RT journal article
T1 Development and validation of a university social responsibility scale based on students' perceptions for operationalizing equity in higher Education
A1 Lyne, Lucirene Rangel
A1 Salazar-Altamirano, Mario Alberto
A1 Anaya Aguilar, Carmen
A1 Ravina Ripoll, Rafael
A2 Organización de Empresas
K1 University social responsibility
K1 Higher education governance
K1 Students' perceptions
K1 Equity in higher Education
K1 Inclusive education
K1 Scale development
AB Higher education systems are undergoing rapid digital and institutional transformation, intensifying concerns about equity, inclusion, andsustainable learning conditions. Although University Social Responsibility(USR) has increasingly been linked to the Sustainable Development Goals,particularly SDG 4, the literature still lacks robust measurement instrumentsto assess how students perceive institutional conditions associated withequitable and inclusive university environments. In response, this studydevelops and validates a multidimensional scale grounded in students'perceptions of institutional practices associated with USR-oriented equity in higher Education. The instrument was developed through a sequential mixed-method design. First, a literature-informed conceptual scoping stage identifiedthe principal institutional domains associated with USR and educationalequity. Second, qualitative data from five student focus groups (n = 40) wereanalyzed to refine these domains and generate an initial pool of items. Third,content validity was assessed by a panel of five experts in higher educationmanagement and psychometrics. Fourth, a pilot study with undergraduatestudents (n = 154) enabled exploratory factor analysis. Finally, confirmatory factor analysis was conducted using survey data from Generation Z students(n = 583) enrolled in business programs at a public university in northernMexico. Results support a seven-factor structure encompassing learninginfrastructure, health and wellbeing, institutional benefits, professionaldevelopment, social and environmental engagement, integral formation andinclusion, and identity and belonging. The model demonstrated satisfactoryfit, reliability, convergent validity, and discriminant validity. By capturingstudents' perceptions of institutional conditions linked to USR and educational equity, the proposed scale offers universities a diagnostic tool to assess andstrengthen more inclusive and sustainable learning environments.
PB Springer Nature
SN 2731-5525
YR 2026
FD 2026-07-04
LK http://hdl.handle.net/10498/39965
UL http://hdl.handle.net/10498/39965
LA eng
NO RED INTERNACIONAL UNIVERSITARIA DE LA FELICIDAD
DS Repositorio Institucional de la Universidad de Cádiz
RD 07-nov-2026