1.
am-rs». min -zzfiwe —
95‘ .
3

2.
Siddhant
Vol. 11, Issue 3, July - September 201 1, pp. 258-264
IndianJournals. com
Educational Social Responsibility: A Theory and Practice
3 L. N. Bhagat*
ii ABSTRACT
An attempt has been made to define the key word Educat
ional Social Responsibility (ESR) and determine its parameters.
4 The practice of ESR by ISM, Ranchi and its role in soc
ial development has been examined. The parameters that may
determine the broad spectrum activities of ESR are the
job oriented skill development programme of short duration
for the weaker sections of the society without any finai
icial burden on the part of the beneficiaries, providing quality
education to the students, correct response of the educational institutions to their stakeholders, community
1 development activities, fee waiver scheme and provi
ding educational assistance to the students belonging to less
V privileged sections of the society. The post employment survey of 100 craft course beneficiaries reveals that ISM
J Ranchi has atleast started the process of social transformation through improving the quality of life and attracted
‘ youths from the backward sections for being a part of the mainstream society and helping in social development
through ESR activities.
KEYWORDS: Educational Social Responsibility, Social Develo
pment, Quality of Life, Social Transformation,
Mainstream Society
INTRODUCTION
l Corporate Social Responsibility (CSR) is a globally
accepted term. The corporates, being a profit earning
organisation, are directly involved in community
development and other related activities by spending a excellence for social responsibility towards the
part of their profits as a return to the society and community, students and guardians. The theme of “Social
contributing positively towards sustainable development Responsibility of B-Schools” was discussed. at the AIMS_
(Ahluwalia, 2011). In fact, a true sustainable way of life Eastern Region Round Table organised by the Institute
requires a combined effort in three broad areas, namely, of Science and Management (ISM), Ranchi on 27.
economic growth with equity, conserving natural March, 2011. The matter was discussed at great length
resources & environment and social development. Since by the Deans and Directors of the B-Schools and
society is the central point around which all economic unanimously resolved for coining a keyword Educational
and non-economic activities revolve, any attempt in social Social Responsibility (ESR) representing the social
development, which the B-Schools can do in a better responsibility activities of the educational institutions.
way, may lead to sustainable development in the real
sense of the term.
The B-Schools cari play an important role in igniting the
society for its gradual transformation through various
voluntary activities, of course, inspired by ethical
*Director, Institute of Science and Management, Ranchi, Jharkhand, India, lnbhagat@yahoo. com.
258

3.
.. ,.. ... ... ... .,. .._«y: —,«n_-_-«_, ... ._ 4. . ._
L. N. Bhagat
OBJECTIVES
The main objective of this paper is to define the word
ESR and identify the broad spectrum activities that may
Conducting Job Oriented Skill Development
Programme: Besides the primary duty of conducting
core courses for the people belonging to the higher strata
of the society the educational institutions may also offer
be considered within the purview of the term Educational job Oriented Skin development programme of 3 Short
Social Responsibility. An attempt has also been made to
examine the practice of Educational Social Responsibility
by an educational institution of Iharkhand- ISM, Ranchi,
practicing it for the last five years.
ESR-ITS DEFINITION AND PARAMETERS
Definition of ESR: The concept of ESR has recently
emerged as a keyword in March 2010. This is the reason
why no definition for this word is available. We have
made an attempt to define it in terms of the voluntary
efforts of the B-Schools towards social development
without involving any cost to the beneficiaries. In broader
connotation, ‘Educational Social Resporzribzlzkjz llr f/ re
Voluntary eyjforls of t/ re Educaz‘1'omzl / nst1'2‘utz'o/ z.r, of
course, inspired by 1/16 el/ zical excellence to words
social developmerzt t/ trough vorz'ou. s' cacti": /z't1'e. r for
imp/ ‘0V1'/7g the quality of/ zfe wil/ zouz‘ involving any
cost to the people at large. ”
Paramaters of ESR: Various social responsibility
activities of the educational institutions that may come
within the purview of the term ‘Educational Social
Responsibility’ are discussed below.
Providing Excellent Education: The core responsibility
of a management school is to provide excellent education
to their students. The quality of educational institutions
is judged by the quality of courses offered to the
students. It is the high level quality that helps in
competing with the other fellow institutions in the race
of first rate business schools. Then by extending quality
education to the students the educational institutions can
help the students in getting job in reputed business houses
with moral busting for inclusive growth and help in
achieving the goal of social development.
(www. ismranchi. org, Report on AIMS Eastern Region
Round Table Rao).
Vol. ll, Issue 3, July — September 2011
duration for weaker sections of the society viz. ST, SC,
OBC, Minorities and Physically Handicapped without
causing any financial burden on the part of / the
beneficiaries, (www. ismranchi. org- Report on AIMS
Eastern Region Round Table — Bhagat). Such
programmes may be formulated and implemented with
the help of the Central/ State Government under public -
private partnership scheme because the true educational
institutions cannot afford such mega social development
programmes which are non- profit making organisations.
By doing such activities at the cost of others the
educational institutions through their honest efforts may
, help the society in its gradual transformation for a better
and secured future. In fact saving is the most important
item for national building. The unemployed youth cannot
save, but as soon as they get employment after short
training they might save something and contribute
towards national building.
Further, the opportunity to get free training and obtaining
a secured and prestigious job might help and motivate
the beneficiaries, that is, unemployed youth from the
weaker sections to return to the main stream and save
the society from dangerous implications which the society
might have experienced in the absence of such activities.
Any Tuition Fee Waiver Scheme for primary courses
offered, initiated by the educational institutions, to a
maximum extent of 5% of strength for the benefit of
the students belonging to families of Below Poverty Line
(BPL) categories, identified by the respective
Governments, for their socioeconomic upliftment. This
may be treated supernurnerary to the sanctioned strength
(www. ismranchi. org 4 Report on AIMS Eastern Region
Round Table— Bhagat). Such initiatives of educational
institutions may provide an opportunity to the poor
students for entering into the professional courses and
getting all benefits after placement in appropriate
companies similiar to the students of the well off families
259

4.
Educational Social Responsibility: A Theory and Practice
in the society. This may pave the way for social justice
and help in attaining the goal of social development.
Community Development Activities conducted by
the educational institutions (www. aims. ac. in, AIMS
Annual Convention — 2011). These activities may include
the following: '
0 Enhancement of Educational Standards of
underprivileged groups
0 Adult Education activities
0 Providing employability skills and self employment
opportunities
0 Activities relating to environmental awareness &
ecological conservation
- Initiating activities for health awareness, healthcare
and sanitation
- Adoption of village for holistic development of the
villagers
While conducting the community development activities
the emphasis may be given to motivation, persuasion
and demonstration. Necessary arrangements may be
made for these facilities with the help of Government
or any other sources. In fact, illiteracy, ill-health,
malnutrition and improper sanitation are the root cause
of poverty. By adopting such community development
activities, the educational institutions may be able to play
a positive role in eradicating both rural and urban poverty
and help the society in achieving the long—term goal of
sustainable social development.
Providing Educational Assistance to the students
belonging to less privileged sections of the society viz.
financial assistance, scholarship etc. (www. aims. ac. in—
AIMS Announcement for AIMS Award).
Correct Response of the Educational Institutions
to their stakeholders namely,
0 Responsibility towards students- make them global
corporate citizens,
0 Responsibility towards faculties & institutions- co-
creation of knowledge,
0 Responsibility towards corporate/ industry-sensitise
corporate and industry towards social responsibility
o Responsibility towards society, nation, world-
contribute to gross national happiness
(www. ismranchi. org-Report on AIMS Regional
Round Table—Salunkhe).
ESR vs CSR
The concept of Educational Social Responsibility (ESR)
can be best explained if it is compared with the Corporate
Social Responsibility (CSR). The features of ESR &
CSR are presented below.
items
1 Types oforganisations
involve
ESR
Not for profit organisations
CSR
Profit making organisations
Volume of monetary
resources employed
No money, only service
Huge money
Sources of Funding
Mainly other sources viz.
Govt. , Corporates, etc
Own Source
Area of operations
Mainly within campus
Mainly outside the Corporate
compound
Ethics involved
Ethical Service- Quality
Education/ Quality of life
Ethical Business- Quality
Products
260

5.
E-E3L2.¢; ,,. __<, -.; ;__. ., ,.
L. N. Bhagat
THE PRACTICE OF ESR BY ISM, RANCHI
The Institute of Science and Management (ISM) has
experienced the introduction of craft courses related to
hotel management besides its core courses. Craft courses
are designed to generate skill in any of the four trades
of hotel management namely, food production, food &
beverage service, front office and housekeeping. In fact
the chairman of ISM society had submitted a proposal
before the Iharkhand Government for sponsoring a one-
year skill development certificate course for the
unemployed youth of Jharkhand belonging to the ST/ SCI
BC/ Minority communities under public - private
partnership scheme in the year 2004. The Govemment
accepted it with full financial support for the year 2005-
06 and the scheme continued till 2009-10. Altogether 749
candidates have completed their certificate course (499
sponsored by Welfare Department and 250 by Jharkhand
State Schedule Caste Cooperative Development Council)
and all have been placed in reputed hotels all over the
country.
DATA AND METHODOLOGY
selection of 100 sample beneficiaries based on
proportionate simple random sampling method for
detailed investigation is presented below in Table 1.
Above table explains the way of selecting 100 sample
beneficiaries. A well structured schedule prepared for
this purpose has been used for collecting necessary
information. The information was collected during the ,
period from 15 April, 2011 to 15 August, 2011. Data
collected includes the name of the hotels where he/ she
works, place of work, designation, marital status, number
of family members, total eamings (Salary plus perks),
total savings, amount of savings spent in family care —
household expenses (purchasing quality food, clothing and
medicine) and education to siblings. The information
related to the generation of awareness among the
members of the society about balanced food, health care
(encompassing inter—alia nutrition and sanitation) and
technical education (three items) as well as the
preference for the modern amenities like water filter,
water cooler, freezer, TV, transistor, computer, mobile and
home theatre (eight items) have also been collected,
quantified, classified and tabulated for statistical analysis.
The community-wise number of beneficiaries (employed
RESULTS AND DISCUSSION
after completing craft course of ISM, Ranchi) and
The results are presented below from Table—2— Table-5.
Table 1: Community-wise distribution of total beneficiaries and samplebenefrciaries
Communities Total No. of
Percentage Sample
Beneficiaries
Scheduled Tribe L 144
L beneficiaries Distribution
19% Jr 19
Scheduled Caste 310 ii 41% 41
7
Backward Class 134 18% 18
p Minorities J 151 22% ' 22
Total 749 100% 100
, _ _J
Vol. 1 1, Issue 3, July - September 2011
i 261

6.
MM
Educational Social Responsibility: A Theory and Practice
Table 2: Community-wise Average Earning of the Sample Beneficiaries
Communities
Scheduled Tribe
Average Monthly Earning (Rs. )
9731.25
Scheduled Caste
8538.19
Backward Class
11452.38
Minority
12707.14
Total
Table 2 shows that the average monthly earning of the
sample beneficiaries is Rs. l0, 131.89/-. The average
monthly earning is highest in the case of beneficiaries
belonging to the Minority community (Rs. 12707.14)
10131.89
__I
followed by Backward Class (Rs. 11452.38), Scheduled
Tribe (Rs. 9731.25) and Schedules Caste (Rs 8538.19).
The trade-wise average earnings have also. been
computed and presented below in Table 3.
Table 3: Percentage Distribution of Trade by Communities and Trade-wise Average Earning of the Sample Beneficiaries
Table 3 indicates that the trade which fetches the
highest average monthly earning is food & beverage
service (Rs. 12265.91). This trade also appears to be
the most preferred trade by the sample beneficiaries
belonging to all the communities except the Scheduled
Caste. The Scheduled Caste beneficiaries have shown
indifferent attitude towards each of the four trades. This
Siddhant
Percentage Distribution of Trades by Communities
Scheduled Backward
Scheduled Tribe Minority
Caste Class
Food Production 22.22 14.29 21.43 11063.42
Food & Beverage
_ 43.75 25.00 52.38 42.86 12265.91
Service
FrontOffice 18.75 25.00 28.57 9004.76
‘'’°-‘’“ “’°-““
Average
Earning (Rs. )
100.00 100.00 10131.89
is indicated by the fact that there is very small variation
in the percentage distribution of the trades by Scheduled
Caste beneficiaries —— the range being 22.22 — 27.78%.
The details are presents in Table 3. The magnitude of
saving and the proportion of saving spent on family care
and other items have been computed and presented in
Table 4.
262

7.
L. N. Bhagat
Table 4: Percentage of Earning Saved and Percentage Distribution of Savings Spent on Family Care (Household
Expenses and Education of Siblings) by the Sample Beneficiaries
Percentage of
Communities
Earning Saved
Percentage of Saving Spent on Family Care
I ‘Household
Expenses
7
Education of
Siblings
Total
Scheduled Tribe
69.77
09.57 7934 l
Scheduled Caste
53.48
32.27
Backward Class
47.49
09.52
Table 4 shows very high saving by the sample
beneficiaries. The average saving is 54.47% of the total
earning. This may be owing to the fooding, lodging and
clothing facilities generally offered by the hotel to their
employees. The percentage of earning saved is highest
for Backward Class (65.49%) followed by Scheduled
Caste (52.72%), Minorities (48.85%) and Scheduled
Tribe (46.95%). This result is quite consistent to their
socio-economic and cultural attitudes. The non—tribals
particularly the Backward caste people are highly
commercial in their attitude whereas Tribal are very
much reluctant in saving their earning (Bhagat, I989).
The very high percentage of saving spent on family care
(71.49) is quite interesting. The expense on family care
includes household expenses in quality food, clothing and
medicine for the family members (53.58%) and education
of the siblings (17.91%) and that has resulted in improved
quality of life. The highest percentage of saving spent
4
Vol. ll, Issue 3, July — September 2011
on family care is for Schedule Caste community. The
attitude towards family care by the beneficiaries
(employed youth) belonging to the weaker sections of
the society might indicate their ethical excellence and
commitment to inclusive growth through social change.
The examination of the magnitude of availing modem
amenities and the extend of awareness among the
members of the society by the sample beneficiaries are
considered important. Altogether eight items of modern
amenities and three items of generating awareness were‘
considered and the scores allotted to each individual
beneficiary giving equal importance to each item. Despite
knowing the limitation of using such a crude method it
was preferred for simplicity and also to avoid the
difficulties in collecting the prices of the items of modern
amenities purchased by the respondents. The detailed
results are presented below in Table 5.
263

8.
Educational Social Responsibility: A Theory and Practice
~ Table 5: Community-wise average score of availing modern amenities and generating awareness among the members of
Table 5 clearly indicates that the average score of
availing modern amenities for the sample beneficiaries
the society by the sample beneficiaries
Average Score of availing
Average Score of generatig
Communities
modern amenities (Total 08 awareness among the members of
points) * the society (Total 03 points)”
Scheduled Tribe
Scheduled Caste
Backward Class
Minority
* One point a! //otledfor eac/1 q/1‘/1e ezgfir items ofmodem amenifles are waler/1‘/ re); water cooler, ’ fi'z‘zl'ge,
TX traimlrtor; computer, mobile and / zame t/ zeatre
** Onepa/ nt allotted far eac/1 of t/ ze I/ zree item generating awareness among the members of the society»
are balanced food, ’ nealt/ zcare and rec/ mica! education
management and placed in reputed hotels all over India.
. Th 1 f 100 l b f ' '
is very small (2.64 in eight point scale) but the average e post cmp Oyment Survey 0 samp e we Manes
score for generating awareness among the members of
the society for balanced food, healthcarc and technical
education is very high (2.26 in three point scale) for
generating awareness among the members of the society.
This may be taken to indicate their indifferent attitude
towards availing modem amenities but strong attitude
towards generating awareness among the people in the
society and contributing positively towards social change.
CONCLUSION
reveals that the average monthly earning is not very high
but their saving is quite appreciable. More than two-
third of the savings are spent on family care V purchase
of quality food, clothing & medicine for the family
members and educating the siblings. This has a direct
positive impact on the quality of their life. The sample
beneficiaries are indifferent towards availing modern
amenities but seem to have a strong attitude towards
generating awareness for balanced food, healthcare and
technical education among the members of the society.
ISM Ranchi has taken the lead in starting the social Thus ISM’ Ranchi has atleast initiated the process of
responsibility activities by introducing short-term skill 3120121 trair. lSfor. rnat1(; .n byfilmpmvmg 11:6 qraéugl ofllfilff
development programme (Craft Courses) for the weaker ‘fie 611: 10‘1)ari]e(s o dcra eoursgs, 211) e etyofuths
sections of the society. Altogether 749 unemployed om t 6 ac war Secuons or emg 3’ par 0 e
matriculate youths have so far been trained in hotel mainstream Society and helping in Social development
through ESR activities.
REFERENCES
Ahluwalia, J. S. (2011). Corporate Social Responsibility: An Issue Whose Time Has Come in C'. S'A’-Drz'ver of Social Inc/ u.s'I'0)1
Bhagat, L. N. (1989). Supply Response in Backward Agriculture - An Econometric Study of Cliotanagpur Region. First Edition.
New Delhi: Concept Publishing Company http: //www. aims. org. in, Guidelines for AJMS Award- Dr. Dharrn' P. Sinha. Best
Social Responsibility Award 2011. Last accessed on: 8"‘ July, 201l. http: //www. isrnranchi. org, Report on AIMS Eastern
Region Round Table on Social Responsibility of B-Schools, March 27, 2011. Last accessed on: 8"‘ July, 2011.
Siddliant 264
Suslaznabi/12y and }’ro/ its, edited by Ahluwalia, J . S. and Chaturvedi, P. First Edition. New Delhi: Institute of Directors: ‘
pp. l-12.