Search results

Issues concerning society are everybody's business. Therefore, individuals, larger or smaller groups, formal or informal entities, public or private firms, governmental or non-governmental organisations who are key stakeholders of society must always aspire to champion societal concerns. Society's welfare should be everybody's business. Corporate social responsibility (CSR) in a broad sense can be viewed as the relationship of organisations with society as a whole, and the need for organisations to align their values with societal expectations (Atuguba & Dowuona-Hammond, 2006). In reality, it is a set of standards by which organisations can impact their environment with the potential of creating sustainable development (Helg, 2007). It is critical that society educates everyone to be responsible. From all societal actors, universities are the ones educating the future elites of a country. What they teach and do not teach may make or break a nation's future and well-being. As noted by Dashwood and Puplampu (2010), there is a greater need for crafting a sustainable, strategic and mutually beneficial set of responsible actions in embracing the right approaches to CSR. According to them, such actions should emanate from a genuine recognition of, and attention to, economic, traditional, historical, as well as business arguments from the perspectives of the stakeholders and interest groups.

Corporate Social Responsibility (CSR) is a well-known practice among organizations around the world. It has become a refreshing alternative of conceiving and doing business that encompasses economic, social, and environmental operations for achieving competitive advantage.

The goal of Corporate Social Responsibility (CSR) is to ensure that organisations embrace social responsibility and cultivate activities that provide positive impact on the environment, society, consumers, employees, communities and all other members of the public sphere. Therefore, it is highly important to enhance and augment the teaching of CSR across various disciplines in higher learning institutions. Since 2006, most organisations in Malaysia have been highly encouraged to carry out their Social Responsibility activities, with the government providing support for CSR policies through its tax reduction incentives. Various CSR awards and acknowledgement of the awards provide high value and positive reputation to the organisations that implement CSR-related activities. As a result there is an increasing awareness among businesses to focus beyond compliance with laws in order to respond to the dynamic economic, societal and environmental changes.

There is abundant scholarship on the role of civil society organizations (CSOs) in promoting community and social development in the low-income countries in general, and Zambia in particular. However, there is limited scholarship on the role of CSOs in higher education institutions (HEIs), and vice versa, and how the two have become key partners in corporate social responsibility (CSR).

Historically, CSOs were preoccupied with community work partly because of their mandate to help vulnerable people access resources for meeting basic needs, and at times actual provision of these resources. Lately however, these organizations have taken keen interest in generating learning materials and assistance in designing curricula for some HEIs. This has been partly because of their practical experiences in policy and intervention implementation among other issues which position them well to inform curriculum development.

HEIs too, have over time, changed their approach to pedagogical issues from perceiving themselves as the sole generators of knowledge to appreciating partnerships and reflecting on their relationship and contribution to society. The focus of this chapter is on analyzing the relationship between CSOs and HEIs and how these complement each other in CSR.

In the last decade, corporate social responsibility (CSR) has become a significant topic on both governments’ and companies’ agendas. Moreover, the citizens and other social actors started to engage in promoting social responsibility and sustainability. This trend is reflected by the increased debate on these topics in the national and international environment.

To review and understand the importance of a well-known movement among universities in Hispanic America called “university social responsibility” (USR). USR places responsible and sustainable practices in the bottom line of everyday university management processes (e.g., campus operations, teaching, research, and community outreach).

Through a selection of relevant literature in USR, the concept, origins, importance, and implementation of USR practices are discussed in three sections (corporate social responsibility, the importance of USR, and planning, developing, and evaluating USR).

Results indicate the relevance of the practice of USR in Hispanic America because it points out specific impacts and core areas that other definitions (e.g., CSR) have not considered. Practical cases from different Hispanic universities are shown as examples of the practice of USR.

This chapter does not present a complete list of all authors that have studied USR. However, it fulfills to introduce, review, and grasp the practice of USR.

It serves as a guide to all members of the university community (e.g., administrators, professors, students, researchers, and local communities) to understand the role of universities in achieving sustainable development.

USR is an emergent approach that promotes responsible everyday management. This chapter is a starting point for new reflections, theories, and discussions regarding USR around the world. It also engages in further studies regarding USR in other developing regions like Africa, Asia, or Eastern Europe.

Mexico currently faces serious social scarcities and businesses are under pressure. The alternative lies in improving company performance through education. It is important to educate future entrepreneurs and managers within a corporate social responsibility (CSR) framework and expose them to the stakeholder theory. This chapter argues that educating socially responsible management students is the touchstone strategy for addressing the big challenges that twenty first century organizations face. This chapter first defines the CSR concept, relating it to organizations’ role in fulfilling society’s expectations, demands, and requirements. Second, it sets forth why CSR is a strategic tool for management and a moral obligation for companies. Finally, it argues for the importance of including CSR and the stakeholder theory in the curriculum of all management faculties and programs.

The incorporation of Corporate Social Responsibility (CSR) and sustainability is essential for higher education institutions' (HEIs') future development as they deal with more societal and environmental concerns. The current status of research on CSR and sustainability in HEIs is examined in this systematic review, which also identifies major themes and trends for future development. This review emphasizes the complex characteristics of CSR and sustainability in the higher education environment, spanning aspects like university's social responsibility (education, community engagement, research, and internal management and organization), Sustainable Development Goal (environment, social, and economic), student's perceived self-efficacy, students' intention to implement sustainability, students' engagement for sustainability. It does this by assessing a wide range of scientific works. Additionally, it reveals the advantages and disadvantages of applying CSR and sustainability strategies in HEIs. The results highlight the significance of all-encompassing initiatives that cover governance, accountability, and openness in order to promote a sustainability culture inside HEIs. The paper ends with suggestions for further study, highlighting the necessity of interdisciplinary methods and successful collaborations to promote CSR and sustainability initiatives in HEIs and consequently contribute to sustainable development generally.

The purpose of this chapter is to evaluate the role of business schools in corporate social responsibility (CSR) and responsible management education from the business school students’ perspective, and to develop a framework for effective CSR education that meets the Polish students’ expectations.

The chapter starts with a review of CSR concept evolution and importance, with a strong focus on Poland. Next, the review of the responsible management education state in Europe and Poland is presented. Then, an evaluation of CSR and responsible management education in Polish business schools from the students’ perspective is conducted. The evaluation is based on a survey amongst business students of a non-public Polish business school. The practical dimension of the chapter takes the form of a framework of effective CSR education in Polish business schools, presented at the end.

To sum up, the demand for CSR competencies and responsible management is on the rise, both amongst students and employers. The existing international initiatives and accreditation standards give a general idea about the shape of responsible management education, but the exact model must be developed on the regional/country level, as it must include various factors such as the economy, history, culture, academia-business relations or even the dominating teaching model.

The chapter provides a conceptual framework for CSR and responsible management education for those business schools operating in the Polish business context.

The study reported in this chapter was designed to investigate how managers representing public relations (PR), human resources (HR), and corporate social responsibility (CSR) departments use their organizations’ CSR initiatives to attract, engage, and retain job-seeking Millennials. To direct attention to a region that has been plagued with employee attraction and retention issues, this study focused this phenomenon as experienced by organizations located in the state of Michigan. Findings identify ways PR, HR, and CSR departments work together to infuse work cultures with CSR thinking. Four main themes and 14 subthemes emerged among interview data – suggesting that employee recruitment activities should evolve to more fully consider CSR in terms of employee value propositions, organizational culture, and empowering and developing employees.