Gestión de la responsabilidad social territorial y su relación con la educación superior de calidad
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La crisis actual que atraviesa la Universidad y que afecta seriamente su actuación en la sociedad, radica -más allá del papel del Estado-, en el insuficiente quehacer de la formación académica, el limitado trabajo de investigación científica, la inadecuada puesta en marcha de la extensión universitaria, la poca elucidación en torno a lo que significa la responsabilidad social y arraigada en una visión empresarial. El objetivo de la investigación es conocer si la GRST está fuertemente relacionada con la Educación Superior de Calidad (ESC) porque creemos que su implementación en las universidades de la región, especialmente de Perú, coadyuvaría a que desde un nuevo enfoque de RSU se avance hacia la calidad de la educación superior desde una gestión responsable que la contemple, sin descuidar su rol social. Como conclusión, según Rho de Spearman, La GRST (gestión institucional, formación profesional, investigación, extensión universitaria) y la ESC (actuación, autonomía, crítica, diversidad, equitativa, inclusiva, efectividad, pertinencia) tienen una fuerte y significativa relación a percepción de sus autoridades en las universidades de Perú, 2019, por lo que, si se implementa la GRST en las universidades peruanas, esta tendría éxito gracias a la correspondencia entre ambas variables.
The current crisis that the University is going through and that seriously affects its performance in society, lies -beyond the role of the State-, in the insufficient work of academic training, the limited work of scientific research, the inadequate implementation of the university extension, little elucidation about what social responsibility means and rooted in a business vision. The objective of the research is to know if GRST is strongly related to Quality Higher Education (ESC) because we believe that its implementation in universities in the region, especially in Peru, would contribute to advancing from a new approach to USR towards the quality of higher education from a responsible management that contemplates it, without neglecting its social role. In conclusion, according to Rho de Spearman, GRST (institutional management, professional training, research, university extension) and ESC (performance, autonomy, criticism, diversity, equitable, inclusive, effectiveness, relevance) have a strong and significant relationship to perception of its authorities in the universities of Peru, 2019, therefore, if the GRST is implemented in Peruvian universities, it would be successful thanks to the correspondence between both variables.
The current crisis that the University is going through and that seriously affects its performance in society, lies -beyond the role of the State-, in the insufficient work of academic training, the limited work of scientific research, the inadequate implementation of the university extension, little elucidation about what social responsibility means and rooted in a business vision. The objective of the research is to know if GRST is strongly related to Quality Higher Education (ESC) because we believe that its implementation in universities in the region, especially in Peru, would contribute to advancing from a new approach to USR towards the quality of higher education from a responsible management that contemplates it, without neglecting its social role. In conclusion, according to Rho de Spearman, GRST (institutional management, professional training, research, university extension) and ESC (performance, autonomy, criticism, diversity, equitable, inclusive, effectiveness, relevance) have a strong and significant relationship to perception of its authorities in the universities of Peru, 2019, therefore, if the GRST is implemented in Peruvian universities, it would be successful thanks to the correspondence between both variables.
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Vol. 5, No. 19