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Jerry M. Calton [9]Jerry Calton [8]
  1.  25
    Coping With Paradox Multistakeholder Learning Dialogue as a Pluralist Sensemaking Process for Addressing Messy Problems.Jerry M. Calton & Steven L. Payne - 2003 - Business and Society 42 (1):7-42.
    A notable feature of paradox is recognition that seemingly contradictory terms are inextricably intertwined and interrelated—holding out the hope that something new can be learned from the cognitive tension contained within. Aram has characterized the central concern of the business and society field as the paradox of interdependent relations. Our study argues that this and related paradoxes can be addressed by engaging with others and trying to gain shared insight via an interactive, developmental, exploratory sensemaking process that can inform the (...)
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  2. Stakeholder learning dialogues: How to preserve ethical responsibility in networks. [REVIEW]Anthony J. Daboub & Jerry M. Calton - 2002 - Journal of Business Ethics 41 (1-2):85 - 98.
    The shift in corporate strategy, from vertical integration to strategic alliances, has developed hand in hand with the evolution of organizational structure, from the vertically integrated firm to the network organization. The result has been the elimination of boundaries, more flexible organizations, and a greater interaction among individuals and organizations. On the negative side, the specialization of firms on single areas of competence has resulted in the disaggregation of the value chain and in the disaggregation of ethical and legal responsibility. (...)
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  3.  23
    Building Partnerships to Create Social and Economic Value at the Base of the Global Development Pyramid.Jerry M. Calton, Patricia H. Werhane, Laura P. Hartman & David Bevan - 2013 - Journal of Business Ethics 117 (4):721-733.
    This paper builds on London and Hart’s critique that Prahalad’s best-selling book prompted a unilateral effort to find a fortune at the bottom of the pyramid. Prahalad’s instrumental, firm-centered construction suggests, perhaps unintentionally, a buccaneering style of business enterprise devoted to capturing markets rather than enabling new socially entrepreneurial ventures for those otherwise trapped in conditions of extreme poverty. London and Hart reframe Prahalad’s insight into direct global business enterprise toward “creating a fortune with the base of the pyramid” rather (...)
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  4.  41
    Social Contracting in a Pluralist Process of Moral Sense Making: A Dialogic Twist on the ISCT.Jerry M. Calton - 2006 - Journal of Business Ethics 68 (3):329-346.
    This paper applies Wempe’s (2005, Business Ethics Quarterly 15(1), 113–135) boundary conditions that define the external and internal logics for contractarian business ethics theory, as a system of argumentation for evaluating current or prospective institutional arrangements for arriving at the “good life,” based on the principles and practices of social justice. It does so by showing that a more dynamic, process-oriented, and pluralist ‘dialogic twist’ to Donaldson and Dunfee’s (2003, ‘Social Contracts: sic et non’, in P. Heugens, H. van Oosterhout (...)
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  5.  24
    Exploring Research Potentials and Applications for Multi-stakeholder Learning Dialogues.Stephen L. Payne & Jerry M. Calton - 2004 - Journal of Business Ethics 55 (1):71-78.
    Varying conceptions of and purposes for dialogue exist. Recent dialogic theorists and advocates urge exploration of forms of dialogue for learning and applying relational responsibilities within stakeholder networks. A related phenomenon has been the recent emergence of multi-stakeholder dialogues that involve parties significantly affected by major issues or concerns, such as environmental sustainability, that have complex and wide-spread implications. The extent to which these recent multi-stakeholder dialogues assume anything resembling the relationship or caring and the learning potentials of dialogic goals (...)
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  6.  27
    Learning to Teach from the Heart: Finding Meaning through Reflection and Affective Learning in Business Ethics and Society Classes.Steve Payne & Jerry Calton - 2007 - Proceedings of the International Association for Business and Society 18:536-540.
    This discussion applies a “scholarship of teaching and learning” (SOTL) perspective with regard to the authors’ introduction of “learning or wisdom circles” inbusiness ethics and business & society courses. Building upon the use of wisdom circles conducted at the 2005 and 2006 International Association of Business and Society (IABS) meetings and descriptions of “circles of trust” or learning circles for college classes found in several academic disciplines, we have set aside significant class time during academic semesters for undergraduate students to (...)
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  7.  23
    Constructing a Student Honor Code from the Inside Out.Jerry M. Calton - 2009 - Proceedings of the International Association for Business and Society 20:370-375.
    This paper shows how a student honor code can be developed through a process of personal reflection and dialogic inquiry among students in a Business & Society class. This “inside out” learning process enables students to build an honor code organically by identifying shared core values that shape ethical practices, rather than through a top down intervention by faculty or administrators. The shared enterprise of crafting a student honor code becomes an exercise of moral imagination that promotes ethical development through (...)
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  8.  21
    A De-Centered Stakeholder Network Path to Creating Mutual Value: Is Wal-Mart Showing the Way?Jerry M. Calton - 2013 - Proceedings of the International Association for Business and Society 24:200-207.
    This paper draws upon recent insights into the emergence of issue-focused stakeholder networks which engage in a co-creative process for constructing mutual value. It applies these insights to evaluate Wal-Mart CEO Lee Scott’s “21st Century Leadership” effort to impose an ethical supply chain control system in China. The paper concludes that further institutional innovation is needed to realize the potential of 21st century transformational leadership at Wal-Mart and elsewhere.
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  9.  17
    Finding the Courage to Teach from the Heart: A Wisdom Circle Journey of Exploration.Jerry Calton, Steve Payne & Sandra Waddock - 2006 - Proceedings of the International Association for Business and Society 17:283-285.
    This interactive teaching workshop explored what it means to “teach from the heart.” It adopted the format of the wisdom circle to ask participants to share peak teaching experiences so that they could reflect on what their stories reveal about their inner selves as teachers. The hope was that, by learning how to speak with their “authentic” voices, participants could gain the insight and courage needed to better connect with their students as co-learners.
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  10.  25
    Decentered Stakeholder Theory: Toward a Research Agenda.Dominic Kaeslin, Ruth Schmitt & Jerry Calton - 2007 - Proceedings of the International Association for Business and Society 18:448-452.
    In this workshop, a decentered approach to stakeholder theory is proposed, where a shared network problem, rather than a firm, frames stakeholder interactions. Two case studies are presented to illustrate the potential usefulness of adopting a decentered perspective on firm-stakeholder relations. Multi-stakeholder learning dialogues and actor-network theory are introduced as examples of possible theoretical frameworks that allow the adoption of a decentered perspective.
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  11.  13
    A Multi-Level Approach to Teaching Sustainability from the Inside Out.Jerry M. Calton - 2009 - Proceedings of the International Association for Business and Society 20:390-394.
    Teaching sustainability from the “inside-out” means starting at the level of individual students, progressing to organizational responsibilities, and lastly arriving at system-wide responsibilities.
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  12.  11
    Creating the Syllabus: A Workshop.Jerry Calton, Sandra L. Christensen, Kathleen Getz, Kathleen Rehbein & Craig V. Vansandt - 2005 - Proceedings of the International Association for Business and Society 16:363-365.
    This workshop brought together people who are interested in or concerned about the course syllabus. Participants’ concerns and discussion centered on issues such as: 1) the purpose of the syllabus; 2) writing objectives for the course; and 3) evaluation of a syllabus.
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  13.  9
    Reviewer Acknowledgement.Bradley Agle, Christopher Allen, Jorg Andriof, Barbara Altman, Melissa Baucus, Shawn Berman, Jean Boddewyn, Brad Brown, Ann Buchholtz & Jerry Calton - 2002 - Business and Society 41 (1):5.
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  14.  9
    Workshop: Hot Topic: Teaching Climate Change and Sustainability in the Business Curriculum.Helen Takacs, Jerry Calton & Nancy Kurland - 2011 - Proceedings of the International Association for Business and Society 22:544-554.
    This workshop was designed for faculty teaching at both the undergraduate and graduate levels who incorporate or wish to incorporate climate change and sustainability into their teaching repertoire. Following an introduction, the workshop addressed challenges, frameworks, and models for teaching about climate change and sustainability. Breakout sessions then focused on these three aspects of our teaching. The workshop concluded with a sharing of ideas from the breakout sessions and thoughts on moving forward. A resource list for teaching about climate change (...)
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  15.  10
    Joining the Circle: Seeking Shared Wisdom and Connectedness from Old Ways of Knowing and Doing.Jerry Calton, Judith Clair, Larry Lad & Sandra Waddock - 2005 - Proceedings of the International Association for Business and Society 16:366-367.
    This workshop applied the wisdom circle format, based on the discursive rituals and spiritual practices of Native American tribal councils, to encourage IABSmembers to share personal stories that reveal something of their inner self, as they address the challenges and frustrations of their public lives. By speaking with an “authentic voice” and listening respectfully to others in the circle, a remarkable bond of trust and empathetic understanding emerged in a relatively short period. This innovative learning process encourages both personal reflection (...)
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