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Enhancing accountability through integrated reporting in public higher education institutions: international evidence

dc.contributor.authorAras, Guler
dc.contributor.authorKutlu Furtuna, Ozlem
dc.contributor.authorHacioglu Kazak, Evrim
dc.date.accessioned2026-06-27T14:58:46Z
dc.date.issued2025
dc.description.abstractThis article examines whether the integrated reports of higher education institutions (HEIs) take into account the guiding principles of the International Integrated Reporting Council (IIRC) framework. In terms of reliability and integrity, the empirical results show the lowest disclosure score, suggesting that there is still considerable room for improvement. Commitment to stakeholder guiding principles had the second lowest disclosure score due to the limited communication channels for public HEIs and the identification of key priorities in response to stakeholder demands. Public HEIs need to promote stakeholder engagement and create more holistic value for stakeholders to improve accountability. In addition, the authors found that the concept of materiality is still unclear, and its definition may therefore vary depending on the guidance and disclosure in the reports. The results serve as a roadmap for extending integrated reporting to policy-makers and as a guide for organizations planning to implement integrated reporting. This article examines whether and how higher education institutions' (HEIs') integrated reports are aligned with the IIRC framework and how this alignment fosters value and improves public accountability. Using content analysis methodology, this study is the first to consider Australian, South African, Japanese, British and Turkish HEIs. The results show that HEIs are successful in complying with almost all guiding principles but with various alignment levels. The highest level of agreement is with the items of consistency and comparability and the lowest level of agreement is with the guiding principles of reliability and integrity. This study contributes to the current literature on public accountability, particularly in relation to public universities. The results of this study contribute to the current academic debate on the ability of HEIs to communicate their value creation to stakeholders through integrated reporting.en
dc.description.sponsorshipYimath
dc.description.sponsorshipldimath
dc.description.sponsorshipz Technical University Scientific Research Coordination (BAPK) [SBA-2022-5044]
dc.description.urihttps://doi.org/10.1080/09540962.2024.2432453
dc.identifier.doi10.1080/09540962.2024.2432453
dc.identifier.eissn1467-9302
dc.identifier.endpage623
dc.identifier.issn0954-0962
dc.identifier.issue6
dc.identifier.startpage615
dc.identifier.urihttps://hdl.handle.net/20.500.14981/66695
dc.identifier.volume45
dc.identifier.wos001370564200001
dc.language.isoeng
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartofPUBLIC MONEY & MANAGEMENT
dc.subjectAccountability
dc.subjectcontent analysis
dc.subjectguiding principles
dc.subjecthigher education institutions
dc.subjectintegrated reporting
dc.subjectvalue creation
dc.subjectSUSTAINABILITY
dc.subjectUNIVERSITIES
dc.subjectDISCLOSURES
dc.subjectQUALITY
dc.subjectBusiness & Economics
dc.subjectPublic Administration
dc.titleEnhancing accountability through integrated reporting in public higher education institutions: international evidence
dc.typeArticle
dspace.entity.typePublication
local.import.sourceWOS

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