University Social Responsibility in postgraduate teachers in Peru

The needs to address more complex social problems are the basis for the university to propose university responsibility actions necessary to transform reality. The objective of this research was to determine the perception of university social responsibility in the Graduate School, César Vallejo University in Peru. It is framed in a positivist-logical paradigm; with a quantitative, descriptive-analytical approach and non-experimental-cross-sectional research design. The population was made up of teachers from the Graduate School, with representative stratified sampling, applying the questionnaire to 99 teachers who met the inclusion criteria. A validated questionnaire was used to collect data, distributed in four dimensions: Responsible campus; professional and citizen training; social knowledge management; and, social participation, all with four items. The results show greater predominance of the good level (46.5%), seconded by very good (38.4%), for a significantly positive global perception of university social responsibility of 84.9% of those surveyed. It is concluded that the teachers interviewed have the human, ethical and cognitive capabilities necessary to link the University with society through actions of university social responsibility, which allow social empowerment, harmonious, sustainable and aware of social problems.