Abstract:

Higher Education Institutions (HEI) are one of the main drivers of the development of students’ CSR competences. Students of today will become top managers, consumers, policy makers and citizens of the future (Sobczak, Debucquet, Havard, 2006). There is a consensus among previous researchers that, amongst other critical responsibilities, HEIs are accountable for developing graduates equipped with CSR understanding and provide them with tools to make better decisions in future companies and society, hence contributing to face sustainable development challenges through education (Matten & Moon, 2004; Boström et al. 2018; Eizaguirre et al. 2019).

Previous research also shows that generations Y and Z are attracted to social responsible companies (Alonso‐Almeida& Llach, 2019) and value such dimension when applying for a job, reinforcing the need to work on their CSR competences. Regardless of such findings, some studies concluded that final year students reveal lack of awareness and knowledge about CSR (Tilt, 2016; Simpson & Aprim, 2018), calling for more empirical research regarding CSR students’ perceptions, especially in Europe (Kolodinsky et al. 2010, Ng & Burke 2010, Wong et al. 2010) and particularly on the role of HEIs in developing CSR students’ competences (Block & Cwik 2007).

Given this scenario, this study investigates the following research goals:
1) Understand students’ state of knowledge about CSR;
2. Grasp their worlds of representation of CSR dimensions (economic, social and environmental) using cognitive maps;
3. Measure students’ awareness of UN Sustainable development goals;
4. Understand students’ perceptions about their future role as social responsible citizens, consumers and managers;
5. Identify the importance of CSR criteria in students’ search for a job;
6. Analyse gender, age and professional experience differences regarding CSR perceptions;
7. Capture students’ evaluation of their different learning experiences concerning CSR.

Two hundred undergraduate business students were surveyed in two different moments: before and after four weeks of training in CSR competences through formal and non-formal learning experiences. Formal experiences encompass theoretical classes, debates, seminars with companies and practical work on solving a company’s real CSR problem. Non-formal learning included voluntary participation in the Social Responsible Day (held by the HEI) where students acted as volunteers in our local community, either within environmental or social dimensions (cleaning beaches, bushes or painting social institutions’ buildings). It is our understanding that this study is of foremost importance to HEIs, lecturers and students aiming to develop CSR competences, in the sense that provides recommendations to embrace this challenge more seriously and efficiently, therefore contributing to develop future social responsible citizens, consumers and managers, and ultimately to make the world a better place.

Keywords:

Higher Education Institutions, Social Responsibility competences, Students perceptions, CSR dimensions, formal and non-formal learning experiences.