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Do socially responsible higher education institutions contribute to sustainable regional growth and innovation?
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Resumo(s)
Purpose– Thisstudy aims to analyse the efficiency of public higher education institutions (HEIs) through teaching and learning (T&L), research and technology (R&T) and social responsibility (SR) activities. It also aims to assess the external factors influencing the efficiency of T&L, R&T and SR, and influence of this efficiency on sustainable regional economic growth andinnovationintensity. Design/methodology/approach– The empirical approach is based on a two-step data envelopment analysis to compare the efficiency of 23 Portuguese public HEIs, using a Tobit regression, to assess the influence of the factors affecting HEI efficiency which inturn affectsregionalsustainability and innovation. Findings– Theresultsleadtothefollowing conclusions: HEIs with better SR efficiency aresituated in large urban centres; an insular location is positively associated with HEIs’ T&L and SR efficiency; HEIs’ T&L and SRefficiency positively influence regional gross domestic product (GDP); andHEIs’ R&Tefficiency positively influences R&DinregionalGDP. Practical implications– This study offers implications in the domain of sustainable regional growth. The study recommends that the policies of HEIs should concentrate on developing activities that meet the needs of the region. It also emphasizes the need to invest in recruitment of qualified lecturers and researchers, andcreation of relevant PhD positions. The study also emphasizes the needfor governmentactions to consider the mostdisadvantaged regionsandcreateinfrastructure to attract new companiesand people.
Descrição
Palavras-chave
Dataenvelopment analysis Efficiency Higher education Social responsibility Regional sustainability
Contexto Educativo
Citação
Pedro, E. de M., Leitão, J., Alves, H. (2022). Do socially responsible higher education institutions contribute to sustainable regional growth and innovation?. International Journal of Sustainability in Higher Education, 23 (8), pp. 232 - 254. DOI: 10.1108/IJSHE-09-2021-0400