Applicability of Integrated Reporting in Higher Education Institutions: A Comparative Analysis of Integrated Reports Published by Higher Education Institutions in the World

Yıl 2022, Cilt: 12 Sayı: 1, 24 - 38, 30.04.2022

Ayşenur Tarakcıoğlu Altınay , Beyhan Marşap , Bilge Leyli Demirel

https://doi.org/10.2399/yod.21.848772

Cited By: 1

Öz

This article aims to comparatively examine the integrated reports (IRs) published by higher education institutions worldwide, and to reveal the content elements, capitals, operating model, stakeholder analysis, value creation model of these reports and the unique approaches of the institutions in integrated reporting. To examine their compliance with the principles in the IR guide of the International Integrated Reporting Council (IIRC), and to reveal the trend and scope of their content elements, the IRs published by eight universities from around the world between 2015 and 2019 were examined. Using a qualitative approach, which includes analysis of explanations and designed as case study analysis, this study contributes to the literature by providing evidence from the emerging market environment. In light of the findings using the case study analysis method, integrated reporting was concluded to be applicable for higher education institutions. Considering the current situation regarding sustainability activities, quality studies in higher education, and corporate social responsibility, the study is expected to make a significant contribution to the literature. The low number of higher education institutions publishing integrated reporting and the limited reporting periods at the global level restrict the analyses of the actual implementation of the roadmaps for the future. The findings serve as a roadmap for expanding integrated reporting to policymakers and serve as a guideline for organizations that plan to initiate their own integrated reporting. They provide all stakeholder groups with benefits in terms of making university activities visible. This study is the first and only study in the literature that examines the IRs published by higher education institutions all over the world. The results reveal the development and paradigm shift regarding integrated thinking in higher education institutions. The study also reveals the clear role of IR in the process of rhetoric, practice, and value creation.

Anahtar Kelimeler

Higher education institutions, integrated reporting, value creation

Entegre Raporlamanın Yükseköğretim Kurumlarında Uygulanabilirliği: Dünyadaki Yükseköğretim Kurumları Tarafından Yayınlanan Entegre Raporların Karşılaştırmalı Analizi

Öz

Bu makalenin amacı, dünya genelinde yükseköğretim kurumları tarafından yayınlanmış entegre raporların karşılaştırılmalı olarak incelenmesi, yayınlanmış entegre raporların (IR) içerik öğeleri, sermaye öğeleri, çalışma modeli, paydaş analizi, değer yaratma modeli ve kurumların entegre raporlamada kendilerine özgü yaklaşımlarının karşılaştırmalı olarak ortaya konulmasıdır. International Integrated Reporting Council’in (IIRC) IR rehberinde yer alan ilkelere uyum, içerik unsurlarının eğilimi ve kapsamının incelenmesi amacıyla dünya genelinde 2015–2019 yılları arasında entegre rapor yayınlayan 8 üniversiteye ait entegre raporlar incelenmiştir. Açıklamaların analizini içeren ve vaka analizi olarak dizayn edilmiş nitel bir yaklaşım kullanan bu çalışma, gelişmekte olan piyasa ortamından kanıt sağlayarak literatüre katkıda bulunmaktadır. Vaka analizi yöntemi kullanılarak elde edilen bulgular ışığında entegre raporlamanın yükseköğretim kurumları için uygulanabilir olduğu sonucuna ulaşılmıştır. Henüz entegre rapor yayınlamamış olan üniversitelerin yıllık raporlarında entegre raporlama ilkelerine atıf yapıldığı, değer yaratma modeli ve iş modeline yer verildiği görülmüştür. Sürdürülebilirlik faaliyetleri, yükseköğretimde kalite çalışmaları ve kurumsal sosyal sorumluluk anlayışı çerçevesinde durum değerlendirildiğinde çalışmanın literatüre önemli bir katkı sağlayacağı düşünülmektedir. Dünya genelinde entegre raporlama yapan yükseköğretim kurumu sayısı ve raporlama dönemlerinin sınırlı olması geleceğe yönelik belirlenen yol haritalarının gerçekleşmesine ilişkin değerlendirme yapılması konusunda sınırlılık yaratmaktadır. Bulgular politika yapıcılarına entegre raporlamanın yaygınlaştırılması konusunda yol haritası niteliğindedir ve entegre raporlamaya yakın hisseden kurumlar için rehber niteliğindedir. Üniversitelerin faaliyetlerinin görünürlüğü açısından tüm paydaş gruplarına fayda sağlamaktadır. Bu çalışma, tüm dünyadaki yükseköğretim kurumlarının yayınladıkları entegre raporları inceleyen literatürdeki ilk ve tek çalışmadır. Sonuçlar yükseköğretim kurumlarında entegre düşünceye ilişkin gelişimi ve paradigma değişimini ortaya koymaktadır. Çalışma ayrıca IR’nin retorik, uygulama ve değer yaratma sürecindeki somut rolünü de ortaya koymaktadır.

Anahtar Kelimeler

Değer yaratma, entegre raporlama, yükseköğretim kurumları

Kaynakça

• Abertay University (2016). Integrated reports. Retrieved from https://www.abertay.ac.uk/media/3679/integrated-report-2015-16-2.pdf (October 11, 2020).
• Abertay University (2017). Integrated reports. Retrieved from https://www.abertay.ac.uk/media/3678/integrated_report_2016-2017-1.pdf (October 11, 2020).
• Abertay University (2018). Integrated reports. Retrieved from https://www.abertay.ac.uk/media/6440/reports-and-financial-statements-final_1718-14-dec-signed.pdf (October 11, 2020).
• Abertay University (2019). Integrated reports. Retrieved from https://www.abertay.ac.uk/media/7628/021219-19-abertay-financial-statements-signed.pdf (October 11, 2020).
• Adams, C. A. (2018). Debate: Integrated reporting and accounting for sustainable development across generations by universities. Public Money & Management, 38(5), 332–334.
• Adhikariparajul, M., Hassan, A., Fletcher, M., & Elamer, A. A. (2019). Integrated reporting in UK higher education institutions. Sustainability Accounting, Management and Policy Journal, 10(5), 844–876.
• Altınay, A. T. (2016). Entegre raporlama ve sürdürülebilirlik muhasebesi. [Article in Turkish] Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (25), 47–64.
• Brusca, I., Labrador, M., & Larran, M. (2018). The challenge of sustainability and integrated reporting at universities: A case study. Journal of Cleaner Production, 188, 347–354.
• BUFDG (2016). Helping universities tell their stories better. Retrieved from https://www.bufdg.ac.uk/ir (January 14, 2020).
• Edinburgh University (2016). Integrated reports. Retrieved from https://www.ed.ac.uk/sustainability/governance-publications-reports/reports/2015-16 (October 11, 2020).
• Edinburgh University (2017). Integrated reports. Retrieved from https://www.ed.ac.uk/sustainability/governance-publications-reports/ reports/2016-17/our-approach-to-reporting (October 11, 2020).
• Edinburgh University (2018). Integrated reports. Retrieved from https://www.ed.ac.uk/files/atoms/files/university_of_edinburgh_annual_report_and_accounts_2017.18.pdf (October 11, 2020).
• Edinburgh University (2019). Integrated reports. Retrieved from https://www.ed.ac.uk/sustainability/governance-publications-reports/ reports/2018-19 (October 11, 2020).
• Iacuzzi, S., Garlatti, A., Fedele, P. & Lombrano, A. (2020). Integrated reporting and change: Evidence from public universities, Journal of Public Budgeting, Accounting & Financial Management, 32(2), 291–310.
• IIRF (2013). International Integrated Reporting Framework. Retrieved from https://www.integratedreporting.org/wp-content/uploads/2013/12/13-12-08-THE-INTERNATIONAL-IR-FRAMEWORK-2-1.pdf (January 14, 2020).
• London Metropolitan University (2016). Integrated reports. Retrieved from https://www.londonmet.ac.uk/media/london-metropolitan-university/london-met-documents/professional-service-departments/marketing-admissions-and-uk-recruitment/brand-and-web/Final_Annual-Report-&-Financial-Statements.pdf (October 11, 2020).
• London Metropolitan University (2017). Integrated reports. Retrieved from https://www.londonmet.ac.uk/media/london-metropolitan-university/london-met-documents/professional-service-departments/finance/annual-reports/Annual-Report-and-Accounts-2016-17.pdf (October 11, 2020).
• London Metropolitan University (2018). Integrated reports. Retrieved from https://www.londonmet.ac.uk/media/london-metropolitan-university/london-met-documents/professional-service-departments/finance/annual-reports/Annual-Report-and-Accounts-2016-17.pdf (October 11, 2020).
• London Metropolitan University (2019). Integrated reports. Retrieved from https://www.londonmet.ac.uk/media/london-metropolitan-university/london-met-documents/professional-service-departments/finance/annual-reports/Annual-Report-and-Accounts.pdf (October 11, 2020).
• Marşap, B., Demirel, B. L., & Altınay, A. (2020). A research on integrated reporting and applicability in local governments. [Article in Turkish] Muhasebe Bilim Dünyası Dergisi, 22(Special Issue), 47–64.
• Newcastle University (2016). Integrated reports. Retrieved from https://www.ncl.ac.uk/media/wwwnclacuk/vision/files/Integrated-Annual-Report-16-17.pdf (October 11, 2020).
• Newcastle University (2017). Integrated reports. Retrieved from https://www.ncl.ac.uk/media/wwwnclacuk/freedomofinformation/files/Integrated%20Annual%20Report%202017%C2%AD18.pdf (October 11, 2020).
• Newcastle University (2018). Integrated reports. Retrieved from https://www.ncl.ac.uk/media/wwwnclacuk/freedomofinformation/files/IAR%202018-19.pdf (October 11, 2020).
• Newcastle University (2019). Integrated reports. Retrieved from https://www.ncl.ac.uk/media/wwwnclacuk/freedomofinformation/files/IAR%20reduced.pdf (October 11, 2020).
• Okayama University (2019). Integrated reports. Retrieved from https://www.okayama-u.ac.jp/eng/about_okayama_university/Integrated_Report.html (November 15, 2020).
• Romolini, A., Fissi, S., & Gori, E. (2015). Quality disclosure in sustainability reporting: Evidence from universities. Transylvanian Review of Administrative Sciences, 11(44), 196–218.
• Salford University (2018). Integrated reports. Retrieved from https://www.salford.ac.uk/__data/assets/pdf_file/0005/1426928/Annual-Report-2017-F.pdf (November 1, 2020).
• Salford University (2019). Integrated reports. Retrieved from https://www.salford.ac.uk/sites/default/files/2019-11/1399-Financial-Report-2019_Web-Spread.pdf (November 1, 2020).
• Stellenbosch University (2016). Integrated reports. Retrieved from https://www.sun.ac.za/english/Documents/2016/SU%20Annual%20Report%202016_for%20web.pdf (November 1, 2020).
• Stellenbosch University (2017). Integrated reports. Retrieved from http://www.sun.ac.za/english/Documents/2017/SU-Annual-Report-2017-links.pdf (November 1, 2020).
• Stellenbosch University (2018). Integrated reports. Retrieved from http://www.sun.ac.za/english/Documents/Annual%20Integrated%20Report/2018/2018_SU_Annual%20Report_English.pdf (November 1, 2020).
• Stellenbosch University (2019). Integrated reports. Retrieved from http://www.sun.ac.za/english/Documents/Annual%20Integrated%20Report/Current/Annual%20Integrated%20Report_eng.pdf (November 1, 2020).
• Veltri, S., & Silvestri, A. (2015), The Free State University integrated reporting: A critical consideration. Journal of Intellectual Capital, 16(2), 443–462.
• Yıldız Teknik Üniversitesi (2018). Entegre Faaliyet Raporu (Integrated report). Retrieved from https://avesis.yildiz.edu.tr/yayin/74f9d63a-e4ed-48c2-8219-d0f712fd3a08/yildiz-teknik-universitesi-2018-entegre-faaliyet-raporu (August 20, 2020).