Total Quality Management and Corporate Social Responsibility Theoretical Model applied to a Higher Education Institution: The Case Study of the University of Évora

Objectives: The main purpose of this study was to evaluate the application of a qualitative and theoretical tool for the evaluation of Quality Management and Social Responsibility applied to Higher Education Institutions, specifically to the University of Évora, Portugal. Methodology: The elaboration of the qualitative and theoretical model was based on the content analysis of two scientific articles on the theme of Social Responsibility and Quality. The articles in question were "TQM and CSR Nexus" of Ghobadian et al., published in 2007 in the International Journal of Quality and Reliability Management and "The Corporate Social Responsibility Audit Within the Quality Management Framework" of van der Wiele et al., published in 2001 in the Journal of Business Ethics. A relational analysis between the philosophies of Total Quality Management (TQM) and Corporate Social Responsibility (CSR), quality excellence models and the elements of the TQM process, aspects and elements of the social responsibility process and CSR audit tools was done. The model resulting from the relational analysis was then applied to the University of Évora (UEv), which allowed us to analyze this case study. Result: The model was successfully applied to the University of Évora and the results obtained revealed the importance of Quality Management and Social Responsibility on the general managing of the institution to achieve a sustainable and promising future for all stakeholders (among others, students, workers, employers and society in general). Conclusion: The model has proved to be successful in providing useful information for a sustainable management of the University. It is shown that in a sustainable way both concepts and practices of TQM and CSR have evolved and have conjugate, making possible the improvement of the institution performance.This work was funded by the Portuguese Foundation for Science and Technology (Grant UID/GES/00315/2013) and was also conducted at CICP, Excellent (UID/CPO/00758/2013), University of Minho and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds

Total Quality Management and Corporate Social Responsibility. Literature review. The case of Nabeiro Delta Cafés Group

The relationship between the themes of Total Quality Management (TQM) and Social Responsibility (CSR) through the concepts, approaches and models of excellence is a reality of sustainable and stable companies. Being organizations, people, act correctly and rightly do in society go through a quality management and social responsibility thereof. It is based on these two philosophies (Total Quality Management and Corporate Social Responsibility), which developed this literature review work, essentially based on a relational analysis in two papers, namely: "TQM and CSR Nexus" by Ghobadian et al. (2007) and "The Corporate Social Responsibility Audit Within the Quality Management Framework," de Kok et al. (2001) and applied to an organizational situation in concrete: the Nabeiro Delta Cafés Group - SGPS, SA

The Sustainable Development Goal 4 and the Impact Ranking: Quality education in Portuguese higher education institutions

Sustainability based on the Sustainable Development Goals (SDGs) is currently a relevant dimension for the competitiveness of Higher Education Institutions (HEIs). Portuguese HEIs will have, therefore, to adapt to the demands of the times and follow the Sustainable Development practices. Therefore, Quality Education is, then, a factor that allows HEIs to have competitive advantages, given that Education is a critical success factor for these institutions. Through a qualitative analysis of articles on the theme of Sustainability in Higher Education and the THE Impact Ranking platform, we tried to understand the impact that SDG 4 - Quality of Education has on Portuguese Higher Education Institutions, registered on this platform from 2019 to 2022. The main conclusion is that SDG 4 does not seem to be considered yet by Portuguese HEIs as a distinctive factor to obtain competitive advantage in the universe of HEIs.info:eu-repo/semantics/publishedVersio

Quality and Social Responsibility: A view to continuous improvement and excellence in Portuguese Higher Education Institutions, the perspective of the students integrated in mobility programmes

The Total Quality Management (TQM) is increasingly a need for organizations. The growing social concerns have led organizations to think evolutionarily in quality, especially those wishing to make an approach towards excellence. TQM can be used as a determinant of the development of a corporate culture ethically sensitive. Models such as the European Quality Award and European Foundation for Quality Management incorporate an element of social responsibility and management practices compatible with the defender of the ideals of Corporate Social Responsibility (Ghobadian and Woo, 1996 and Martin-Castilla, 2002, cited by Ghobadian et al., 2007). Institutions of higher education are among the group of institutions that demand excellence. The quality and social responsibility are factors that begin to be part of their strategies. Students from Higher Education Institutions (HEI) integrated in mobility programs, increasingly important stakeholders for these institutions, will have their own perspective on these matters which is important on the evaluation of HEI

The Sustainable Development Goal 4 and the Impact Ranking: Quality Education in Portuguese Higher Education Institutions

Sustainability based on the Sustainable Development Goals (SDGs) is currently a relevant dimension for the competitiveness of Higher Education Institutions (HEIs). Portuguese HEIs will have, therefore, to adapt to the demands of the times and follow the Sustainable Development practices. Therefore, Quality Education is, then, a factor that allows HEIs to have competitive advantages, given that Education is a critical success factor for these institutions. Through a qualitative analysis of articles on the theme of Sustainability in Higher Education and the THE Impact Ranking platform, we tried to understand the impact that SDG 4 - Quality of Education has on Portuguese Higher Education Institutions, registered on this platform from 2019 to 2022. The main conclusion is that SDG 4 does not seem to be considered yet by Portuguese HEIs as a distinctive factor to obtain competitive advantage in the universe of HEIs

Higher Education Institutions - The synergies between Total Quality Management and Social Responsibility

Total Quality Management (TQM) is an integrated management effort aimed at improving quality at any level to achieve excellence and corporate social responsibility, like most management concepts, has been gradually incorporated into the management practice of organizations. It is important that in order to effectively manage socially responsible business, the organization needs to define strategies, programmes and action plans. CSR and TQM can improve the institution efficiency, reduce bureaucracy by eliminating duplication of policies and procedures and provide the alignment of goals and processes. There is a strategic influence of CSR in everyday practice of quality. The implementation of TQM systems can facilitate the incorporation of CSR objectives and practices by operating changes in organizational culture. Because of the environment and complex structure of higher education, quality measurement and management have given rise to a number of challenges. In a higher education institution, as in any other organisation, on the road to achieve excellence, there must be management commitment, support from administrative staff and teachers, effective and continuous communication, review, verification, validation and constructive alignment of processes. Quality indicators on sustainable development for education have been of growing interest and for this reason the possibility of creating a model that fits the reality of higher education integrating total quality and social responsibility should not be overlooked. Therefore, with this thought in mind, this work analyses the relationship or synergies between Total Quality Management and Social Responsibility themes not only associated to organisations but also associated to universities/higher education institutions

A Capacity Building for Higher Education ERASMUS+ Project: Strategic Human Resources Management for Southeast Asian Universities (HR4ASIA)

The development and optimization of Higher Education Institutions (HEIs) is becoming more and more important. Consequently, Human Resources Management (HRM) has gained greater prominence in the management of these institutions. Due to the complexity of academic contexts of HEIs, HRM models need to be able to respond to new challenges. These challenges concern selection, motivation and development of their staff. Currently, especially in Southeast Asian countries, Human Resources approaches need to be more efficient and tailored to current labor and societal needs. In order to support Higher Education organizational changes in Southeast Asia, a consortium of 4 institutions from Europe (Spain, Portugal, Italy and Lithuania) and 8 from Asia (Vietnam, Cambodia, Laos and Thailand) lead by the University of Danang (Vietnam), applied to a Capacity Building for Higher Education project under the framework of the Erasmus+ Program. The project “Strategic Human Resources Management for Southeast Asian Universities” (HR4Asia) approved in 2016 and co-funded by the European Commission aims at contributing to Higher Education organizational reform in Southeast Asia by improving HRM at the target HEIs from Cambodia, Lao PDR, Vietnam and Thailand. Each partner has well defined tasks according to the work packages established on the project. This research is focused on the competences that workers need to achieve to have a better performance in the institution. It was necessary to present and deconstruct, among others, the concepts of competence as capacity and competency as performance, to learn how to measure competencies and to manage competency and Human Resources. Staff involved in this project will be able to design and define the competencies model of the structures of each HEI to define the competency model per structure (mapping of organizational competencies and a model of competences of structures). This is one more step to achieve the following final goals: introduce in Southeast Asian HEIs a scheme to developing and implementing innovative HRM approaches, paying attention to transversal and additional skills, such as communication and self-learning. Tailor-made dissemination activities addressing non-partner HEIs, Ministries of Higher Education and other stakeholders will promote the project objectives, paving the way for its sustainability

The Erasmus+ Programme and Sustainable Development Goals—Contribution of Mobility Actions in Higher Education.

Erasmus+ is an EU programme in the fields of education, training, youth and sport for the period 2014–2021 with a major impact at the international level. These areas are making important contributions to help address socioeconomic changes and the key challenges that Europe will face until the end of the decade as well as to support the implementation of the European policy agenda for growth, jobs, equity and social inclusion. The general objectives of the Erasmus+ Programme are intended to contribute to the overall achievement of the objectives of the Europe 2020 Strategy, among others related to sustainable development. Therefore, the main question is: “To which Sustainable Development Goals (SDG) do the Erasmus+ Programme and the mobility projects for higher education directly contribute to?” The answer to this question will allow us to start filling the knowledge gap at the borderline between SDG and Erasmus+. The purpose of this research is to identify, among the 17 SDGs, those that could be more relevant in the context of mobility projects in higher education within the Erasmus+ Programme and how these projects contribute to these identified SDGs. Through the analysis of the general objective of the Erasmus+ Programme, its most important characteristics and the objectives of Key Action 1 and mobility projects, we can conclude that, from the 2030 Agenda, the most relevant SDGs for the programme and for the action and mobility projects are 4 (quality education), 5 (gender equality) and 8 (decent work and economic growth

Erasmus and International Credit Mobility in a contribution to the Sustainable Development Goals associated with Quality Education and Reducing Inequalities

In Europe, and promoted by the European Commission, the Erasmus+ programme has been providing institutions, through various actions, with mobility and exchanges of students, teachers and non-teaching staff both within and outside Europe. In order to increase the qualitative impact of its actions and to ensure equal opportunities, the programme aims to make it easier to reach more people of all ages and from other cultures, and from diverse social and economic backgrounds. Considering the importance that this programme currently has at global level and its objectives being aligned with the 2030 agenda and given the fundamental characteristics and objectives of the programme and the mobility projects, it became relevant to analyse the contribution to the Sustainable Development Goals associated with quality education (SDG 4) and the reduction of inequalities (SDG 10). The research methodology used the analysis of the programme and Key Action 1 individual mobility for learning purposes objectives’ and more specifically those related to mobilities of higher education participants under the International Credit Mobility (ICM) in the period 2014-2020, crossing them with those of the 2030 Agenda and Sustainable Development Goals 4 and 10. The questionnaires applied to the participants in this action were also analysed and was possible to check the prevalence of SDGs 4 and 10. It was found during the study that Erasmus, and mobility projects, strongly contribute to the Sustainable Development Goals of quality education and reducing inequalities, but that there are also other SDGs to which Erasmus can contribute and are certainly worth evaluating

INTERPERSONAL BEHAVIORAL QUALITY RELATIONS: THE BULLYING BEHAVIORAL CASE AND THE EMOTIONAL AND SOCIAL SKILLS OF YOUNG PORTUGUESE STUDENTS

The quality of the interpersonal relationships that are established during the life is an important factor of psychological and social adjustment, indispensable for the human development. As adolescents dissociate themselves from their parents (although the family continues to occupy an important place) peer relationships increase, gain importance, and become the most influential context in terms of socialization. The school is one of the main scenarios structured to promote the personal development of each student, their capacities, learning and quality interactions with their colleagues. If school and peer acceptance are of great significance to adolescents, then not liking it or being rejected by peers can also lead to difficulties of social and emotional adjustment. Aggressive behaviors among peers are thus the main problem of interpersonal relationships in school context. Violent behaviors and situations of indiscipline are also frequently observed in school, but bullying is distinguished from these by evidence of an intentionality in aggression, by the regularity with which they occur (regardless of the form that occurs: direct, through physical or verbal aggression, or indirect, through relational aggression) and power imbalance among the participants. In this sense, this study intends to understand how aggressive behaviors among peers relate to the emotional and social skills of the students involved. To do this, a questionnaire survey was carried out through the Interpersonal Behavior Scale in School Context (ECICE) and the Bar-On Emotional Intelligence Questionnaire (EQ-i: YV), with 297 Portuguese students from a public school of the district of Évora - Portugal. The results show the existence of negative relations between the behaviors of bullying and the emotional and social competences. It was also possible to verify statistically significant differences in bullying situations and emotional and social competences, as a function of sociodemographic variables and school characterization. It is outlined the importance of the education of emotional and social competences for the promotion of quality interpersonal relationships in the school context.This work was funded by the Portuguese Foundation for Science and Technology (Grant UID/GES/00315/2013) and was also conducted at CICP, Excellent (UID/CPO/00758/2013), University of Minho and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national fund