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Stakeholder theory has largely been anthropocentric in its focus on human actors and interests, failing to recognise the impact of nonhumans in business and organisations. This leads to an incomplete understanding of organisational contexts that include key relationships with nonhuman animals. In addition, the limited scholarly attention paid to nonhumans as stakeholders has mostly been conceptual to date. Therefore, we develop a stakeholder theory with animals illustrated through two ethnographic case studies: an animal shelter and Nordic husky businesses. We focus our feminist reading of Driscoll and Starik’s (J Bus Ethics 49:55–73, 2004) stakeholder attributes for nonhumans and extend this to include affective salience built on embodied affectivity and knowledge, memories, action and care. Findings reveal that nonhuman animals are important actors in practice, affecting organisational operations through human–animal care relationships. In addition to confirming animals are stakeholders, we further contribute to stakeholder theory by offering ways to better listen to nontraditional actors.

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Although experiential learning has been widely discussed in relation to the teaching of corporate social responsibility, the socially mediated and discursive nature of experiential learning approaches to corporate social responsibility has been either neglected or given only cursory coverage in the literature. Considering this gap, I problematise corporate social responsibility education within the axioms of managerialism, arguing that it should also allow business students to critically evaluate, analyse and question the basic premises underlying contemporary business practices. Using an action research approach, I explore the possibilities and challenges of using hybrid problem-based learning to help business students engage in critically reflexive processes and, thus, the social construction of corporate social responsibility meanings. Drawing on discourse analysis, I illustrate two central discursive patterns that characterise the struggle over corporate social responsibility meanings in a series of courses implemented in the business curriculum of a Nordic university between the years 2007 and 2010. The findings offer empirical support for several key arguments in the debate over corporate social responsibility education.