Social responsibility management: A preparatory study in higher education with suggestions for process reference models

K. Siakas, M. Sicilia, M. Biró, K. Triantafillou. Social responsibility management: A preparatory study in higher education with suggestions for process reference models. 6, 2012.

  • Kerstin Siakas
  • Miguel-Angel Sicilia
  • Miklós Biró
  • Konstantinos Triantafillou
BuchIndustrial Proceedings of 19th EuroSPI2 Conference
TypIn Konferenzband

Social responsibility (SR) concepts and practice have evolved into a heterogeneous account of the field, in which cultural and disciplinary aspects can be hypothesised to have an impact. The Information Systems (IS) community has dedicated significant recent attention to concrete SR issues, such as “Green IT”. However, curricular models do not explicitly address SR and there is a lack of integration of a comprehensive view of SR in IS education, which raises the question on the way IS students are being exposed to SR issues. As a preparatory study for the suggested consideration of Social Responsibility on its own right in Higher Education, the aim of this paper is to investigate differences in perceptions of ethical issues and SR practices among Information Systems (IS) students in Greece, Hungary and Spain. In order to obtain a deeper understanding of the phenomenon a survey instrument incorporating a detailed structured questionnaire was designed. Data was collected from three European countries in order to capture opinions of students regarding the seven areas of the recently published ISO-26000 standard. Based on the results of the survey, totalling 205 questionnaires, differences in opinion were statistically tested and analysed. The results of the statistical analysis reveal that there is a strong positive correlation between perceptions of students regarding SR depending on country of origin, gender and age. In addition to spread in higher education, we suggest Social Responsibility Management (SRM) can be considered as a new crosscutting area in process reference models as for example ISO/IEC 15288 and ISO/IEC 12207, and in maturity models as CMMi. Examples of such integration were explored in the context of existing curricula. The results point out to the need for further research including multiple institutions in more countries and comparing opinions by management, administrative staff, educators and students.