This study focused on university social responsibility (USR). Corporate social responsibility is currently an extremely common strategy implemented by organizations. Higher education institutions are also introducing this strategy to enhance their performance, seeking to ensure that every university action is socially responsible and oriented toward achieving advantages over competitors. This competitive advantage is the result of a social responsibility vision, which has an ethical core, that the University has implemented or is implementing among all its stakeholders. These institutions work in four areas: instruction, research, management, and projection to society. Universities must thus strive to meet the interests of different stakeholders’ interests. This research concentrated on university students as an important stakeholder. The main objective was to evaluate university students’ participation in USR activities, as well as assessing the impact of relevant university practices. In addition, the study sought to measure the existing causal relationship between students’ participation and their university’s practices in terms of student satisfaction. The fieldwork was conducted with an electronic survey distributed to a group of University of Extremadura students in Spain. A total of 362 valid questionnaires were collected, which were processed using structural equation modeling and partial least squares. The results have implications for university management in the area of social responsibility, with regard to the new USR trends are revealed. In terms of originality and value, this research emphasized a specific stakeholder in universities, namely students, and ways their satisfaction can be achieved through USR.

El estudio de las propiedades del subsuelo resulta fundamental para el diseño de las cimentaciones y para prevenir futuras patologías estructurales. En este trabajo se analiza la información procedente de 459 sondeos del subsuelo de Badajoz. Se describe la generación de un banco de datos así como la elaboración de un conjunto de planos que constituyen el Mapa Geotécnico Básico de Badajoz. Están recogidas, así mismo, las características más representativas en cada estrato. Se han identificado ocho capas representativas del corte estratigráfico de la ciudad. La cartografía geotécnica ha sido obtenida gráficamente mediante isolíneas, indicando la posición y los espesores de las estratigrafías. El estudio puede resultar de interés tanto para técnicos (ingenieros y arquitectos) como para las autoridades con competencias en el ámbito urbanístico.

STEM outreach evaluations often rely on full-sample averages and general enjoyment metrics, overlooking how specific pedagogical factors relate to students without a consolidated vocation. This study evaluates the “Desayuna Ingeniería” (Breakfast Engineering) STEM outreach programme to identify intervention variables associated with perceived increases in pre-university students’ vocational interest in industrial engineering. In the retrospective survey (N = 584), 48.8% of participants reported increased interest after the visit. Focusing specifically on the target subsample of students with low or moderate prior interest, who represent the “undecided” group (n = 408), binary logistic regression models examined how active workshop participation, overall workshop satisfaction, and mentor gender configuration were associated with perceived vocational change. Active workshop participation showed a positive predictive trend that did not reach the prespecified significance threshold (p = 0.056), overall workshop satisfaction showed no statistically significant association (p = 0.697), and evidence regarding mentor gender configuration was inconclusive. Exploratory gender-stratified analyses suggested that perceived increases were primarily associated with baseline interest in female students, and with baseline interest alongside a positive, although non-significant, trend for active participation (p = 0.052) in male students. Brief interventions may benefit from prioritising hands-on involvement, whereas fostering girls’ baseline STEM motivation at earlier school stages remains a theoretical hypothesis for future longitudinal studies.