The corporate social responsibility promise is a fascinating one: companies are able and willing to regulate themselves, and self-regulation is manifested in collaborative efforts that promote individual well-being. Yet, this macro-level promise has a silenced flip side in organizational contexts. We argue that corporate social responsibility has diffused the idea of employee responsibilization into organizational environments, so it entails a dual role for employees: employees become both the objects and the subjects of corporate social responsibility. The primary aim of this article is thus to develop a theoretical understanding that acknowledges the role of individual members of the organization in communicating and defining corporate social responsibility while taking into consideration the well-being perspective. We draw on critical management studies as a form of counter-conduct towards mainstream theorizing and seek an alternative to Freirean critical dialogue as a tool to promote empowerment alongside ethics in corporate social responsibility.

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She has long experience in teaching and training both on the public and the private sector. In the academia she has acted as an organizer/facilitator in workshop sessions at the Academy of Management conferences for CMS, MED and TLC and at the International Doctoral Consortium in Halifax, Canada. Pedagogically and through research she wants to foster critical, reflexive and dialogical approaches that take both organizational and human interests seriously.

Work in academia is changing, and research suggests that not all the changes are desirable.Higher education is developing in a direction heavily criticised, especially in relation to the concepts of neoliberal and academic capitalism. In this article, we explore meaningful work in a university context. Our focus lies on individual lecturers' positive opportunities to make work meaningful and the university a better place to work for both students and faculty. We examine meaningful work as a relational phenomenon: how meaningfulness is constructed through features such as dialogue, expertise, interaction and sharing of ideas. Our empirical findings are based on analysis of qualitative and quantitative data collected in a business school management course deliberately developed to promote cooperation, interaction and shared learning as central tenets of meaningful work. Both faculty members' and students' perspectives on meaningful work are discussed.

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