Institutional management and university social responsibility in student retention

Abstract

In Latin America, higher education faces an urgent challenge related to student retention, especially in rural and peri-urban areas where structural inequalities, institutional limitations, and socioeconomic barriers prevail. This study conducts a systematic analysis of research focused on the relationship between institutional management and university social responsibility (USR), as well as their impact on student persistence, aiming to understand how the proper management of these variables can contribute to strategies to reduce dropout rates in vulnerable contexts. Using the PRISMA method, ten studies were selected from the SciELO academic database, applying criteria of timeliness, thematic relevance, and methodological rigor. The results show that student persistence depends on interrelated academic, emotional, economic, and institutional factors, and that universities implementing inclusive policies, psychosocial support programs, tutoring, and management systems sensitive to students’ realities achieve higher retention rates. Moreover, USR emerges as a transversal axis that not only provides ethical value but also strengthens university–industry linkages, redefining the institution’s role as an agent of social transformation. Diverse methodological approaches: quantitative, qualitative, and mixed, were identified, enriching the understanding of dropout from structural and subjective perspectives. In conclusion, consolidating comprehensive educational management strategies focused on student well-being and strengthening the institutionalization of USR are key actions to rethink student persistence from a committed, humanistic, and contextualized university perspective, providing a critical and proactive vision to address the challenges of higher education in Latin America.