THEORETICAL INTERPRETATION OF THE VARIABILITY IN BUILDING SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS

Abstract

The article discusses the contemporary issues of social responsibility in the higher education system which in recent years have been the subject of considerable debate at both national and supranational levels. The interpretation of a role of social responsibility as social and economic institute and as a factor of sustainable development of a particular organization as well as the economy and society overall provides a different perspective on the social responsibility phenomenon and its role in ensuring sustainability. The research hypothesis is the statement that building theoretical foundations of social responsibility in higher education institutions, constructing the respective conceptual framework and defining principles and factors of sustainable development should contribute to eliminate conceptual controversy and contradictions arising in the process of integrating the social responsibility paradigm in higher education. The study presents the evolution stages of a social responsibility concept which are the historical background; the concept genesis; the emergence of classical approaches; the evolution of a stakeholder approach; shaping of corporate social responsiveness, and the emergence of modern approaches to social responsibility in the frameworks of sustainable development. The evolution of the sustainable development concept has also been provided revealing its genesis, theoretical foundations and the taxonomy. Apart from the above, the findings have identified dominant approaches to interpret the notion of social responsibility, in particular, a systemic environmental approach, a cluster approach, macro- and microperspectives, a three-pronged (integrated) approach and organizational sustainability approach were described. It is argued that these approaches are embedded into social responsibility (conscientious economy, social economy, a shared value concept, conscious capitalism, positive economics, etc.) and their specifics should be considered while building a social responsibility framework in higher education institutions.