David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Business Ethics 53 (1/2):235 - 246 (2004)
The author addresses the question of how to use value-learning processes to integrate corporate social responsibility (CSR) in organizations as an interesting challenge in (higher) education. Two strategies have been proposed for the issue of CSR: a compliance strategy and a cultural change strategy (Karssing, 2001). This article focuses on the ethical and philosophical presuppositions of these different approaches. The incorporation of CSR in organizations cannot be accomplished by means of a compliance strategy only. Rather, it needs to be supplemented by a strategy aimed at stimulating a transformation process on the corporate culture level. The perspective of change through dialogue is proposed as a means of innovating the curriculum and the primary processes of student education. This organizational change perspective is demonstrated by describing how (ethical) reflective aspects are integrated in the curriculum of the Free University of Amsterdam. An additional case study on organizational value learning is presented to illustrate the thesis that CSR presupposes that university is an adequate context where life-long learning begins.
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Jeremy Moon & Xi Shen (2010). CSR in China Research: Salience, Focus and Nature. [REVIEW] Journal of Business Ethics 94 (4):613 - 629.
Vykinta Kligyte, Richard T. Marcy, Sydney T. Sevier, Elaine S. Godfrey & Michael D. Mumford (2008). A Qualitative Approach to Responsible Conduct of Research (RCR) Training Development: Identification of Metacognitive Strategies. Science and Engineering Ethics 14 (1):3-31.
Manuel Larrán Jorge & Francisco Javier Andrades Peña (2014). Determinants of Corporate Social Responsibility and Business Ethics Education in Spanish Universities. Business Ethics: A European Review 23 (2):139-153.
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