive perception of the “U en mi Barrio” program among the sampled students. This factor encompasses promoting respect for diversity, ensuring equal opportunities for students, and contributing to the city’s right to education, thereby ensuring effective, efficient, and transparent administration (Espitia Cubillos et al., 2020). Prior research suggests the need for further segmentation of education to distinguish between economic, social, and environmental aspects, which directly rely on internal management and are similarly perceived by students (Vázquez et al., 2014).

However, the impact of research and external projection did not exhibit as much relevance in students’ perceptions of the “U en mi Barrio” program compared to the aforementioned factors. Yet, they do significantly reflect students’ perception regarding the social function of higher education, social initiatives undertaken by universities, and their contribution to local and regional socioeconomic development. These factors also play roles in social research, developing new services, institutional processes of a social nature, and fostering social values in scientific research practices. It’s advised to strengthen local processes involving teaching, research, management, and external projection under sustainability criteria, considering the city’s social diversity, economic development, and the contribution universities can make towards solving social issues (Gallardo-Vázquez, 2019).

Theoretically, this study enriches existing knowledge about USR by exploring students’ perceptions of an educational program aimed at expanding educational opportunities in an emerging economy. It augments empirical data and specific analyses concerning the “U en mi Barrio” program, validating the proposed theoretical model of USR and students’ perceptions, thus enhancing its applicability across diverse contexts. Furthermore, it lays a foundation for the development of new USR theories in emerging economies while extending existing approaches in the field. Additionally, it provides insights into identifying factors influencing students’ perceptions of USR, thus enhancing the understanding of how USR initiatives impact the student community.

From a practical standpoint, the study findings offer valuable insights for decision-making regarding the design and implementation of the “U en mi Barrio” program, based on students’ perceptions concerning its external projection. These data can assist ITM's senior management in informed decision-making regarding the program’s continuity, expansion, and other USR activities. Moreover, in terms of investigation, the program’s impact highlights the significance of communicating CSR more effectively, recommending improved efforts and achievements in this domain. Finally, these findings encourage student engagement in CSR activities, potentially positively impacting the community and enriching students’ holistic education.

5.1. Limitations

Regarding the limitations of this study, it is crucial to emphasize that its approach was primarily quantitative, posing a significant constraint on fully grasping students’ perceptions of the “U en mi Barrio” program. The sample employed also comes with restrictions, as it is confined to students within the Faculty of Economics and Administrative Sciences at ITM. It would be pertinent to encompass students from other faculties, such as Engineering or Arts, for a more robust generalization of the findings.

Furthermore, it is noteworthy that this study concentrates on Spady’s model factors, overlooking other essential elements like curricular design, teaching methods, and the campus environment, among others. Considering these additional factors would be advisable to achieve a more comprehensive and holistic understanding of the topic.

Similarly, it is important to underscore that the methodology used relies exclusively on PLS-SEM for measurement and structure. Exploring alternative SEM techniques could be beneficial in identifying the model that best aligns with the particularities of the study. Additionally, incorporating mediation and moderation analyses could unveil intricate relationships between variables, shedding light on the influences affecting students’ perceptions.

5.2. Recommendations for future studies

Based on the identified limitations, we can propose recommendations for future research. Firstly, it would be valuable to conduct a comparative analysis between participants and non-participants in the “U en mi Barrio” program. Likewise, it is suggested to evaluate variations in students’ perceptions over time through a longitudinal study. This approach would capture the dynamics of experiences and provide insights into the long-term impact of the program.

Additionally, it is proposed to examine the relationship between students’ perceptions and the actual social impact achieved by the program. Directly analyzing this link could provide a deeper understanding of the program’s effectiveness and practical implications.

Finally, the collection of data from various interest groups, such as teachers, staff, community members, etc., is suggested with the objective of carrying out data triangulation. The possibility of expanding the diversity of the participant group is also raised, including students from different faculties. Conducting qualitative studies on this specific topic would broaden understanding and allow exploration of aspects not captured by quantitative approaches. Furthermore, it is proposed to expand the scope of the research to encompass additional influential factors that may affect students’ perceptions.

6. Conclusions

In the realm of higher education, advancing in terms of social responsibility through strategies adopted by higher education institutions and universities is of paramount importance. For ITM, the “U en mi barrio” program stands as one such strategy, extending technological academic programs and the university experience to communities residing in diverse neighborhoods across Medellín. The primary aim was to facilitate higher education access in the city’s most remote areas.

Through this initiative, higher education with flexible schedules and improved mobility facilities became accessible, enabling students to study closer to their residences while also utilizing the institution’s primary campuses. Additionally, the program offered diverse financing alternatives. These advantages have significantly influenced students’ perceptions of the “U en mi barrio” program, contributing to elevated institutional quality standards, increased student satisfaction, and an overall enhanced higher education experience.

The results indicate that the perceived impact of the program, as reported by both participating and non-participating students, is primarily positively influenced by the program’s internal management. This encompasses the promotion of respect for diversity, provision of equal opportunities for students, and ensuring access to higher education in the city. Additionally, the impact of the program on scientific and social research, along with the introduction of new processes and services, significantly contributes to this positive perception. Notably, the most significant influence observed is from education for solidarity towards external projection. This signifies that instilling solidarity as a core value among students in the “U en mi Barrio” program aligns with the social function of higher education and garners attention from international organizations. Overall, this implies that, from the broader perspective of ITM students, USR is notably influenced by these factors.

Hence, following the fundamental framework outlined by Vázquez et al. (2014), the study results indicate the importance, from a university marketing perspective, of disseminating strategic actions aimed at enhancing responsible and sustainable education within the city. This entails focusing on education financing, internal university management, education in social values, research initiatives, and external projection as integral components of a marketing strategy. Such a strategy aims to meet students’ employment needs more effectively and bolster the university’s reputation (Vázquez et al., 2015).

Finally, the institution has demonstrated a remarkable commitment to both USR and its fundamental roles in education and research. Through its “U en mi barrio” program, the ITM has effectively integrated these essential pillars. In its approach to USR, the program has facilitated access to higher education in hard-to-reach areas, demonstrating a strong commitment to the community. Additionally, it has enabled the institution to bring its academic offerings and university experiences to different neighborhoods in Medellín, fulfilling its educational role and fostering educational inclusion. Simultaneously, the ITM has promoted research by utilizing these programs to conduct studies addressing social and economic challenges in these environments. This synergy between USR, education, and research enriches the educational and social landscape, projecting the ITM as an institution committed to its surroundings and the holistic development of society.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Alejandro Valencia-Arias

Alejandro Valencia-Arias Professor Valencia-Arias received the Ph.D. degree in Management Engineering in 2018 from the National University of Colombia, the Master of Sciences degree in Computer Sciences in 2013 and Bs. Eng degree in Management Engineering in 2010. He has twelve years of experience as a university professor. He has published in his areas of interest, and among his offerings are three books and over 85 journal articles in national and international indexed journals (h-index in Scopus:14). Prof. Valencia-Arias has the distinction of Senior Researcher of the Ministry of Science, Technology, and Innovation (MinCiencias) in Colombia. He is a distinguished researcher at RENACYT (Peru). His research includes entrepreneurship, simulation, marketing research, and statistical science. He has experience in agent-based modeling and system dynamics, especially in the development of social models.

Paula Andrea Rodríguez-Correa

Paula Andrea Rodríguez-Correa Professor Paula Andrea Rodríguez Correa is a Technology Administrator and has a master’s degree in Management of Technological Innovation, Cooperation and Regional Development. She has published articles in areas of interest such as entrepreneurial intention, technology adoption, and educational inclusion of Deaf students. Professor Rodríguez-Correa is a prominent researcher at RENACYT (Peru).

Alejandro Marín-Carmona

Alejandro Marín-Carmona Alejandro Marin Carmona, Master’s degree in Marketing from Esumer in 2013, specialist in research and pedagogy from the University of La Sabana in 2003, and business administrator from the Pontifical Bolivarian University in 2005. With over 10 years of experience in the business sector and over 20 years in education.

Jorge Iván Zuleta-Orrego

Jorge Iván Zuleta is an Administrative Engineer, master’s in digital transformation and master’s in computer science. He has published articles in areas of interest such as technologies for higher education and digital tools to reduce business failure in microenterprises in the city of Medellín. Professor Zuleta is a researcher in the Administrative Sciences group of the ITM – Medellin, 2023.

Lucia Palacios-Moya

Lucia Palacios-Moya Professor Palacios-Moya Lucia. Health manager, public health master and phd student in management. She is associate researcherof the Ministry of Science, Technology, and Innovation (MinCiencias) in Colombia and distinguished researcher at RENACYT (Peru). Her research includes health public, health management, sustainibility in healthcare secto, chronic and infectious diseases.

Cesar Alexander Pérez Baquedano

Cesar Perez Baquedano Lawyer, Specialist in Basic Quality Conditions at the University Señor de Sipán, and Master of Civil and Procedural Civil Law from the University Señor de Sipán. Among his research areas are University Social Responsibility, educational law, and environmental law.

Ada Gallegos

Ada Gallegos Ada Gallegos is a university lecturer and researcher. She holds a Doctorate in Government and Public Policies as well as a Doctorate in Education. Her specialization in Public Affairs was completed as a Fulbright scholar through the Hubert Humphrey program, certified by then-President of the United States, Barack Obama. As a dedicated researcher, she leads research teams composed of both national and international scholars. On an international level, she serves as the Chair of the Board for the Consortium for Women Leaders in Public Service (CWLPS), headquartered in Washington DC.