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

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.