Keywords
University social responsibility
engineering students
university careers
engineering students
university careers
How to Cite
Ojeda Portugal, J. J., Contreras Chavez, L. A., Cabana Mamani, D. H., Banda Cardenas, J. D., & Morán Cruz, F. (2023). Engineering and social responsibility: Challenges and opportunities in high education. Athenea Engineering Sciences Journal, 4(13), 25-33. https://doi.org/10.47460/athenea.v4i13.62
Abstract
This study focuses on analyzing university social responsibility in the training of engineers. Engineering students were surveyed and contrasted with social science students to relate higher education with social education. The research was a quantitative and descriptive approach using a non-experimental cross-sectional design. The sample comprised 1023 intentionally selected engineering and social science students. A specific validated scale was applied to assess students' perception of their social responsibility in the university context and ordinary life. The results indicated a medium level of social responsibility with a tendency to be low in the group of university students analyzed. In addition, it was observed that engineering careers should reinforce the social commitment of students.
References
[1] L. Ibarra, C. Fonseca and R. Santiago, «La responsabilidad social universitaria. , ().,» Misión e impacto sociales. Synectics, vol. 54, 2020.
[2] R. Ayala, B. Rodríguez and A. M. Romo, «University social responsibility from a teacher perspective,» Journal of the Academy, vol. 7, pp. 229-244, 2022.
[3] L. N. 3. [. Universitaria], «Diario Oficial El Peruano,» Diario Oficial El Peruano, year 31, Nº 12914, Normas Legales. Lima: Ministry of Education., 9 July 2014. [Online]. [Accessed Aug. 21, 2023].
[4] P. Villegas Vega and A. Cairampoma Arroyo, «University social responsibility from administrative law,» Derecho PUCP, vol. 87, pp. 523-550, 2021.
[5] J. M. García Ramos, C. De la Calle Maldonado, M. C. Valbuena Martínez y T. De Dios Alija, «Hacia la valido del constructo "responsabilidad social del estudiante universitario» (RSEU),» Bordón. Revista De Pedagogía, vol. 68, nº 3, p. 41–58, 2016.
[6] V. Bolio and L. M. Pinzón, «Construction and Validation of an Instrument to Evaluate the Characteristics of University Social Responsibility in University Students,» International Journal of Education for Social Justice, vol. 8, nº 1, 2019.
[7] L. Flores-Fernandez, P. Severino-González, G. Sarmiento-Peralta and J. Sánchez-Henríquez, «University social responsibility: design and validation of scale from the perspective of students in Peru,» Formación Universitaria, vol. 15, nº 3, pp. 87-96, 2022.
[8] E. Morante, «University Social Responsibility: Challenges and perspectives in the XXI century,» Revista de Ciencias Sociales, vol. 3, nº 177, pp. 107-122, 2022.
[9] D. Cardona, And. De La Hoz Granadillo and J. C. Escaff, «University social responsibility: practices and challenges in an accredited university in the Caribbean region,» Aglala, vol. 11, nº 2, p. 278–290, 2020.
[10] D. Oseda, J. Sangama, and M. A. Añaños, «Environmental education and social responsibility in university students of the Ucayali region, Peru,» Option, vol. 35, nº 89-2, pp. 347-365, 2019.
[11] D. Macías and C. Bastidas, «University Social Responsibility: Case Study from the Perspective of Students,» Actualidad y Nuevas Tendencias, vol. 6, nº 23, pp. 23-44, 2019.
[12] M. G. Serrano, M. T. Castillo and E. Hernández, «Psychosocial variables predictors of social responsibility in university students,» Revista mexicana de investigación educativa, vol. 27, nº 93, pp. 455-481, 2022.
[13] W. Andia Valencia, M. Yampufe Cornetero and S. Antezana Alzamora, «University social responsibility: from the social approach to the sustainable approach,» Revista Cubana de Educación Superior, vol. 40, nº 3, p. e19, 2021.
[14] H.-S. R and M. C., Scientific Research Methodology: The quantitative, qualitative and mixed routes, Mexico City: McGraw Hill Education, 2018.
[15] V. Gonzáles, L. Virginia and L. Meraz, «Analysis of the internal consistency of the scores of a measurement instrument,» Tourism competitiveness, analysis of validity and factorial, San Felipe, Baja California case, vol. 19, nº 61, pp. 305-338, 2019.
[16] J. Cerdal and L. Villarroel, «Interpretation of the Chi-square test (X2),» Revista Chilena de Pediatria, vol. 78, nº 4, pp. 414-417, 2021.
[17] J. Cohen, "A power primer," Psychological Bulletin, vol. 112, no. 1, pp. 155-159, 1992.
[18] The Jamovi Project, "Jamovi. (Version 2.3) [Computer Software]," Jamovi, August 2022. [Online]. Available: https://www.jamovi.org.. [Accessed Aug. 14, 2023].
[2] R. Ayala, B. Rodríguez and A. M. Romo, «University social responsibility from a teacher perspective,» Journal of the Academy, vol. 7, pp. 229-244, 2022.
[3] L. N. 3. [. Universitaria], «Diario Oficial El Peruano,» Diario Oficial El Peruano, year 31, Nº 12914, Normas Legales. Lima: Ministry of Education., 9 July 2014. [Online]. [Accessed Aug. 21, 2023].
[4] P. Villegas Vega and A. Cairampoma Arroyo, «University social responsibility from administrative law,» Derecho PUCP, vol. 87, pp. 523-550, 2021.
[5] J. M. García Ramos, C. De la Calle Maldonado, M. C. Valbuena Martínez y T. De Dios Alija, «Hacia la valido del constructo "responsabilidad social del estudiante universitario» (RSEU),» Bordón. Revista De Pedagogía, vol. 68, nº 3, p. 41–58, 2016.
[6] V. Bolio and L. M. Pinzón, «Construction and Validation of an Instrument to Evaluate the Characteristics of University Social Responsibility in University Students,» International Journal of Education for Social Justice, vol. 8, nº 1, 2019.
[7] L. Flores-Fernandez, P. Severino-González, G. Sarmiento-Peralta and J. Sánchez-Henríquez, «University social responsibility: design and validation of scale from the perspective of students in Peru,» Formación Universitaria, vol. 15, nº 3, pp. 87-96, 2022.
[8] E. Morante, «University Social Responsibility: Challenges and perspectives in the XXI century,» Revista de Ciencias Sociales, vol. 3, nº 177, pp. 107-122, 2022.
[9] D. Cardona, And. De La Hoz Granadillo and J. C. Escaff, «University social responsibility: practices and challenges in an accredited university in the Caribbean region,» Aglala, vol. 11, nº 2, p. 278–290, 2020.
[10] D. Oseda, J. Sangama, and M. A. Añaños, «Environmental education and social responsibility in university students of the Ucayali region, Peru,» Option, vol. 35, nº 89-2, pp. 347-365, 2019.
[11] D. Macías and C. Bastidas, «University Social Responsibility: Case Study from the Perspective of Students,» Actualidad y Nuevas Tendencias, vol. 6, nº 23, pp. 23-44, 2019.
[12] M. G. Serrano, M. T. Castillo and E. Hernández, «Psychosocial variables predictors of social responsibility in university students,» Revista mexicana de investigación educativa, vol. 27, nº 93, pp. 455-481, 2022.
[13] W. Andia Valencia, M. Yampufe Cornetero and S. Antezana Alzamora, «University social responsibility: from the social approach to the sustainable approach,» Revista Cubana de Educación Superior, vol. 40, nº 3, p. e19, 2021.
[14] H.-S. R and M. C., Scientific Research Methodology: The quantitative, qualitative and mixed routes, Mexico City: McGraw Hill Education, 2018.
[15] V. Gonzáles, L. Virginia and L. Meraz, «Analysis of the internal consistency of the scores of a measurement instrument,» Tourism competitiveness, analysis of validity and factorial, San Felipe, Baja California case, vol. 19, nº 61, pp. 305-338, 2019.
[16] J. Cerdal and L. Villarroel, «Interpretation of the Chi-square test (X2),» Revista Chilena de Pediatria, vol. 78, nº 4, pp. 414-417, 2021.
[17] J. Cohen, "A power primer," Psychological Bulletin, vol. 112, no. 1, pp. 155-159, 1992.
[18] The Jamovi Project, "Jamovi. (Version 2.3) [Computer Software]," Jamovi, August 2022. [Online]. Available: https://www.jamovi.org.. [Accessed Aug. 14, 2023].
This work is licensed under a Creative Commons Attribution 4.0 International License.
Downloads
Download data is not yet available.