Exploring student perspectives on social responsibility in a business studies module in higher education

Abstract

In recent years, social responsibility (SR) has become an important aspect of teacher training programmes. One of the key objectives of Higher Education is promoting and developing social responsibility in the curriculum. Therefore, the purpose of the study is to explore teacher-student perspectives on social responsibility in a Business Studies education project at a South African university. Through a qualitative research approach, the study was conducted with forty second-year Business Studies Further Education and Training (FET) students, using focus group interviews to analyse the data thematically. The key findings highlight that students are willing to contribute to communities, irrespective of their prior exposure to community engagement. Their participation in the social responsibility project shaped their values, attitudes and professional identity. Furthermore, the project framed their teamwork and solidarity as part of the collective process. These findings provide valuable insights for students, higher education lecturers, and policymakers at HEIs. One of the key recommendations is that social responsibility should be embedded in the Business Study curriculum, FET phase courses at universities. The study contributes to the growing body of scholarship on university SR in teacher education by providing insights from a South African context, an area that remains underrepresented in the literature. It advances knowledge, illustrating how SR projects can shape students’ professional identity formation and civic values in Business Studies education. It also provides a strategy for integrating SR into teacher education modules that aligns with the FET phase curriculum and national education priorities.