Higher Education

Social Responsibility and Monitoring of Graduates

Authors

DOI:

https://doi.org/10.15448/1980-864X.2026.1.47757

Keywords:

Higher Education, University social responsibility, Territorial university social responsibility, Graduates

Abstract

In times of sustainable development objectives, Social Responsibility in Higher Education is one of the most important and complex university functions, both in terms of its results and its application. Thus, this article, which adopts a quantitative approach, has graduates from fiv non profit higher education institutions, one from each Brazilian region, as participants in the research, whose question was: How does the reality of higher education graduates from five Brazilian non-profit universities signal the social responsibility of these institutions? Based on the theoretical framework of Social Responsibility (SR), University Social Responsibility (USR) and Territorial Social Responsibility (TSR), the results show that non-profit HEIs perform SR, USR and TSR to the extent that their graduates, through the training they have received, are working in the area of training, with an increase in salary and recognition of the relevance of Higher Education for the social insertion of the graduate, for the construction of cultural capital and based on multidimensional social interaction.

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Author Biographies

Vera Lucia Felicetti, University of the Planalto Catarinense (Uniplac), Lages, Santa Catarina, Brazil, and Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brazil

She completed postdoctoral studies at the University of Maryland, College Park (USA) College of Education (2015) and at American University (2023), supported by a fellowship from the National Council for Scientific and Technological Development (CNPq). She earned her doctorate through the Graduate Program at the Pontifical Catholic University of Rio Grande do Sul (PUC/RS). Her doctoral thesis in the field of Education received an Honorable Mention as one of the best theses defended in Brazil in 2011, awarded by the Coordination for the Improvement of Higher Education Personnel (CAPES) (Ordinance No. 160, 2012). As part of a Brazil-US international cooperation program, she spent two academic semesters in the doctoral program at the University of Texas at Austin’s College of Education, supported by a CAPES fellowship as a J1 Research Scholar. She holds a teaching degree (licenciatura) in Mathematics from the Faculdade Porto-Alegrense de Educação, Ciências e Letras (1991) and a Master’s degree in Science and Mathematics Education from the Pontifical Catholic University of Rio Grande do Sul (2007). She is currently a faculty member in the Graduate Program in Education at the Pontifical Catholic University of Rio Grande do Sul and the Graduate Program in Education at the Universidade do Planalto Catarinense. She has experience in basic education, higher education, and graduate-level education. Her research interests include teacher education, the student experience, higher education, alumni (including those who participated in the ProUni program), teaching and learning processes, student engagement, and teaching methods and practices.

Marilia Costa Morosini, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brazil.

Holds a licentiate degree and a bachelor’s degree in Social Sciences, a master’s degree in Educational Sociology, a doctorate in Education from UFRGS, and completed a postdoctoral fellowship at LILLAS/University of Texas (2002/2003). A recipient of a CNPq Level 1A Research Productivity Fellowship, she is also a scholar at the School of Education, Communication and Linguistic Sciences at Newcastle University. She serves as coordinator of the Center for Studies in Higher Education (CEES) at PUCRS and the South Brazilian Network of Higher Education Researchers (RIES). She coordinated the Brazil-Australia International Center for Education (2020–2023), the Observatory for Quality in Higher Education (CAPES/INEP), and the UNIVERSITAS Network—linked to the Higher Education Policy Working Group (GT) of ANPED (1996–2012). She also coordinated the joint CAPES/UTEXAS/CEES research program on Quality in Higher Education (2006–2012) and the CEES/PUCRS–Newcastle University School of Education network (under the CAPES PrInt program). She has served as an advisor for international cooperation at FAPERGS (2008–2012) and as a member of the Advisory Committee (CA) for Education and Psychology (2004–2019). She is a member of the Ibero-American Association for University Teaching (AIDU)—serving as vice-president of the XCIDU—and the Latin American Studies Association (LASA). She represented the field of Humanities on the CTAA/INEP/MEC committee (2006–2012) and is a member of the CAPES Ad Hoc Advisory Committee for Education. She coordinates a CAPES/PrInt project involving partners in the USA and the UK. She has participated in various national (INEP/CNE) and international projects, including those with the IAU, UNESCO, CNPq, CAPES, and the University of Texas, as well as initiatives such as INNOVACESAL (EU), ACRO, Alfa-Guia (EU), and collaborations with Newcastle University (supported by the British Council). NEIES/Mercosur. Retired professor from IFCH/UFRGS. Tenured professor at PUCRS. Served as Director of the School of Education at PUCRS and Coordinator of the Graduate Program in Education (PPGEDu) (2011–2012). Has experience in the field of Foundations of Education, with a focus on: higher education, quality in higher education, teacher education, internationalization of higher education, and diversity and equity in higher education.

Corbin M. Campbell, American University, Washington, United States

Professor in the School of Education. Her research, funded by the Bill & Melinda Gates Foundation, the Spencer Foundation, and the National Academy of Education, examines three interrelated streams: college teaching in diverse institutional contexts, assessments of higher education quality, and the organizational environments that support faculty in thriving in their careers. Dr. Campbell Served as Associate Dean and Acting Co-Dean of SOE from 2019-2024. Prior to coming to American, Dr. Campbell was Associate Professor in the Higher and Postsecondary Education Program at Teachers College, Columbia University. Dr. Campbell’s research has been published in several top-tier journals, such as the Journal of Higher Education, Research in Higher Education, Review of Higher Education, and Teachers College Record. Her work has been highlighted in news venues, such as Inside Higher Education, the Wall Street Journal, NPR, and the New York Times. Dr. Campbell has served on several editorial boards including Review of Higher Education and Review of Educational Research. In 2015, Dr. Campbell was awarded the National Academy of Education/Spencer Postdoctoral Fellowship. She also served on a committee of the National Academies to assess interpersonal and intrapersonal competencies in college and a committee of the National Center for Education Statistics, revising the national postsecondary sample surveys. Dr. Campbell received her Ph.D. in Education Policy from the University of Maryland, her M.A. in Higher Education and Student Affairs from The Ohio State University, and her B.A. in Psychology from the University of Virginia.

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Published

2026-10-29

How to Cite

Felicetti, V. L., Morosini, M. C., & M. Campbell, C. (2026). Higher Education: Social Responsibility and Monitoring of Graduates. Estudos Ibero-Americanos, 52(1), e47757. https://doi.org/10.15448/1980-864X.2026.1.47757

Issue

Vol. 52 No. 1 (2026): Single Volume - Continuous Flow

Section

Dossie: Social Responsibility of Education: Between Dilemmas and Possibilities

License

Copyright (c) 2026 Vera Lucia Felicetti, Marilia Costa Morosini, Corbin M. Campbell

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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