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  1.  12
    Chains of Trust or Control? A Stakeholder Dilemma.Kristian Alm - 2015 - Journal of Business Ethics Education 12:53-76.
    This paper discusses trust between stakeholders, with special emphasis on a new theory from the social sciences and ends up by focusing on a multidimensional dilemma between trust and control. Harald Grimen, an influential philosopher, social scientist and ethicist in Norway, defined trust as a communicative action between a trust-giver and a trust-receiver, characterized by the giver taking few precautions. This first part of his theory provides the basis for a specified interpretation of trust as a collective undertaking among stakeholders (...)
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  2.  6
    Teaching Business Ethics and Stakeholder Theory.Maria Bonnafous-Boucher & Jacob Dahl Rendtorff - 2015 - Journal of Business Ethics Education 12:3-4.
  3.  6
    Introducing Legal Method When Teaching Stakeholder Theory.Karin Buhmann - 2015 - Journal of Business Ethics Education 12:5-42.
    Governments are particularly salient stakeholders for business ethics. They act on societal needs and social expectations, and have the political and legal powers to restrict or expand the economic freedoms of business as well as the legitimacy and often urgency to do so. We draw on two examples: the Business & Human Rights regime from a UN Global Compact perspective; and mandatory CSR reporting. Supplying integrated teaching notes and generalising on the examples, we explain how legal method may help students (...)
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  4.  6
    Teaching Issues-Driven Stakeholder Theory.Magnus Frostenson - 2015 - Journal of Business Ethics Education 12:43-52.
    Teaching stakeholder theory may be difficult because of the constant calls for real-life relevance and application. The article argues that one way of overcoming the difficulty is to focus more on stakeholder issues than on stakeholders as actors. In education, materiality analyses, like the ones often present in sustainability reports, are probably a better way of approaching stakeholder theory than actor-centered approaches that end up in the identification of foreseeable groups ofstakeholders. Focusing on specific stakeholder issues also gives better possibilities (...)
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  5.  15
    An Interactive Method for Teaching Business Ethics, Stakeholder Management and Corporate Social Responsibility.Jacob Dahl Rendtorff - 2015 - Journal of Business Ethics Education 12:93-106.
    This paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching ofcorporate social responsibility, stakeholder management and business ethics. This research oriented seminar (...)
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  6.  8
    A Model for Identifying and Teaching Moral Issues in Stakeholder Relations.Maxim A. Storchevoy - 2015 - Journal of Business Ethics Education 12:107-132.
    The paper demonstrates how a typology of moral issues may be used to systematically analyze and discuss ethical problems in stakeholder relations. The suggested typology is based mostly on economic theory and represents a universal and comprehensive matrix of moral issues in business. We analyze its compatibility with other stakeholder management models and demonstrate how it may be applied as a tool for identifying relevant ethical issues in relations with any stakeholder, or to build instruments for measuring corporate social performance. (...)
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  7.  11
    Teaching Business Ethics to Critical Students—Adopting the Stance of Political CSR.Kristian Høyer Toft - 2015 - Journal of Business Ethics Education 12:77-92.
    This paper provides ways of responding to critical students when teaching business ethics and corporate social responsibility. A common premise of teaching pedagogy is to approach students from their “zone of proximal development”. To get an understanding of students’ critical prior conceptions, the ideal type of the “liberal communist” is invoked as suggestive of how students might think about business ethics and CSR. Two pedagogical approaches are suggested to address students’ a priori scepticism of business ethics and CSR. First, a (...)
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