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The social and environmental challenges facing our society, coupled with financial scandals and crises, have led to increased focus on and expectations for corporate social responsibility (CSR) (Ditlev-Simonsen, 2009; Knox, Maklan, & French, 2005; Midttun, 2007; Samuel & Ioanna, 2007). However, in order to meet this expectation, business students need education in the CSR field. The amount of attention to CSR in business education varies widely (Evans, Treviño, & Weaver, 2006) and the lack of a CSR curriculum in some countries has been severely criticised, with calls for more focus on the subject (Aronsen & Bue Olsen, 2009). In Norway, for example, propositions to the Parliament about CSR urge The Research Council for Norway to pursue and strengthen their programme for financing research in this field (Utenriksdepartementet, 2009). CSR addresses normative and ethical issues, and students’ self-awareness, attitudes and understandings of others are key elements (Banaji, Bazerman, & Chugh, 2003). CSR-related situations comprise a set of dilemmas with no absolute ‘right’ or ‘wrong’. In this sense CSR education is different from most of business school education format, and therefore requires different educational tools.