Document Type : Original Article
Authors
Department of Educational Management, Farhangian University, Tehran, Iran
Abstract
The present study aimed to develop and test a structural model of the relationships between university social responsibility and its consequences for students’ social skills and innovative performance at Lorestan University. This research is applied in purpose and descriptive–survey in method, employing a correlational approach through structural equation modeling (SEM). The statistical population consisted of all students of the Faculty of Literature and Humanities at Lorestan University (N = 1,995), from whom 322 participants were selected using stratified random sampling. Data were collected using standardized questionnaires: the Social Responsibility scale by Maignan and Ferrell (2002), the Social Skills Questionnaire by Matson (1983), and the Innovative Behavior Questionnaire by Kanter (1988). Construct validity was assessed through confirmatory factor analysis, and reliability was confirmed using Cronbach’s alpha and composite reliability coefficients. Data analysis was conducted using Smart PLS software. The findings indicated that university social responsibility has a positive and significant effect on both social skills and students’ innovative performance. Furthermore, social skills play a significant mediating role in the relationship between university social responsibility and innovative performance. The results contribute to the enrichment of the theoretical literature on university social responsibility and offer valuable practical implications for higher education policymakers and administrators aiming to enhance innovation and students’ social empowerment.
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