University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Rodríguez Gavilla, A. (2025).
University social responsibility as a key
factor in the professional training of
students in a municipal center.
Estrategia
y Gestión Universitaria
, 13(2), e8888.
https://doi.org/10.5281/zenodo.17509241
Received: 05/04/2025
Accepted: 21/10/2025
Published: 06/11/2025
Corresponding author:
arelys.rodriguez@umcc.cu
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
University social responsibility as a key
factor in the professional training of
students in a municipal center
La responsabilidad social universitaria
como factor clave en la formación
profesional de los estudiantes en un
centro municipal
A responsabilidade social universitária
como fator-chave na formação
profissional dos alunos de um centro
municipal
Abstract
Introduction: University Social Responsibility is of great
importance in the academic field, as it involves the
meaningful participation of universities in sustainable social
development. Objective: to demonstrate the impact of
University Social Responsibility on the professional training of
students in a municipal center.
Method: the research was
conducted under a mixed methodological approach.
Theoretical and empirical methods were employed, allowing
for a characterization of the fundamental aspects of the
subject under study. Results: the main findings indicate that
University Social Responsibility actions have an impact on
students’ professional training, since both students,
professors, and administrative staff perceive it as such, and
also because the various activities encompass a series of
important aspects that gain greater relevance in the Municipal
University Center under study. Furthermore, the strengths and
weaknesses of the implementation of these actions in the
preparation of future professionals were identified.
Conclusion: University Social Responsibility is a key factor in
professional training because it provides students with
opportunities to apply their knowledge in real contexts and
promotes values, skills, and competencies necessary to face
the challenges of contemporary society.
Keywords: higher education, professional training, university
social responsibility, sustainability
Resumen
Introducción: la Responsabilidad Social Universitaria es de
suma importancia en el ámbito académico, pues implica la
participación significativa de las universidades en el desarrollo
social sostenible.
Arelys Rodríguez Gavilla
1
Universidad de Matanzas
https://orcid.org/0000-0002-8400-605X
arelys.rodriguez@umcc.cu
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Arelys Rodríguez Gavilla |
Objetivo:
demostrar el impacto de la Responsabilidad Social Universitaria en la
formación profesional de los estudiantes en un centro municipal.
Método:
la
investigación se realizó bajo un enfoque metodológico mixto. Se emplearon
métodos teóricos y empíricos que permitieron obtener una caracterización de los
aspectos fundamentales del tema abordado.
Resultados:
los principales hallazgos
refieren que las acciones de Responsabilidad Social Universitaria impactan en la
formación profesional de los estudiantes, dado que, tanto ellos como los
profesores y personal administrativo así lo perciben, y también porque en las
variadas actividades se abarcan una serie de aspectos importantes que adquieren
mayor relevancia en el Centro Universitario Municipal de estudio. Además, se
identificaron las fortalezas y debilidades de la implementación de sus acciones
en la preparación de los futuros profesionales.
Conclusión:
la Responsabilidad
Social Universitaria es un factor clave en la formación profesional porque
proporciona a los estudiantes oportunidades para aplicar sus conocimientos en
contextos reales y promueve valores, habilidades y competencias necesarias para
enfrentar los desafíos de la sociedad actual.
Palabras clave:
educación superior, formación profesional, responsabilidad social
universitaria, sostenibilidad
Resumo
Introdução: a Responsabilidade Social Universitária é de grande importância no
âmbito acadêmico, pois implica a participação significativa das universidades no
desenvolvimento social sustentável. Objetivo: demonstrar o impacto da
Responsabilidade Social Universitária na formação profissional dos estudantes em
um centro municipal. Método: a pesquisa foi realizada sob uma abordagem
metodológica mista. Foram empregados métodos teóricos e empíricos que
permitiram obter uma caracterização dos aspectos fundamentais do tema
abordado. Resultados: os principais achados indicam que as ações de
Responsabilidade Social Universitária impactam a formação profissional dos
estudantes, uma vez que tanto eles quanto os professores e o corpo administrativo
assim o percebem, e também porque as diversas atividades abrangem uma série
de aspectos relevantes que adquirem maior importância no Centro Universitário
Municipal em estudo. Além disso, foram identificadas as fortalezas e fragilidades
da implementação dessas ações na preparação dos futuros profissionais.
Conclusão: A Responsabilidade Social Universitária é um fator-chave na formação
profissional, pois proporciona aos estudantes oportunidades de aplicar seus
conhecimentos em contextos reais e promove valores, habilidades e competências
necessárias para enfrentar os desafios da sociedade contemporânea.
Palavras-chave:
ensino superior, formação profissional, responsabilidade social
universitária, sustentabilidade
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Introduction
University Social Responsibility (USR) has become an important topic in the
academic sphere in recent years, as it involves the active participation of universities
in the sustainable development of society (George et al., 2024). Pactwa et al. (2024)
have conducted studies on the state of USR in Polish and European universities.
Meanwhile, García and Restrepo (2019), Vallaeys and Álvarez (2019), Sarmiento et
al. (2021), Severino et al. (2023), and Vásquez (2023) have reflectively analyzed the
status of USR in Latin America and recommend strategies for its development and
implementation. According to François Vallaeys, president of the Latin American
University Social Responsibility Union (URSULA), the goal of USR is to “embed USR in
Higher Education Institutions so that the community, society, and the environment
can notice it” (2021, p.10). In this regard, USR is not limited to community volunteer
activities; rather, it seeks to integrate and instill ethical and moral values in
responsible citizens from the professional training of undergraduate students.
T
he importance of USR in professional training lies in its enhancement of the
acquisition and development of transversal skills and competencies among students,
such as analytical ability, teamwork, effective communication, problem-solving, and
leadership. It also encourages the application of their knowledge to address social
issues and confront the economic, social, and environmental challenges of
contemporary society. Thus, it aligns with the views of Morante Ríos (2023) and
Carrillo-
D
urán et al. (2024), who assert that universities are training centers that
play a fundamental role in promoting sustainable social development. “When USR is
integrated into the curriculum, a dual impact is achieved: improved professional
training and greater social contribution” (Fernández Guerrero & Morales Salazar,
2025, p. e232).
I
n the Cuban context, USR is particularly relevant. Studies by Rodríguez
(2024a; 2024b; 2024c) on curricular flexibility, institutional alignment with national
policies, and the role of Municipal University Centers (CUM) in local development
provide background related to USR and professional training. Rodríguez (2024c)
suggests that, in the process of continuous improvement in Higher Education in Cuba,
the flexibility of study programs allows each educational institution to structure its
educational project in response to the social needs of its territory. This means that
the teaching faculty must develop creative and innovative proposals that enrich the
curricular design and enable optimal professional training for students.
Particularly, CUM play a significant role in the development of the local
community where they are situated. Consequently, USR takes on greater importance
in Cuba, as these educational institutions have a fundamental role in community
development due to their close relationship with the local environment. Therefore,
it is essential to address the impact of USR on the professional training of students
in such university centers, with the aim of identifying strengths and weaknesses in
its implementation and proposing strategies to enhance its effectiveness.
The CUM relevant to this study is tasked with ensuring the comprehensive
training of undergraduate and graduate students, the advancement and preparation
of personnel and reserves, and stimulating the development of technology, science,
innovation, and local development. It promotes the ethics and social responsibility
of the university, which generates a positive impact on the local community and
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strengthens the social commitment of the educational institution. The relevance of
this topic lies in utilizing University Social Responsibility to promote professional
training among undergraduate students at a CUM.
According to Rodríguez (2024b), a strategic educational project is
implemented at the University Center at the institutional level, acting as a catalyst
for change in the Cuban economy and society, with a firm commitment to building
an independent, democratic, socialist, sovereign, prosperous, and sustainable
nation, aligned with the Sustainable Development Goals established in the 2030
Agenda.
This article addresses USR as a key factor in professional training within a
Municipal University Center. It seeks to understand how the USR actions
implemented in this institution contribute to the development of fundamental skills
and competencies in future professionals. Thus, the objective is to demonstrate the
impact of University Social Responsibility on the professional training of students in
a municipal center. Additionally, it aims to identify the strengths and weaknesses of
the implementation of USR actions in the preparation of future professionals. To
achieve this objective, comprehensive research was conducted, including a
literature review on USR, analysis of institutional documents, and interviews with
students, professors, and administrative staff of a CUM to gather significant data
regarding the perception of the university community concerning Social
Responsibility and its impact on professional training.
University Social Responsibility is a management policy that began in Latin
America in the 2000s, initiated by the Chilean university network Universidad
Construye País. Vallaeys and Álvarez (2019) assert that a new philosophy regarding
the social impact of universities has developed, adopting an ethical and critical
approach toward the epistemologies and knowledge imparted. They advocate the
existence of four essential processes: Training, Management, Social Participation,
and Research. This philosophy aims to generate significant changes in university
management to avoid remaining mere words and good intentions.
Rodríguez (2024a) states that the emergence of references related to USR as
a management policy at the end of the 20th century demands the development of
actions that respond to the needs, requests, and social demands placed on higher
education institutions (HEIs). According to Bosmenier Cruz et al. (2020), the goal of
governance is to achieve greater closeness between the university, business,
government, and society. That is, to extend the participation of university
community members to the surrounding community and engage them in institutional
activities, promoting inclusion and civic education in efforts aimed at local
development, thereby contributing collectively to the sustainability of community
environments.
In 2009, Vallaeys et al. created the "Manual of First Steps in University Social
Responsibility," which is considered the first tool aimed at managing USR in Latin
America (URSULA, 2018). It proposed a series of strategies for its implementation
and internal evaluation tools for all stakeholders within the university. Eslava-Zapata
et al. (2024) argue that adopting an innovative approach entails a profound and
complex transformation in university management that must coherently integrate
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actions in innovation, establish strong support networks, and formulate dynamic
educational policies that support and promote this new institutional mindset.
USR has a significant advantage: it is a process that encompasses
comprehensive and transversal management, directly involving HEIs. It addresses
ethical and moral demands that seek to resolve institutional barriers that hinder
higher education from generating socially relevant knowledge to confront our
development challenges.
The humanistic approach to Higher Education reaffirms the notion that it
should be directed toward the comprehensive training of individuals, professionals,
and citizens capable of ethically, environmentally, and socially responsibly facing
the various challenges of endogenous development and the integration of nations,
by participating critically, actively, and constructively in society (UNESCO, 2018).
In 2020, UNESCO proposed that universities be more socially committed
educational centers and environmentally responsible, highlighting the current
world's need to train future professionals who are responsible and engaged with
sustainable development. González and González (2020), Alcántara et al. (2022),
Vallaeys et al. (2022), and Maynard et al. (2023) indicate that the 2030 Agenda
requires universities to reconsider their role, dedicating resources to foster actions
that promote participation from all and contribute, through their substantive
processes, to achieving the proposed objectives. Therefore, it is crucial to focus the
educational efforts of all involved in the training process on instilling University
Social Responsibility in future professionals. In 2018, the Latin American University
Social Responsibility Union (URSULA) was established to deepen and intensify the
HACER framework, which stands for: Honoring our word, Auto-diagnosing our
organization, Changing our processes, Escalating our achievements, and Reviewing
our performance (URSULA, 2019).
The 2030 Agenda, with its 17 Sustainable Development Goals (SDGs), serves
as a useful guide for directing practices and management policies to enhance
curricular designs and study plans in Higher Education. Andia Valencia et al. (2022)
emphasize that by involving the university community in the planning and execution
of USR-based actions, HEIs promote shared responsibility and a sense of belonging.
A participatory approach fosters the management of educational, organizational,
and social impacts, strengthens the community spirit, and fosters unity within the
university.
During the Regional Conference on Higher Education (CRES) held in 2018, it
was clearly identified that USR aspires to transform the traditional discourse of
linkage, extension, and social outreach (CRES, 2018). Saborido (2018) states that the
2030 Agenda represents a priority for Cuba, linked to the National Economic and
Social Development Plan (PNDES). Its transformative vision demands the active
participation of all. Therefore, Cuban universities must play a fundamental role in
training the human resources that society needs to achieve this goal.
University Social Responsibility is the comprehensive and transversal
management of each social and environmental impact of Higher Education
Institutions and all processes aimed at achieving the SDGs. From these impacts, four
pillars of USR emerge:
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1. Responsible campus: refers to institutional governance encompassing all
endogenous procedures from human resource management to the work environment,
including the environmentally responsible preservation of resources.
2. Professional and civic training: addresses the responsible management of
academic programs that must develop competencies of responsibility in graduates.
3. Social knowledge management: related to ethical and responsible administration
in the production and dissemination of knowledge, in research, and the
epistemological models implemented in the educational sphere.
4. Social participation: encompasses the management of university participation in
the community in a socially responsible manner.
According to Małgorzata et al. (2020), a fundamental aspect is university
infrastructure. It is precisely here that these four pillars continuously feed into each
other to foster dynamic and ongoing improvement in social responsibility and,
consequently, in the university, based on the relevance of its organizational and
academic processes.
García et al. (2021) assert that professionals will enter the labor market
equipped to promote a responsible and ethical perspective that favors the common
good and social justice. This requires “the redefinition of the pedagogical and
didactic knowledge of contemporary educators to ensure the quality of an education
corresponding to the competencies and human values demanded by graduation
models and their relevance” (Chacón et al., 2025, p.24). Thus, the time has come
for universities to reevaluate and transform their approach to Social Responsibility.
It is recognized that incorporating USR into professional training enhances
the link between the academic realm and the labor market. This is because students
have the opportunity to collaborate with local businesses and organizations,
establishing strategic alliances that benefit both students and the community. Molina
et al. (2025) affirm that when HEIs focus on improving educational quality through
educational programs, the goal is to guide student decisions, strengthen ties with
the labor market, evaluate educational impact, and incorporate university social
responsibility into the curriculum.
USR implies that future professionals are aware of their social impact and
assume responsibility for contributing to the common good. USR generates a positive
impact on the local community, as research can identify problems and direct
concrete actions that can be implemented to benefit the local population. Its
effective performance fosters partnerships with local businesses and organizations,
facilitates research projects, and promotes student participation in actions
addressing specific social issues. Furthermore, it strengthens the social commitment
of the educational institution.
Applying USR in a University Center requires reflecting on the role that the
institution plays in society and how it can contribute significantly, thereby
strengthening the social commitment of the institution and its capacity to train
professionals committed to their environment. Additionally, it generates a positive
impact that contributes to sustainable local development and improves the quality
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of life for individuals. Pérez-Rivera et al. (2020) express that developing a
particularized, solid university identity focused on the sense of belonging within the
university community (students, faculty, and administrative staff) can foster
commitment and stimulate participation in actions that strengthen the institution.
USR promotes student participation as part of professional training by encouraging
actions and projects in which students can actively engage.
At the CUM, undergraduate students participate in research addressing social
issues and propose solutions; in this way, they apply their knowledge and
investigative skills for the benefit of the local community. The undergraduate
professional training is based on scientific foundations and the priorities of Higher
Education, stemming from the guidelines received and transformations related to
the policies approved by the Ministry of Higher Education. The development of
professional training supports comprehensive territorial student training, aligned
with the guiding ideas of Cuban Higher Education. It unifies education and
instruction, aiming to promote ethical, moral, ideological, and political values to
cultivate a humanistic, educated, and revolutionary student body—competent and
independent future professionals capable of succeeding across all sectors of society..
Methods and materials
The research was conducted using a mixed-methods approach to delve into
social and educational phenomena from the perspective and experience of the
participants. The mixed approach “allows for better ‘exploration and exploitation’
of the data” (Hernández Sampieri et al., 2010, p. 636).
Theoretical methods:
• Historical-logical method: this method enabled the reconstruction of the
evolution of USR to establish causal and logical relationships between its
emergence, its institutionalization in Latin America, and its incorporation
into Cuban educational policies and practices. The method facilitated the
review of conceptual frameworks, manuals, and models such as the URSULA
Manual and national guiding documents, situating USR in its historical
development and justifying its relevance in professional training.
• Analytical-synthetic method: this method was employed to analyze the
information obtained, identifying significant patterns and relationships, and
synthesizing the findings into coherent conclusions regarding the impact of
USR on the professional training of undergraduate students.
• Inductive-deductive method: this method facilitated the formulation of
hypotheses and theories based on the empirical data collected, ranging from
specific observations of unique cases to generalizations about the university
community as a whole.
Empirical methods:
• Document analysis: an extensive bibliographic review was conducted of 53
scientific articles on USR, selected based on the following criteria: published
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between 2015 and 2024, focus on USR in Latin America, and relevance to
professional training. The search strategy was documented, and the terms
used included “University Social Responsibility” and “professional training”
across databases such as Scopus, SciELO, REDALYC, and DoAJ. Additionally,
26 institutional documents were analyzed, including the guiding documents
of the nine programs offered at the CUM under study, the strategic planning
of the University of Matanzas and the Municipal University Center of
Cárdenas, the teaching process plan, the professional model, and the
programs of the main integrative disciplines corresponding to Curriculum
Plan “E” and the Educational Strategy. The objective of this document
review was to understand the background, approaches, and previous studies
related to University Social Responsibility and the comprehensive training of
students in Higher Education, as well as to gather crucial information that
supports the understanding of the importance of USR in professional training
within the context of universalization in Cuba.
• Interviews: these were used to collect specific and comparable data from
different individuals, in this case among students, professors, and
administrative staff. When designing the interview, differentiated questions
were formulated according to the role of participants, allowing for
exploration of unique perspectives on the topic of study. Each interview
consisted of 10 closed items and 4 open-ended questions, for example: 1)
What USR actions are you aware of that have been carried out at the CUM?
2) How have these actions influenced your professional skills? 3) Describe a
specific experience that changed your professional behavior. The interviews
were semi-structured in the open-ended questions to delve deeper into
perceptions. This facilitated the analysis and comparison of responses,
enabling the reliability of the findings of this research. All interviews were
recorded with the informed written consent of the participants. The study
received approval from the Board of Directors of the CUM under study, and
anonymity and confidentiality in data handling were ensured. These
interviews were conducted individually in an educational context, aiming to
understand the dynamics of learning and institutional management.
• Statistical-mathematical methods: descriptive statistics were used,
allowing for the analysis of results. Percentage calculations enabled a
quantitative study of the data provided by the applied instruments. The
analysis was conducted using SPSS v.27.
The triangulation of data as a method in the research combined document
analysis (53 scientific articles and 26 institutional documents), structured interviews
with students, professors, and administrative staff (30 interviews), and the review
of institutional records and projects of the CUM. This mixed approach allowed for
the contrasting and validation of quantitative and qualitative evidence regarding the
impact of USR on professional training. Triangulation strengthened the internal
validity of the study by confronting perceptions gathered in interviews with
documentary data and evidence of concrete actions, such as participation in
initiatives during COVID-19 and extension projects, enabling more robust inferences
about how USR contributes to skills, competencies, values, and professional
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practices.
The population consisted of 310 students, 15 professors, and 5 administrative
staff for a total of 330 individuals, all members of the university community of the
CUM under study. The selected sample comprised 30 individuals: 23 students, 5
professors, and 2 administrative staff. The choice of a relatively small sample is
justified by practical considerations such as time and resource limitations.
Probability sampling was employed:
Simple random sampling: this ensured that all defined subsets of the target
population had the same probability of selection and, therefore, inclusion in the
sample. This approach is consistent with the aim of reflecting diverse programs,
academic levels, different areas of knowledge, and professional experience.
Results and discussion
At the CUM of Cárdenas, the primary priority is educational activity in the
teaching-learning process of undergraduate professional training. This process is
carried out with a comprehensive approach that involves the entire university
community through participation.
The professional training of undergraduates is developed based on a solid
curricular proposal, which includes both the educational teaching process and the
various curricular strategies for each program offered at the CUM. Extracurricular
activities, integrated through university extension and scientific research, are
crucial elements for the comprehensive training of undergraduates, ensuring
mastery of the professional spheres and modes of action. According to the evolution
of the curricula, this approach responds to the characteristics of each generation,
influenced by scientific-technical, socioeconomic, and sociocultural changes at both
national and international levels, as well as by the demands and needs of the local
environment (CUM, 2022, p. 19).
At the CUM, professional training is conducted in a semi-presential and
distance modality, through encounter courses (CPE) and distance courses (CaD).
There are nine programs: Agronomy, Law, Accounting and Finance, Physical Culture,
Sociocultural Management for Development, Industrial Engineering, Bachelor’s in
Preschool Education, Bachelor’s in Primary Education, and Bachelor’s in Tourism.
Additionally, the admission process to HEIs is supported by vocational and
professional training actions directed at pre-university students in local entities and
municipal popular councils.
The CUM has assumed an active role concerning impactful tasks for the
university and society. One fundamental aspect to highlight is that students express
satisfaction with the training received, recognize the role of the faculty, and
acknowledge the relevance and quality of the educational process in becoming
competent professionals. Students enrolled in encounter courses and certain
distance modality programs engage in practical work based on the issues outlined in
the institutional problem bank or those identified in the Local Development Strategy.
As a result of the interviews conducted with students, professors, and
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administrative staff, strengths and weaknesses in professional training at the CUM
were identified.
Strengths:
• Semi-presential and distance education allows more individuals to access
higher education, especially those residing in remote or rural areas away
from educational centers.
• Students can adjust their study schedules according to their needs and
responsibilities, facilitating the balance with other activities such as work or
family care.
• Distance education enables the use of technological tools, such as online
platforms and multimedia resources, which enrich the educational process
and encourage proactive participation from students.
• With greater freedom to organize their time and not being tied to a fixed
schedule, students develop skills of autonomy and self-discipline, which are
valuable for their personal and professional development.
Weaknesses:
• Although internet access has improved in Cuba in recent years, inequalities
in access to technology and connectivity still exist, limiting some students'
participation in semi-presential and distance education.
• While flexible schedules are an advantage, they also require students to be
responsible and disciplined to meet tasks and deadlines.
• Some disciplines necessitate in-person practice or laboratory
experimentation, which can be challenging to conduct in a distance
education environment.
Each identified strength and weakness explicitly relates to indicators of
professional training: (a) ‘Expanded access through semi-presential education’ →
increased coverage and future local employability; (b) ‘Applied research’ →
knowledge transfer and improvements in productive processes; (c) ‘Financial
limitations’ → restrictions on scaling initiatives that would develop soft skills and
technical competencies.
Therefore, it is essential to consider these strengths and weaknesses when
designing semi-presential and distance education strategies in relation to USR at the
CUM. Solutions must be sought to overcome limitations and maximize the benefits
of this type of education, ensuring equity and educational quality for all students.
Thus, the principles expressed in the "HACER" Model of URSULA are fulfilled.
Some experiences of student participation in social responsibility actions
within the context of universalization in Cárdenas include: CUM students have
engaged in community service and volunteer activities when the situation
warranted, providing support to vulnerable groups and communities. This
contributes to social welfare. A notable example of this integration was the response
during the most critical phase of the COVID-19 pandemic, as shown in Table 1.
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Table 1
Impact actions related to COVID-19
Source: Author’s own elaboration.
Note. This table shows how the 310 students and 15 participating professors were
distributed across different impact actions related to COVID-19, assigned to the CUM
of Cárdenas by the University of Matanzas (CUM, 2022, pp. 21-22).
While Vallaeys and Álvarez (2019) propose four essential processes for USR,
data from the CUM under study show a strong emphasis on social participation and
professional training, reflected in student involvement in projects and volunteer
actions. As observed in Table 1, 39.4% participated in food production and 48% in
"other tasks," which supports the idea of USR as a community action. However, there
are limitations in institutional governance and knowledge management due to a lack
of resources.
The support for these critical tasks during such difficult times fostered
collective recognition from the local community, the province, and the nation
towards the students and faculty, due to the gratitude and social satisfaction derived
from fulfilling such a humane and supportive role. As UNESCO (2018) states, the
humanistic approach to Higher Education must always be present, and this has been
increasingly evident in recent years. Since then, students have developed other
social initiatives and created social projects. Examples include:
• GestionarC from the program in Sociocultural Management for Development,
which addresses specific issues such as education, proposing strategies to
optimize quality and equity in education; environmental concerns, where
they research environmental problems in Cuba and propose measures to
promote environmental sustainability in the country; health, aimed at
Stages
Participants
Related actions
First stage
325
Stay in Red Zone at the University of
Matanzas
Statistical processing
Food production
Other COVID-19 related tasks
Second stage
123
Positioned in medical offices and
polyclinics for support in surveys
Statistical processing of the vaccination
process
In urban agriculture
In construction entities
Supporting the organization of the CUM
Tasks as youth work brigades related to
pharmacy support, assessing conditions in
vulnerable areas, and providing essential
goods to elderly individuals
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supporting disease prevention campaigns to improve the health status of the
population; and social inclusion, investigating issues of social exclusion in
the municipality, such as discrimination, gender violence, drug addiction,
and marginalization, among others.
• Tourism Management for Local Development from the Bachelor’s in Tourism
program deals with topics related to heritage wealth, communities, natural,
historical, social, cultural potentials, and human capital in the city,
exploring the possibility of implementing new tourist routes that contribute
to local development.
All these research topics addressed in both projects allow undergraduate
students to delve into relevant social issues in the locality, the province, and Cuba,
develop social entrepreneurship skills, and work in teams to generate a positive
impact, while also fostering social responsibility. Moreover, the aim is to propose
concrete solutions that assist in the well-being of Cuban society and sustainable
development, while encouraging meaningful participation from the university
community, including students, faculty, and staff, in various events and conferences
related to social, economic, or environmental themes, where they can learn from
experts and share experiences with other students and professionals.
They have collaborated with the institutional program of the University Chair
for the Elderly (CUAM), directed at older adults, aiding in the management and
promotion of activities and their development.
Among the educational, organizational, and social impacts in Cárdenas is the
fact that the CUM has a postgraduate training program, known for its prestige and
the quality of its faculty among graduates and their employers. The impact that
these tools have on professional advancement and training is significant, as they
reflect the knowledge and actions of certified specialists aimed at addressing
problems in business and community production. This corroborates the assertions by
Andia Valencia et al. (2022), as it demonstrates how the relationship between the
intra-university community and the external community positively impacts the
territory. It is asserted that both undergraduate and postgraduate training have been
fundamental in the education and performance of local workers.
The presence of experienced professors, with solid academic preparation
and a good and constant disposition, enhances the prestige of the Cárdenas
institution. The faculty, with their knowledge, human qualities, and competent
skills, enables the resolution of problems concerning professional training to respond
to the productive concerns of their entities, whether private, state, or mixed. The
territory acknowledges with satisfaction the professional qualities and the
appropriate ideological, patriotic, and political preparation of all graduates from the
CUM, whether from undergraduate or postgraduate programs.
Table 2
Key differences between typical university activities vs. University Social
Responsibility (USR) activities
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Source: Author’s own elaboration.
Note. Analyzing this table clarifies that in the community practices of the CUM under
study, during COVID-19, projects like GestionarC and Tourism Management, and
support for the CUAM institutional program, where knowledge is applied to solve
local problems, demonstrate USR activities by generating concrete social impact.
Based on the interviews and the analysis conducted, there was indeed an
impact of USR on the professional training of students at the CUM under study.
- Students perceive a positive impact, as they believe that USR actions
provided them with an understanding of social reality, practical complementarity to
theory, relevant experiences, and the development of skills such as teamwork,
communication, leadership, and problem-solving. “Participating in the COVID-19
brigade allowed me to lead teams and improve my communication with the
community” (Student 12).
Aspect
University activities
USR activities
Purpose
To academically and
technically train students.
To produce and disseminate
knowledge.
To evaluate and certify
learning.
To orient these functions toward social
and environmental impact.
To respond to territorial needs and the
SDGs.
To incorporate ethical management,
community participation, and
commitment to local development.
Scope and
Focus
Centered on internal
substantive processes
(te
aching, research, academic
extension) and on pedagogical
quality and professionalization.
Transversally integrates these
processes to generate concrete
community benefits, incorporating
management, training, research, and
social participation as substantial axes
of the training process.
Relationship
with
Community
Includes extension and
practices that do not always
prioritize measurable social
impact.
Emphasizes active and permanent
engagement with the local
environment, student participation in
community problems and projects, as
well as partnerships with territorial
entities to address real situations.
Impact
Evaluation
Internal academic and
institutional performance
evaluation.
Self-diagnosis, process change, and
evaluation of social/environmental
impact (URSULA’s “HACER” model) and
contribution to the 2030 sustainable
development agenda and the SDGs.
Expected
Outcomes in
Training
Technical and disciplinary
competencies, curricular
mastery.
Development of ethical values, social
responsibility, leadership, teamwork,
and competencies applied in real
contexts.
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- Professors perceive a positive impact because they recognize that USR
strengthens professional training, supports applied research, and enhances
curricular relevance; it also contributes to institutional prestige and ties with the
local territory. “The Tourism Management project provided us with real experience
to propose routes that local entities now use” (Professor 3).
- Administrative staff perceive a partial/positive impact, highlighting
organizational contributions to postgraduate programs, but they also note limitations
due to resources and experience to expand USR actions. “Actions are taken to
actively connect the university with the local community, but more could be done if
we had more resources” (Administrative Staff 2).
In summary, all groups largely agree that USR has produced educational,
social, and organizational impacts, although they acknowledge resource limitations
and the need for greater curricular formalization. The quotes provide direct
evidence of changes attributable to USR actions at the CUM.
The implementation of USR at CUM Cárdenas as a key factor for students'
professional training demonstrates the educational institution's commitment to
promoting ethical and moral values and a social consciousness among each member
of the university community. This aligns with Eslava-Zapata et al. (2024), who
express the need for an innovative approach that implies a complex and profound
transformation in university management. Given the above, we proceed to identify
the strengths and weaknesses of implementing USR actions in the training of future
professionals at the CUM, which are:
Strengths:
• It is an educational center that responds to the local social demands
identified in previous research conducted by students, professors, and
institutional specialists.
• It enjoys local, provincial, and national recognition due to the quality of its
faculty and professional training.
• Each year, vocational and professional orientation activities are conducted
to provide opportunities for individuals who would otherwise not have access
to university due to personal, geographical, economic, or social reasons.
• It promotes meaningful and responsible participation of program
coordinators and faculty in the design and defense of curricula for their
adaptation and modification.
• It has a good institutional image in municipal communities.
• There is greater integration with the local community, as the center has
established close ties with the population, institutions, organizations, and
businesses in the area.
• There is a positive impact derived from applied research activities that
improve substantive processes carried out in local entities.
• There is an enhanced personal and cultural formation of the university
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community through involvement in extension projects.
Weaknesses:
• Limited budget and financial resources, which hinder the implementation of
large-scale USR projects or access to updated educational and technological
resources.
• Little experience for more effective implementation of USR actions and
evaluating their impact on professional training.
• Limitations in academic diversity compared to central university branches
regarding the possibility of exploring various fields of study related to USR.
These strengths and weaknesses of implementing USR actions provide
qualitative evidence supporting the central claim of the study, which is to
demonstrate the impact of USR on professional training by showing perceptions,
experiences, and observed effects at the CUM. The strengths and weaknesses
combine results derived from documentary research, interviews, and discussions of
perceptions.
The following points summarize key perceptions of the interviewed students
regarding the impact of USR actions at the CUM and how these contribute to their
professional training:
• They believe that USR actions provide a deeper understanding of social
reality, helping them develop empathy towards different communities and
contexts.
• They perceive that these practical experiences complement their
theoretical training, allowing them to apply knowledge in real situations.
• They mention that participating in USR actions has allowed them to gain
relevant experiences in their field of study.
• They emphasize that the actions promote the development of skills such as
teamwork, communication, leadership, and problem-solving, along with
competencies acquired, formed, and developed through social interaction
throughout life, responding to a specific context.
Additionally, some students expressed a desire for these and other initiatives
to be formally integrated into the curriculum. Overall, most agree that USR actions
are an enriching component of their training, as they contribute to shaping them
into more conscious and committed professionals and citizens in their environment.
Several key points from the perceptions of professors and administrative
staff interviewed about the impact of USR actions at the CUM and how these
contribute to professional training include:
• They value that USR strengthens students' ethical and civic training,
promoting social values and commitment.
• They consider that USR facilitates the practical application of knowledge
and the linkage between theory and practice through community problems,
projects, and research.
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• They perceive that participation in USR actions develops transversal skills
and competencies: teamwork, communication, leadership, and problem-
solving.
• They observe that USR enhances the relevance of training concerning local
needs and favors graduates' employability.
• They note limitations in enhancing impact due to insufficient financial
resources, lack of implementation experience, and evaluation of USR.
• They emphasize the need to formally integrate USR activities into the
curriculum to ensure continuity and academic recognition.
• They appreciate the social recognition and institutional prestige generated
by USR actions, as evidenced by community responses to events such as
COVID-19.
• They believe that USR contributes to forming a university identity and sense
of belonging among students and the faculty and administrative staff.
In summary, some important findings are: a) Students: 78% report
improvement in soft skills after participating in USR actions; b) Professors: 67% state
that USR has enriched curricular design and the relevance of practices; c)
Administrative staff: 50% perceive greater institutional recognition in the
community.
USR can be integrated into the curriculum and goes beyond academic
aspects. This can be achieved through talks, seminars, workshops, and other training
activities that promote reflection and commitment to social responsibility.
Encouraging student participation in USR actions and projects is fundamental, as it
may include internships in organizations or companies committed to social
responsibility and involvement in research or volunteer projects.
Conclusions
This research demonstrates the impact of University Social Responsibility. It
positively affects the professional training of students at the CUM under study by
providing practical experiences that strengthen transversal skills and competencies
such as teamwork, communication, leadership, and problem-solving. It enhances
social sensitivity, the application of knowledge in real contexts, and participation in
community actions, as evidenced by the perceptions of students, professors, and
administrative staff. However, this impact is conditioned by institutional weaknesses
such as a lack of financial resources, limited experience in evaluating USR, and
insufficient curricular integration, suggesting that the effect is significant but partial
and dependent on improvements in the management, evaluation, and formalization
of USR within the institution.
University Social Responsibility is a key factor in professional training
because it provides students with opportunities to apply their knowledge in real
situations and promotes the values, skills, and competencies necessary to face the
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challenges of today’s society.
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About the main author
Arelys Rodríguez Gavilla
:
Doctoral candidate in the Doctoral Program in Educational
Sciences, M.Sc. in Higher Education Sciences, and graduate of a Bachelor's degree in
Sociocultural Studies. Professor in the Basic Education Department of the Cárdenas
Municipal University Center, affiliated with the University of Matanzas. Member of
the Cuban Association of Pedagogues (APC) and the Ibero
-
American Network of
Pedagogy (Redipe).
Declaration of author responsibility
Arelys Rodríguez Gavilla
: 1: Conceptualization, Data curation
, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Financing:
Special Acknowledgments:
To the Municipal University Center of Cárdenas and to the Doctoral Program in
Educational Sciences of the University of Matanzas.