Private White Institutions (PWIs) in the United States are often positioned as centers of academic excellence, yet their historical and ongoing practices frequently perpetuate systemic inequities (Rodriguez, 2025). Despite increasing enrollment of marginalized students, including Black, Brown, and low-income populations, many PWIs fail to align their institutional policies with the principles of social responsibility (SR).
This chapter examines how ineffective SR implementation erodes stakeholder satisfaction (SS), particularly among marginalized students, and jeopardizes long-term financial performance (FP). Through a qualitative case study of a Philadelphia-based PWI, this work argues that SR is not merely an ethical obligation but a strategic imperative for institutional sustainability.
Table of Contents
- Abstract
- Introduction
- Literature Review
- Theoretical Foundations
- USR in Practice: Barriers and Opportunities
- Methodology
- Findings
- Stakeholder-Centered Access & Equity
- Ethical Research & Knowledge Responsibility
- Financial Performance & Stakeholder Satisfaction
- Aligning USR with Institutional Realities
- Policy Implications
- Recommendations
- Future Research
- Conclusion
- References
Objective & Thematic Focus
This chapter explores the integration of the Rodriguez University Social Responsibility (USR) Model within private higher education institutions in the United States. It emphasizes the ethical, economic, and social obligations of universities toward marginalized stakeholders, with the primary objective of advancing USR implementation through actionable strategies for equity-driven governance.
- University Social Responsibility (USR) in Private Institutions
- The Rodriguez USR Model and its five pillars
- Carroll's Corporate Social Responsibility (CSR) Pyramid
- Freeman's Stakeholder Theory and stakeholder engagement
- Equity, institutional accountability, and marginalized students
- Strategies for sustainable institutional growth and ethical governance
Excerpt from the Book
University Social Responsibility in Private Institutions: A Synthesis of the Rodriguez Model and Stakeholder-Centric Approaches
Universities are increasingly recognized as pivotal actors in societal development, tasked with balancing educational excellence, ethical governance, and community engagement (Rodriguez, 2025). The Rodriguez USR Model outlines five pillars; Stakeholder-Centered Access & Equity, Ethical Research & Knowledge Responsibility, Stakeholder-Driven Partnerships, Sustainable Governance, and Leadership Development, that collectively redefine higher education's role in advancing social responsibility (Rodriguez USR Model, 2025). However, private institutions in the U.S. often struggle to operationalize these principles, particularly for marginalized students (Hunter Rodriguez, 2025). This chapter examines the challenges and opportunities in implementing USR through the lenses of Carroll's CSR (1991) and Freeman's Stakeholder Theory (1984), augmented by contemporary scholarship on equity and institutional accountability. This chapter synthesizes theoretical and empirical insights to advance USR implementation in private institutions, offering actionable strategies for equity-driven governance.
Archie Carroll's CSR Pyramid (1991) demand that organizations must fulfill four responsibilities: economic, legal, ethical, and philanthropic. In higher education, this translates to ensuring financial viability (economic), adhering to accreditation standards (legal), promoting equity in admissions (ethical), and investing in community development (philanthropic) (Carroll & Shabana, 2010). Carroll's framework aligns with the Rodriguez Model's emphasis on ethical research and stakeholder-driven partnerships, which demand transparency in resource allocation and knowledge dissemination (Rodriguez USR Model, 2025).
Edward Freeman's Stakeholder Theory (1984) expands this view by asserting that institutions must prioritize the interests of all stakeholders; students, faculty, donors, and communities, rather than solely shareholders. Freeman (2010) later emphasized that stakeholder engagement fosters long-term value creation, a principle echoed in the Rodriguez Model's focus on co-creating access initiatives with marginalized groups. Recent studies validate this approach, noting that stakeholder-inclusive policies enhance institutional reputation and financial stability (Jamali et al., 2017; Mitchell et al., 2020).
Private institutions often face tension between profit-driven models and social mandates. For example, Hunter Rodriguez's (2025) case study of a Philadelphia university reveals systemic inequities, such as underrepresentation of Black faculty and inadequate support for low-income students. These findings resonate with Crane et al.'s (2019) critique of “performative diversity,” where institutions tout inclusivity without addressing structural barriers. Similarly, Matten and Moon's (2020) analysis of CSR in education highlights the risks of "ethics washing” when policies lack measurable outcomes.
Summary of Chapters
Abstract: This section introduces the integration of the Rodriguez USR Model in private higher education, highlighting ethical, economic, and social obligations toward marginalized stakeholders, grounded in Carroll's CSR and Freeman's Stakeholder Theory, and emphasizing sustainable institutional growth.
Introduction: This section establishes universities as key societal actors and introduces the Rodriguez USR Model's five pillars, examining the challenges for private U.S. institutions in operationalizing these principles through the lenses of Carroll's CSR and Freeman's Stakeholder Theory.
Literature Review: This section delves into the theoretical foundations of Archie Carroll's CSR Pyramid and Edward Freeman's Stakeholder Theory, explaining their relevance to higher education and discussing barriers and opportunities for USR implementation in practice, including issues of "performative diversity" and "ethics washing."
Methodology: This section describes the qualitative single-case study design, involving semi-structured interviews, archival data analysis, and thematic coding with marginalized students and alumni, using Stakeholder Theory and Carroll's CSR as the analytical framework.
Findings: This section presents the key findings across several areas, including systemic barriers to access and equity, disparities in research funding, challenges in financial performance despite claims of need-blind admissions, and the necessity of aligning USR with institutional realities.
Policy Implications: This section discusses the need for institutions to move beyond symbolic diversity initiatives, arguing for the embedding of USR into strategic plans to ensure accountability and drive meaningful change.
Recommendations: This section provides specific actionable strategies, such as mandating diversity in faculty hiring, allocating endowment funds to need-based scholarships, and establishing stakeholder advisory boards to oversee CSR initiatives.
Future Research: This section suggests avenues for further study, including cross-institutional comparisons and longitudinal impacts of USR policies.
Conclusion: This section summarizes that the Rodriguez USR Model, by integrating Carroll's ethical imperatives and Freeman's stakeholder-centric governance, offers an actionable framework for private institutions to achieve sustainable equity.
References: This section lists all academic sources cited within the chapter, providing the foundation for the theoretical and empirical arguments presented.
Keywords
University Social Responsibility (USR), Private Higher Education, Rodriguez Model, Stakeholder Theory, Corporate Social Responsibility (CSR), Carroll's CSR Pyramid, Equity, Marginalized Stakeholders, Financial Performance, Ethical Governance, Community Engagement, Sustainable Growth, Institutional Accountability, Diversity, Ethical Research
Frequently Asked Questions
What is this work fundamentally about?
This work fundamentally explores the integration of the Rodriguez University Social Responsibility (USR) Model within private higher education institutions in the United States, focusing on their ethical, economic, and social obligations toward marginalized stakeholders.
What are the central thematic areas?
The central thematic areas include University Social Responsibility (USR) in private institutions, the Rodriguez USR Model, Carroll's Corporate Social Responsibility (CSR) Pyramid, Freeman's Stakeholder Theory, and issues of equity, institutional accountability, and sustainable growth.
What is the primary objective or research question?
The primary objective is to advance USR implementation in private institutions by synthesizing theoretical and empirical insights, offering actionable strategies for equity-driven governance to foster equitable outcomes and sustainable institutional growth.
What scientific method is employed?
The study employs a qualitative single-case study design, utilizing semi-structured interviews, archival data analysis, and thematic coding, with Stakeholder Theory and Carroll's CSR providing the analytical framework.
What is covered in the main body?
The main body covers a literature review on theoretical foundations and practical barriers to USR, the methodology of the qualitative case study, detailed findings on access, equity, research, and financial performance, followed by policy implications, recommendations, and future research directions.
Which keywords characterize this work?
Key terms characterizing this work include University Social Responsibility (USR), Private Higher Education, Rodriguez Model, Stakeholder Theory, Corporate Social Responsibility (CSR), Equity, Marginalized Stakeholders, Ethical Governance, and Institutional Accountability.
What are the five pillars of the Rodriguez USR Model?
The five pillars of the Rodriguez USR Model are Stakeholder-Centered Access & Equity, Ethical Research & Knowledge Responsibility, Stakeholder-Driven Partnerships, Sustainable Governance, and Leadership Development.
How do Carroll's CSR Pyramid and Freeman's Stakeholder Theory inform this study?
Carroll's CSR Pyramid provides a framework for economic, legal, ethical, and philanthropic responsibilities, while Freeman's Stakeholder Theory emphasizes prioritizing the interests of all stakeholders, both serving as analytical lenses for evaluating USR in private institutions.
What are some identified barriers and opportunities for USR implementation in private institutions?
Identified barriers include systemic inequities, predatory recruitment practices, insufficient financial aid, disproportionate resource allocation, and "performative diversity"; opportunities lie in stakeholder-driven partnerships, transparent governance, and embedding sustainability into institutional culture.
What specific recommendations are made for improving USR practices?
Specific recommendations include mandating diversity in faculty hiring, allocating 20% of endowments to need-based scholarships, and establishing stakeholder advisory boards to oversee CSR initiatives.
- Citation du texte
- Ava Rodríguez (Auteur), 2025, Role of Private Institutions in Achieving Social Responsibility, Munich, GRIN Verlag, https://www.grin.com/document/1584426
