Ibarra et a lS. ,a Cl o hma ól l ne n eg te as li .n, Pt er ao cd hui ncJ utgi avani cd cSaoedrg dud i ren al g 1p t,r ooF cur eans nio vy mee rl si tni t Sey ru osào, rcme i zaa2l s, r aJe usl lpaá on dn Ces i albasi il pei t ryro a(d U2u cS. cRi ó) n

CHALLENGES IN TEACHING ACCORDING TO UNIVERSITY

SOCIAL RESPONSIBILITY (USR)

Ibarra Sandoval Fredy ., Ramos Santos Juan ., Salazar Carranco Andrea y Cisneros Martínez Marco

1 2 3 4

ﬁbarra , jramos , asalazar , mcisneros }@pucesa.edu.ec

{

https://orcid.org/0000-0002-7002-0715 , https://orcid.org/0000-0003-1083-9996

https://orcid.org/0000-0003-3520-3417 , https://orcid.org/0000-0002-0313-160X ,

Pontiﬁca Universidad Católica del Ecuador

Ecuador.

Recibido (04/05/20), Aceptado (15/05/20)

Abstract: In recent decades, the world has experienced great advances in terms of Corporate Social

Responsibility. Educational institutions, especially those of higher education, have recently become

interested in this topic as an integral part of society. In Ecuador, after the change of government and

the educational transformation, the University Social Responsibility (USR) has been integrated as

part of key management indicators. This article is about one of the main elements in education that

is teaching. This research starts as a part of a university project that has the purpose of identifying

how teaching activities contribute in social responsibility. The research takes place in nine public

and private universities which are located in zone three in Ecuador. The data is quantitative

and qualitative based on different surveys in a population of 67,167 students, professors, and

administrators. As result, there are six challenges for teaching and the USR in Ecuador, from an

external perspective: the study of new realities, planned propositions consensus, ongoing training

and personal improvement, creativity, student context, professionalism and continuous evaluation.

Keywords: Teaching, University Social Responsibility (USR), teaching challenges.

DESAFÍOS EN LA DOCENCIA SEGÚN LA

RESPONSABILIDAD SOCIAL UNIVERSITARIA (RSU)

Resumen: En las últimas décadas, el mundo ha experimentado avances en términos de Responsabilidad

Social Corporativa. Las instituciones educativas, especialmente las de educación superior, se han

interesado en este tema. En Ecuador, tras la propuesta de transformación educativa, la Responsabilidad

SocialUniversitaria(RSU)formapartedelosindicadoresclavedegestión. Esteartículoanalizaunodelos

elementos principales de la educación, la docencia. Esta investigación, parte de un proyecto universitario,

con el objeto de descubrir cómo las actividades de docencia contribuyen de forma responsable a la

sociedad, mismo que, se lleva a cabo en nueve universidades públicas y privadas ubicadas en la zona tres

de Ecuador, mediante la aplicación de un enfoque cualitativo, pero también con datos cuantitativos y el

uso de una metodología descriptiva. La informaciónse recoge por mediode encuestas en una poblaciónde

7,167 entre estudiantes, maestros y administradores. Como resultado, se descubre la incipiente puesta en

marcha de la RSU y se plantean seis desafíos para la enseñanza y la RSU, desde una perspectiva integral:

el estudio de nuevas realidades, el consenso de las propuestas planiﬁcadas, la capacitación continua y la

mejora personal, la creatividad, el contexto del estudiante, la profesionalidad y la evaluación continua.

Palabra clave: Docencia, Responsabilidad Social Universitaria (RSU), Retos en la enseñanza.

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Ibarra et Sa al l. ,o Cm hó an ll ee tn ag el .s ,i Pn r to e da uc ch ti inv gi d aa c dc odr ed li np rg o tcoe suo n mi v ie nr se irt oy , smo ca i sa al lr leá s pd oe nl sa i bp i rl io t dy u( cUc iS óRn )

I.INTRODUCTION

ponsibility as a global and effective university manage-

In the process of categorization of Ecuadorian uni- ment policy, it is essential to produce management tools

versities, CEAACES has determined ﬁve criteria to be for Social Responsibility in the higher education" [5].

evaluated. Institutions that achieve these standards will

In LatinAmerica, the USR has been applied for about

be considered as quality universities and they will be- 10 years because of the support of an Inter-American

long to a university category. The organization´s para- initiative on Social Capital, Ethics and Development of

meter about University Social Responsibility should be the Inter-American Development Bank (IDB) and the

highlighted as a sub-criterion to be evaluated. In [1] re- collaboration of the The World Bank. They have been

cognizes the Adaptation of the Institutional Evaluation carrying out different programs to reach agreements for

Model of Universities and Polytechnic Schools 2013 in the integration of several institutions of Higher Educa-

the Process of Evaluation, Accreditation and Recatego- tion in Latin America to work together on their mana-

rization of Universities and Polytechnic Schools 2015: gement approach [6].

The Institution of Higher Education is seen as a sys-

According to [7] three questions are introduced by

tem that interacts with society where activities related De Ferrari, J. M., Delpiano, C., and Fernández, C.,

to the functions of Higher Education Systems are de- (Coord.), which should be answered by the Institutions

veloped. Related to the interaction of institutions with of Higher Education (IES). These are: What are the

society, the government evaluates the community ou- university responsibilities? Who is involved in the pro-

treach function and the objectives of the IES [2].

The characteristics that are considered for evaluation

cess? And, what is necessary to be responsible?

A university is socially responsible when it has prin-

in the organization of a university are institutional plan- ciples and policies which direct its development based

ning, institutional ethics and quality management. Each on the requirements of its society as set out by ethical

of these aspects focuses on particular elements such responsibilities and values to guide the traditional func-

as: strategic and operational planning, accountability, tions of management, teaching, community outreach

ethics, policies and procedures, information systems, and investigation. A university which is not responsible

academic offerings and information for evaluation.

within its society is one that does not do research or

Even though the USR is not considered in the eva- does not diagnose social needs by considering knowle-

luation process, the institutions' commitment to society dge as the most important part [8]. Some universities

is an essential part to achieve objectives. The task of are changing paradigms, and they are using the USR as

including members not only from universities but also a process in which they can:

external members to develop integration projects in or-

der to solve different problems in a given society [3].

•Look for solutions related to social problems to the

Involving members of a university community, as well beneﬁt of the country

as society, is a factor that should be involved in higher

education institutions to ﬁnd objectives and viable re-

sources, according to [4].

•Use the solutions to build knowledge

•Contribute to the transformation of the social, poli-

tical, economic structures of the country

II.DEVELOPMENT

This research fundamentally deals with teaching.

The USR is an issue that still has many academic The USR from teaching has, as its purpose, to improve

challenges due to the new social requirements for edu- and guarantee a better standard of living for students

cational organizations which must bring beneﬁts to as an integrated member of a society, in which there is

the community based on ethics, relevance and effecti- communication, collaboration and strategies that allow

veness. "The education system has not considered the achieving goals in that society. Nowadays, it is consi-

discussion of ethics for many years, and recently diffe- dered that every educational institution and its teaching

rent perspectives have promoted the debate of ethics in process must be adapted to the changes of the 21st cen-

higher education" [4].

tury. It is necessary to consider teaching as a rigorous,

The USR is a new concept in our society and the coherent and predictive activity where the educational

available information states that there is still a greater sciences have their practical and productive goals ba-

emphasis on conceptual and methodological concepts; sed on the guide of the university professor establishing

its application has not been applied in all university ma- theoretical and practical relationships in student trai-

nagement processes. Consequently, the development of ning [8].

methodological tools is the most important. Vallaeys

In the present, new ways of teaching must be establi-

states, "if we really want to take University Social Res- shed because of new roles in education. A radical chan-

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ge in teaching and learning methods is for professors the value of responsibility in the society [12]. There-

to assume Social Responsibility in class. The objective fore, it is necessary to adapt ethical actions for a true

is to assume the role throughout student changes and systemic change, starting with the measurement of the

social transformations, thus becoming guides for them current levels of theoretical applicability to clarify the

by providing the necessary tools to develop their social educational task ahead.

skills.

According to a research carried out by [13], the USR

Appropriate university training incorporates respon- must be applied in university institutions in a correct

sibility with students into professors’ training. All the way for future practices towards other institutions.

persons involved in this process are responsible for the

According to [14], universities have multilevel

future development in society. If the new professionals learning environments in which it is necessary to look

do not have the capacity to work on the challenges and for formal curriculums in order to improve academic

social needs, the university mission would be unproduc- quality. In addition, it is necessary to focus on impli-

tive. The professor must humanize knowledge, looking cit dimensions of the learning process in order to ge-

for critical reﬂection and appropriate proposals that lead nerate signiﬁcant learning. According to [15], the USR

to a better social life.

is nowadays applied in different universities in Latin

The goal is to train professors in the approach of the America and discrimination by gender, race, economic

USR and promote Project-Based Learning (PBL) on status or political orientation has been reduced which

community scenarios by applying the solution of real has improved the academic level. Discrimination is a

problems. It is about being creative and showing how condition that must disappear in universities to promote

the student can learn by training and doing socially use- better student performance [16].

ful things [9].

III.METHODOLOGY

The main social responsibilities of the professors are

The methodology used in this research was biblio-

graphic and ﬁeld research, as described below:

Bibliographically, national documents are analyzed,

to:

•Share knowledge with students.

•Support students’ own knowledge as a means to linked to university activities such as PNBV, contribu-

learn how to succeed.

tions from the CES, CEACES, SENASCYT, IES, and

contributions from national and foreign authors, from

•Develop didactic methodologies for each student.

•Develop a set of strategies related to their academic texts and related articles [17], [18], [19].

training and activities that guarantee knowledge mana-

gement.

Field research is carried out in zone three of Ecuador

which are composed by the provinces of Chimborazo,

•Promote student participation in the construction of Tungurahua, Pastaza, and Cotopaxi working with a po-

knowledge.

pulation of 67,167 individuals: 3454 (5%) professors,

1134 (91%) students, and 2579 (4%) administrative

In the future, university training should be develo- staff from nine public and private universities that are

ped in ﬁve fundamental aspects: problematic situations, located in the following cities: in Ambato: Technical

collaborative work, individual formation, community University, Pontiﬁcal Catholic University of Ecuador,

formation and creation of spaces [10].

Autonomous University of the Andes and Indoamérica

The exploratory research carried out in national li- Technological University; in Chimborazo: Polytechnic

braries, theses and research projects in Ecuador lead Superior School and National University; in Cotopaxi:

us to establish that there is lack of information on the Technical University and Polytechnic Superior School

subject related to the USR in the country and tools that of the ARMY; and in Pastaza: Amazon State University.

measure the level of applicability of the USR in the The surveys are applied with 5% margin of error and

areas of teaching, research, community outreach and 95% real data based on the location of the university

management.

(number of students in each university). This procedure

A new challenge has also evolved in higher educa- is carried out for students, professors, and administrati-

tion in recent years as "the absence of ethics and co- ve staff.

rruption have been affecting the academic world in the

recent years" [11].

The data collection is applied in the nine universi-

ties. There is not any distinction in gender and acade-

The ethical and social training of future generations mic level. The surveys had 30 questions and they were

especially regarding their academic development - is applied randomly. The survey analyzes qualitative va-

in danger because it is difﬁcult to link knowledge with riables such as: knowledge, academic freedom, relevant

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training, academic offer, ﬂexible schedules, extracurri- interviews, in the academic area, show that professors

cular activities, and teaching planning. The questions spend a high percentage of their work in administrative

are related to the research variables and management actions and sometimes neglect teaching, which can be

indicators based on Ecuadorian laws. The survey is va- considered irresponsible.

lidated by four professors, sixteen students, and two ad-

ministrators. Each item was analyzed base on content, very strict with the activities of professors because there

understanding, and suggestions. are more institutions that control different requirements

Since 2007, the universities of Ecuador have been

For the analysis was used the IBM SPSS software - such as: getting a master’s degree to teach. However,

version 23 - as a statistical tool with a descriptive scope the survey for professors and administrative staff shows

for tabulation. The inductive logic method was used as that only 68% agree that universities select teachers

suggested by [20], based on ﬁeld work, in each of the correctly while 63% of students agree with this idea.

universities, where the survey was applied by means of The same opinion in the administrative staff is kept: a

surveys to then determine the perception of professors, master’s degree is a requirement for the accreditation of

students and administrative staff. In addition, the infor- universities and requirement to hire university profes-

mation was liked with two interviews for an academic sors, even they do not have experience, pedagogy, etc.

vice-chancellor and administrator of human talent from

69.17% of students agree that the institutions stren-

different institutions to get some conclusions about tea- gthen their skills where knowledge allows them to be

ching aspects.

carried out in the professional, personal, family and so-

cial ﬁelds. 81% of HEIs private professors describe that

their universities focus on the comprehensive education

IV.RESULTS

In the surveys and interviews there are questions of students; while 73% of HEIs public professor consi-

related to teaching, research, community outreach and der it in that way. Professors describe that the students

management, with a wide range of material for analysis. must not only be experts in an area of study, but also

Therefore, the results are divided into different parts. in their work with the society. The responsible profes-

For this research, it is only presented the results related sional student with the society will not only focus on

to teaching and its relationship with the USR describing the production, but also be concerned about a balance

the following aspects:

between personal goals and the community.

Teachers and students are the main actors in the ge-

The participants in the surveys agree with 73% that

neration and acquisition of knowledge. Therefore, it is the university promotes continuous training in their area

necessary that every educational task must be focused of competence. This data indicates that although profes-

on a speciﬁc purpose.

sors do different activities at university, it is necessary

From the students’ survey, 78% state that knowle- to do more. The university must generate more prepa-

dge is a mechanism for improvement and creativity. ration spaces through agreements that allow the deve-

However, 54,1% mention that the university professor lopment not only of students and professors, but also a

does not know how to transmit clear concepts to the development of the private or public area. The surveys

students. They agree that 73% of teachers use memory state it is necessary to provide an academic offer based

as a teaching and evaluation mechanism. Therefore, the on real needs of society.

student reproduces them mechanically. These results

There is a high percentage of students, 84%, who

suggest that universities should motivate critical thin- consider that study schedules should be checked, be-

king in students to generate new results and knowledge cause the time that is assigned for teaching is not well

through the application of new strategies. Professors used during the class. So higher education institutions

state that 97% knowledge is an effective mechanism of should analyze how to manage schedules in different

improvement and creativity.

university careers to improve the learning process. This

In order to have an appropriate environment of can be considered as a future study project at the uni-

teaching, a parameter related to freedom of teaching versity level.

space where the professor develops all strengths - is

The alternative of extracurricular activities, such

considered. On average in the nine universities, stu- as support and teaching methodology - is important.

dents present similar results. 65,44% say there is not Students and professors, 79% and 77% respectively,

freedom of teaching. In spite of this, the professors con- support it. They state it should be promoted with the

sider that 80% have freedom of teaching using creati- support of internal and/or external human talent, mate-

vity and own methodologies. The administrative staff rial, economic resources, etc., which could promote the

considers 83.28% that there is freedom of teaching. The research.

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Only 39.38% agree that it is necessary a professor´s The authors consider that they are the ﬁrst steps, as a

planning. The interviews state that it takes several hours contribution to society.

to plan and there is less effectiveness in teaching. This

result should aim to design different study guides that made: Is it time to make other academic proposals that

adapt to each context. facilitate the integration of students to the labor ﬁeld, in

According to that afﬁrmation, a few questions are

To summarize some inputs, in graphic No 1: the the case of practical careers and social areas? Is the uni-

main results obtained - from zone three of Ecuador - are versity timetable system obsolete? What impact would

integrated with the support of students, professors and an alternative proposal have on the university society in

administrative staff, as challenges of the professor who which the use of technology prevails, with little presen-

needs to integrate the USR in the university classrooms. ce of the student?

Study of

new

problems in

society

Continuous

evaluation

Collective

proposals

US R

Challenges

in teaching

Interaction

bewteen

professors

and

Continuous

training

students

Creativity

Figure 1. Challenges of Teaching and University Social Responsibility in Ecuador

The 6 challenges of teaching and the USR in Ecua- application of new educational models.

dor, are proposals to the problems mentioned above.

Collective proposals: By getting some ideas from the

These challenges are independent and at the same time surveys and interviews, it is necessary that the univer-

they are related to each other with a vision of teaching sities have consensus as the Private University of Loja

from external contexts: study of new problems in socie- does through a program with CEDIA and inter-univer-

ty, collective proposals, continuous training, creativity, sity research; or with local university programs and

continuous evaluation, and context of the student and the government. This continues to be a very important

professionalism.

challenge such as the formation of research networks,

Study of new problems in society: The university the consolidation of strategic alliances, the consensus

education is not static because it responds to own lo- of contents and the distinction of services. In this way

cal situations and to global needs. What is it necessary students can choose one or another university, or career.

to change? The planning in universities must respond

Continuous training: it is not enough for professors

to: social local or international problems with appro- to present a degree required by HEIs, it is important

priate careers such as reforestation, territorial planning, continuous training to have academic staff of high level,

integration of technology in agricultural production, in the areas of research, technical, social, pedagogical,

university virtual education, among others; through the etc. Continuous preparation is the challenge and res-

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ponsibility of professors.

external people and the society.

Creativity: It is a requirement for professors and stu-

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RESUMEN CURRICULAR

Ibarra-Sandoval Fredy, Full-time teacher and researcher from

the Catholic University of Ecuador, Ambato headquarters, for

mo re than six years. Entrepreneur and academic in the areas of

business administration, business and higher education, his

chairs are inclined to the areas of marketing, planning and

strategic management and entrepreneurship. He studied

Salazar-Carranco Andrea, Magister in Curriculum and

Superior Education. Graduate in Education Science

Specialized in English. Specialist in the English

language. Currently working as full-time English and

French teacher at the Pontifical Catholic University of

Ecuador in Ambato.

philosophy, theology and administration. He is currently

completing doctoral studies in management administratio n.

Cisneros-Martinez Marco: Full-time professor in the

Business School at the Pontifical Catholic University of

Ecuador in Ambato. Master in Business Management

specialized in SMES. Specialty in Design and Evaluation

of Projects. He has worked in public and private and public

companies, for several years

Ramos-Paredes Juan José, Full time professor at

Catholic University of Ecuador – Ambato. Magister in

Superior Education. Bachelor in Education Science

Mayor in English. System Engineer. He is currently

studying a Master´s Program in Pedagogy of English as a

Foreign Language.

ISSN 2542-3401/ 1316-4821

UNIVERSIDAD, CIENCIA y TECNOLOGÍA Vol. 24, Nº 101 Junio 2020 (pp. 19-25)