In the last decades, the social impact of universities has arisen as a new concern, which has shifted the way academic knowledge is designed to include topics such as inclusion, environmental protection, ethics, and so on. Being teachers the main actors of these changes, it is necessary to understand their beliefs and practices regarding this matter. This study aims to analyze the perception and curricular practices of higher education teachers of business-related subjects regarding University Social Responsibility (USR). A sample of twenty-one university teachers related to socially relevant subjects in business degrees was selected to answer a questionnaire about their perceptions and practices regarding USR. In general, the findings indicate that teachers are not fully aware of the role of social topics in their subjects, and do not engage their students in these matters within their subjects. In addition, teachers do not fully perceive actions of social responsibility taken by the university. This diagnostic study may enable future changes in curricular practices and teacher training that will allow students to receive a complete education about social issues related to their professional development.

中文翻译：

---

大学社会责任：教师的角色

在过去的几十年里，大学的社会影响已经成为一个新的关注点，它改变了学术知识的设计方式，包括包容、环境保护、道德等主题。作为这些变化的主要参与者，教师有必要了解他们对此问题的信念和做法。本研究旨在分析商业相关学科的高等教育教师对大学社会责任（USR）的看法和课程实践。我们选取了 21 名与商业学位中的社会相关科目相关的大学教师作为样本，回答了一份关于他们对 USR 的看法和实践的调查问卷。总的来说，调查结果表明，教师没有充分意识到社会话题在其学科中的作用，也没有让学生参与学科中的这些问题。此外，教师对学校社会责任的行动认识不充分。这项诊断性研究可能会在未来改变课程实践和教师培训，使学生能够接受有关与其专业发展相关的社会问题的完整教育。