Theoretical Framework

In light of Colombia's current needs, socio-economic disparities, and the internal armed conflict, organizations -especially academic institutions- have the incentive to contribute to the development of the region where they operate (^{Barrena-Martínez et al., 2016}). Based on this point of view, CSR strategies can be an important channel to achieve human development objectives (^{Barrera-Duque, 2007}; ^{Schuster, Lund-Thomsen, & Kazmi, 2016}; ^{Sinkovics, Sinkovics, Hoque, & Czaban, 2015}), build a culture of peace (^{Jiménez, 2014}), and contribute to competitiveness at the national level (^{Boulouta & Pitelis, 2014}). When CSR is part of a company's strategy it recognizes its shared responsibility with government and society towards building human development in the territory where it operates.

Thus, when corporate behavior has a strategic approach it is possible to achieve collaboration between companies, government, and other key social actors in the territory (^{Bair & Palpacuer, 2015}).

CSR research has been experiencing a significant increase in recent years (^{Dahlsrud & Dahlsrud, 2008}; ^{Engert, Rauter, & Baumgartner, 2016}; ^{Lindgreen, Córdoba, Maon, & Mendoza, 2010}; ^{Volpentesta, Alcaín, Nievas, & Spinelli, 2014}). It is also important to highlight the growing tendency to include CSR as part of a company's strategy (^{Sapién, Piñón, & Gutiérrez, 2016}; ^{Boubakary & Moskolaï, 2016}; ^{Carroll & Shabana, 2010}; Engert et al,, 2016; ^{Toro, 2006}; ^{Werther & Chandler, 2006}), even in small and medium-sized enterprises (^{Martínez-Martínez et al., 2017}).

Literature has established different approaches and theories of this concept (^{Argandoña, 2007}; ^{Carroll, 1999}; ^{Garriga & Melé, 2013}; ^{Niño-Muñoz, 2015}; ^{Vera-Acevedo & Peláez-Villada, 2013}). Garriga and Melé (2013) present a complete review surrounding the types of CSR and the strategies that firms actually use or should adopt. Accordingly, these authors categorized CSR strategies in four basic groups: instrumental, political, integrative and ethical theories. In addition, other studies have presented different methodologies for implementing CSR as part of the business strategy (^{Hernández-Rodríguez, 2013}; ^{Krick, Forstater, Monaghan, & Sillanpàà, 2005}; ^{Park, Park, Hong, & Yang, 2017}; ^{Porter & Kramer, 2006}; Vera-Acevedo & Peláez-Villada, 2013).

Methodologies for the identification of business behavior in social responsibility are crucial to build a company's holistic strategy (^{Dhaliwal, Radhakrishnan, Tsang, & Yang, 2012}; ^{Gregory & Whittaker, 2013}; ^{Rubin & Babbie, 2017}). These strategies must aim for the well-being of the society and cover the entire activity of the company, i.e. its internal dimension (human resource, productivity, efficiency, and financial performance) and its external impact on society and the market. Therefore, this kind of methodologies must cover the complete value chain (^{Deng, Kang, & Low, 2013}).

It is also important to harmonize responsibility regarding management reports (^{Tschopp & Nastanski, 2014}; ^{Núñez-Chicharro, Alonso-Carrillo, & Pontones, 2015}), as well as the decisions on which instruments and standards will be used by the company for assessing and measuring CSR practices (^{Schwalb & García, 2004}). However, it is frequent that these types of studies include the stakeholder approach (^{Isa, 2012}) and the environmental, economic, and social dimensions of the company. The debate on the implementation of CSR practices and how to carry out this process has been increasing (^{Correa, 2007}; ^{González, Rodríguez, & González-Millán, 2014}; ^{Polanco, 2014}).

From a conventional approach, these methodologies make a special emphasis on mapping stakeholders and achieve their engagement (^{Krick et al., 2005}). Stakeholders are individuals or groups who affect or are affected by an organization and its activities, creating a bidirectional influence between them and the firm (^{Freeman, 2010}). In this sense, in order to guarantee the survival and success of the company, stakeholder theory suggests that it is essential to meet the needs of the company's various stakeholders far beyond the exclusive interest of shareholders (Freeman, 2010). Therefore, this theory steps out of an egocentric firm perspective and is based on a smooth cooperation with its associates (^{Isa, 2012}; ^{Tullberg, 2013}), which also reminds of the coherence that CSR practices should maintain with the core business. Since ^{Porter and Kramer approach (2006)}, there has been an urgency to integrate social needs and businesses. Currently, there is a lack of congruence between CSR activities and the company's core business, an issue that generates doubts in regards to the sincerity of the firm (^{García-Jiménez, Ruiz-de-Maya, & López-López, 2017}; ^{Yoon, Gürhan-Canli, & Schwarz, 2006}). For this reason, literature stresses it is particularly important to undertake a diagnosis of the company and its context.

On the other hand, it is important for this paper to highlight that universities have a crucial role in ensuring development, since they are educating professionals towards responding to the country's requirements and enhancing the welfare of future generations (^{Beltrán-Llevador, Íñigo-Bajo, & Mata-Segreda, 2014}). In this context, the University Social Responsibility (USR) can be defined as the actions derived from a self-criticism analysis (^{Vallaeys, 2010}) based on the formation in values (^{Martí-Noguera, Martí-Vilar, & Almerich, 2014}; ^{Moscoso-Durán & Vargas-Laverde, 2013}) in order to deal with the impacts generated by the university in its environment and guide social transformations through actions related with its missions: education, training, research and social participation (^{Núñez-Chicharro et al., 2015}). In Colombia, there is a University Social Responsibility Observatory Network linked with the Regional Social Responsibility Center for Latin America and the Caribbean, dedicated to articulate reflections and actions about USR in order to influence public policy and contribute to sustainable human development at the local, regional, and global levels (ASCUN, 2017). However, this initiative is not the only one, as other universities are contributing with this last purpose (^{Londoño, 2013}; Moscoso-Durán & Vargas-Laverde, 2013; ^{Uribe-Macías, 2015}), especially to the role of universities in the Colombian peace process (^{Delgado-Barón, Vargas-Pedraza, & Ramos-Hendez, 2009}). In this way, we consider it is necessary to design a CSR methodology that allows identifying opportunities to foster development in a territory which could be easily replicated in other organizations.

This research does not ignore the studies and scientific contributions above mentioned. On the contrary, our methodology includes some of the instruments presented in these works, as the reader will see in the following sections. However, the proposed methodology sometimes modifies such contributions to build a holistic method. The design of this procedure took into account Colombia's current needs, especially in the context of the Colombian peace process. We expect our methodology could be adopted by any firm in any country, since it allows organizations to contribute to the development of its territory by identifying areas of intervention according to its core business. In addition, this method might segment its study by regions, enabling the possibility of designing a better strategy for those companies operating in different locations.

Results of the Methodological Implementation

Identification of Alternatives Based on the Region and Enterprise Opportunities Matrix

In the first stage, it was important to identify the region in which this methodology would be implemented. In our case, we decided on Bogotá given that its main campus is located in this city, and therefore its financial and operational center. In order to build the MORE we used a selection of representative MDCS and collected them for Bogotá, in an effort to understand the trend for each goal. We collected data for the period 2009-2012 taking into account information availability. However, we assume that this limitation does not affect the present analysis, because the trend of these indicators does not abruptly change in short periods of time. We have not used the new sustainable development goals (SDCS) given that their calculation and presentation still not available. As it is recommended, we also used Global Reporting Initiative (CRI) indicators to understand the performance of the University's CSR practices. Table 1 and table 2 show MDC and CRI information.

Table 1 Millennium Development Goals. 

Source: Based on ^{Niño-Muñoz (2016)} and completed with information from Bogota city Mayor’s Office (Alcaldía Mayor, 2013).

Table 2 GRI Indicators. 

Source: Based on ^{Niño-Muñoz (2016)} and complemented with information from Sergio Arboleda University.

As the methodology explains, in order to build the MORE it is necessary to calculate the performance of the territory regarding MCDS and the performance of the company regarding CRI reports (^{Niño-Muñoz, 2016}). First, each selected MDC must be evaluated versus their relationship with the National Goal (NC). Therefore, the NC should become the x axis of the MORE. Then, if MCD_i > NC, Bogotá has achieved a good performance and will be placed in the upper quadrants. Otherwise, if MCD_i < NC, the city will be ranked in the lower quadrants. On the other hand, it is important to correctly interpret each CRI indicator. For example, when the energy consumption per capita or the infant mortality rates increase it represents a negative impact on the environment and the society. In these cases, the variation rate must be preceded by a minus sign.

In order to complete the MORE each MDC must be evaluated according to its evolution during the last two years based on the available information for Bogotá. As the methodology describes, if the MDC indicator improves it offers an opportunity for Bogotá and will be placed in the second quadrant. But, if it worsens, it will represent a threat and will be ranked in the first quadrant. On the other hand, CRI indicators must follow the analysis of the inward or outward impact of the organization (which is established in table 2). If the university presents an outward impact, this indicator must be placed at the left side of the figure; but if it is an inward impact, this indicator will be ranked at the right side. With the region's and the University's information we built the MORE presented in graph 1.

Source: Own elaboration.

Graph 1 MORE (Region and Enterprise Opportunities Matrix). 

Graph 1 indicates the areas in which the University can appropriately intervene. In the first quadrant, any company has the possibility to intervene in areas with the presence of threats in the region. This quadrant must be the first one to be examined in terms of its relationship with the University's core business. However, if there is no relation to the core business, then we can analyze the second quadrant, as the company has a positive performance in both of them (first and second). In the other quadrants the University doesn't have the capacity to get involved. In this case, as the first and second quadrants indicate, it is possible to identify the following areas of intervention:

• Threats against maternal mortality in the territory.

• Opportunity to contribute to the reduction of extreme poverty.

• Opportunity to contribute to the reduction of poverty.

• Opportunity to contribute to the improvement of secondary education.

• Opportunity to contribute to the sustainable environment in the territory.

• Opportunity to contribute to gender equality in the territory.

• Presence of the University in the local market.

• High performance in training personnel in the activity carried out by the University.

• Good performance in the efficient use of assets, reflected in the ROA.

With these areas in mind, this study stated that the best area for the University to intervene is the opportunity to contribute to the improvement of secondary education. Improving education at that level could also positively impact poverty, gender equality, sustainable environment, and conflict risk. In order to identify the University's real alternatives it is important to establish a diagnosis of the problems surrounding school level education in Bogotá. For this purpose, our study gathered the experiences of a group of district school teachers (see appendix 1) and a related research study (^{Osorio, Martínez, Gaviria, Montealegre, & Pedraza 2011}). Using this diagnosis, we built the problem and objectives trees.

Prioritization of Alternatives through the Goals and Needs Tree (M&N Tree)

In order to build the problem tree (figure 1), the selection of a mean problem derivative of the more analysis is required. In this case, it is essential to understand the diagnosis of school education in Bogota to identify the problem. This diagnosis was built with information of the experiences of different schools teachers and took into account other stakeholders perceptions. After this analysis we could establish that the main problem is the deterioration of the teaching and learning process in public and private schools in Bogotá. The diagnosis and the knowledge of the authors allows for the identification of a cause-effect rationale, where the roots of the problem tree are the causes and its branches represent the effects of the main problem.

Source: Own elaboration.

Figure 1 Problem tree around the alternative of contributing to the improvement of school education.  

The problem tree is transformed into an objectives tree by restating the problems as objectives [...] [it is] the positive mirror image of the problem tree [...] The objectives tree can also be considered as an 'ends - means' diagram. The top of the tree is the end that is desired and the lower levels are the means to achieving the end (^{Jackson, 1997}, p. 8).

The objectives tree is presented in figure 2.

Source: Own elaboration.

Figure 2 Objectives tree around the opportunity to contribute in the improvement of school education.  

Based on the diagnosis, it was possible to build the problem tree and the objectives tree. By analyzing the roots of the objectives tree (means) we identified the following alternatives, which are consistent with the University's core business:

Using AHP methodology to prioritize, ^{Saaty (2008)} explains that it requires of the following steps: (i) Problem statement; (ii) Building the hierarchy tree; (iii) Building comparison matrices with a set of pairwise; (iv) Obtaining the global priority. After the diagnosis we built the Goals and Needs Tree, which "structures the decision hierarchy from the top with the goal of the decision, then the objectives from a broad perspective, through the intermediate levels (criteria on which subsequent elements depend) to the lowest level (which...is a set of the alternatives)" (Saaty, 2008, p. 85). At the top of this tree, the main goal is to contribute to achieving the company's development by taking into account the peace process and the need for reducing regional gaps in Colombia. As observed in figure 3, the lowest level includes the three alternatives before identified, following the objectives tree.

Source: ^{Niño-Muñoz (2016)}, based on ^{Nuñez, Aranda, & Bello (2015)}.

Figure 3 Goals and Needs Tree (M&N Tree).  

In the intermediate levels the first criterion is to generate development for the company, which is divided into: being in accordance with the core business and the generation of company value. The alignment with the National Development Plan (NDP) and with each of its strategic areas is the second criterion. Santos administration NDP, called "Everyone for a New Country", included six strategic guidelines: (i) Competitiveness and Strategic Infrastructure; (ii) Social Mobility; (iii) Transformation of the Countryside; (iv) Security, Justice and Democracy for Peacebuilding; (v) Good Governance; and (vi) Green Growth. To understand the scope of each area, table 3 summarizes their elements.

Table 3 Strategic areas of the National Development Plan (2014). 

Source: DNP (2014, p.p. 2-4).

The third step requires the construction of matrices to compare a set of pairwise. As suggested by stakeholder theory, the filling out of these matrices should be participatory, incorporating the academic community and the organization's stakeholders. This process supports the validation of our results. Thus, in order to complete each matrix, the AHP recommends taking in account the perspective of all stakeholders by collecting information through a representative sample. Although it is necessary to ensure the representativeness of the sample, the budgetary constraints of this study did not allow the application of such sample. We tried to solve this limitation by preparing a questionnaire for a representative member of each of the University's stakeholders. The stakeholders included a senior director, a member of the research area, a professor, an alumni, a student, and a colleague with constant contact with schools in Bogotá (see appendix 3). There are other participatory methodologies that researchers could follow to understand stakeholders' perception (^{Cohen & Martínez, 2004}; ^{Howaldt & Schwarz 2010}; ^{Martí-Olivé 2002}; ^{Moreno, Agirregomezkorta, & Cuadrado 1999}).

For those interviews, we explained to the representatives of the stakeholders that the comparison between two elements "need[s] a scale of numbers that indicates how many times more important or dominant one element is over another element with respect to the criterion or property with respect to which they are compared" (^{Saaty, 2008}, p. 85). Table 4 shows Saaty's intensity of importance scale.

Table 4 The fundamental scale of absolute numbers. 

Source: ^{Saaty (2008}, p. 86).

In this case, we present eleven matrices to compare each element (see appendix 2). The first matrix compares the two main criteria; the second associates the sub-criteria of achieving the company's development; and the third compares the sub-criteria of contributing with the NDP. The other eight matrices are the combination of the different sub-criteria with each of the alternatives identified in the base of the tree. "Each element in an upper level is used to compare the elements in the level immediately below with respect to it" (^{Saaty, 2008}, p. 85).

Finally, to prioritize the alternatives through the M&N Tree, each matrix must calculate its weighed values and the global priority; table 5 shows this information:

Use the priorities obtained from the comparisons to weigh the priorities in the level immediately below. Do this for every element. Then for each element in the level below add its weighed values and obtain its overall or global priority. Continue this process of weighing and adding until the final priorities of the alternatives in the bottom most level are obtained (^{Saaty, 2008}, p. 85).

Table 5 Summary of weighed values and global priority. 

Source: Own elaboration.

In this case, alternative 3 was prioritized. It refers to a methodological support to upgrading teachers in public or private schools in Bogotá.

CSR Strategies Design

Finally, it is important to design a CSR strategy. For this purpose, the main goal of the objectives tree and the subsequent prioritized alternative must be explicitly stated at the heart of the RedH's Canvas (table 6). The results of the entire process are summarized on the canvas. The life cycle of the university service used to determine its best CSR strategy is included at the right side of the canvas. This cycle is composed of the following elements: design, transformation, operation, and improvement. The beneficiaries are located also in this side, because the life cycle must be rethought considering this group of stakeholders. At the left side, the university can design its strategy by taking into account their own resources and their possible key partners. At the bottom, the firm must recognize their funding sources and the information required to evaluate new strategies.

Table 6 RedH's canvas. 

Source: Own elaboration.

The prioritized alternative was to promote methodological support spaces to upgrade the skills of public or private school teachers in Bogotá, taking advantage of the experience of the university in this area. As part of the strategy, RedH's canvas allows to understand that it is necessary to establish framework agreements with private schools associations and the district secretary of education to establish a direct communication channel with schools. Likewise, to achieve the main objective, the University must strengthen the study on education methodologies, making use of the knowledge generated by its research groups in education sciences. Finally, once these conditions are met, it is necessary to design and conduct a workshop in the selected schools to support the process of teachers updating. It is important to highlight that the University must implement a monitoring and evaluation system before, during, and after the workshop to measure the impact of its intervention. In this way, this paper reveals that Sergio Arboleda University can contribute to the achievement of human development objectives in the city by implementing a set of practices within a strategy, based on its capabilities, and taking into account the needs of Bogotá.