Search results

The purpose of this paper is to identify and discuss the idiosyncratic features of the adoption and institutionalization of corporate social responsibility (CSR) practices.

This is a conceptual paper in which current theory on the institutionalization of practices within organizational fields is extended. This is achieved through considering how well established models of the institutionalization process accommodate the idiosyncrasies of CSR practices.

Established models of the institutionalization process do not properly account for the patterns of CSR adoption that are identified. This is because CSR has some features that differentiates it from other organizational initiatives, including idealism, delayed discovery of instrumental benefits, public attention, and the tension between public and private logics.

This is a conceptual paper which now needs to be explored empirically, either at the level of the CSR practice or at the organizational field. It is believed that a detailed examination is warranted of the effects of the truncated adoption process (a coercive bandwagon) on organizations' adoption of CSR practices. Neither has it been considered whether all categories of CSR practices are subject to the same dynamics or development path.

It is argued that prizes and regulations that are introduced before the organizational case has been worked through properly can have a negative effect on the adoption of beneficial practices throughout the wider field. Similarly, accusations of greenwashing of firms who implement CSR prematurely, and the negative publicity that results, can result in the valuable ideals of CSR being operationalised in a sub‐optimal form.

The paper offers a new conceptualisation of the path of the institutionalization of CSR practices.

The aim of this paper is to present an exploratory study that examined the development of students' entrepreneurial skills over time within live projects.

In this study, students worked alongside real‐life entrepreneurs and financiers. Students' perceptions of their skills were assessed using both quantitative and qualitative data, which were gathered during weeks 1, 6 and 12 of the programme.

The results showed significant changes in students' perceptions of their skills over time. At the outset students were confident about their abilities across the 17 categories of entrepreneurial skills developed by Lichtenstein and Lyons and Lyons and Lyons. Later on in the projects, their confidence in certain skills declined significantly; what these were varied according to the time of data collection. The qualitative data provided more detailed accounts of students' perceptions of their skills and why they had changed over time.

This study makes a contribution in providing insights into the nature and practice of an experiential learning approach. The results indicate that the development of entrepreneurial skills can be improved by providing a learning environment in which students interact with real business people in live projects. They also indicate that entrepreneurship education programmes may be improved by scheduling skills training in a more structured and timely manner than typically occurs now. Students' perceptions of their skills declined substantially over the course of the projects, with some variations, suggesting that educators need to provide different and more timely learning interventions to cater for the specific needs of students working in live projects.