Corporate social responsibility in management education: Current status in Spanish universities

Setó-Pamies, Dolors; Domingo-Vernis, Misericordia; Rabassa-Figueras, Noemí

doi:10.1017/s1833367200001280

Cited by 41 publications

(48 citation statements)

References 32 publications

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“…Such a type of course is the, more or less, classical MBA program and could not be linked to today's changed business environment with the increased importance of CSR. The results achieved in our study support the findings of Seto-Parnies et al [64] who analyzed the extent to which corporate social responsibility (CSR) is taught in management schools and stated that although many universities have embedded CSR subjects, the CSR content is by no means fully developed. These statements support our second (H2) hypothesis that there is a substantial lack of CSR integration into professional business and administration training and somehow support our first hypothesis (H1) that CSR is integrated into the training of business and management professionals.…”

Section: Discussionsupporting

confidence: 87%

“…While researchers from Western countries sometimes show the ongoing withdrawal of enterprises from the very idea of CSR and present themselves to stakeholders by imitating CSR as one of the marketing tools [3][4][5][6], or even lobbying [7] (pp. [51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66][67], it is becoming a clear trend in post-Soviet countries. Therefore, attention is paid to the fact that the implementation of CSR should be oriented not towards charity, marketing, and public relations, but should first and foremost be understood as social responsibility towards stakeholders [8].…”

Section: Introductionmentioning

confidence: 99%

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Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

Stonkutė¹,

Vveinhardt

Sroka

2018

Sustainability

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Current corporations are subject to stringent requirements in terms of sustainable development; however, a relevant problem is highlighted on the basis of the studies conducted. On the one hand, corporations experience greater or lesser pressure, while on the other hand, it must be admitted that the problem of demand for professionals, which is presupposed by the insufficient quality of training in higher education institutions, is important. This is somewhat strange given that the issues of business ethics, corporate social responsibility, and sustainability have attracted increased attention in management education in recent years, and a five-fold increase in the number of stand-alone ethics courses has been noted since 1988. This interaction could contribute to the development of CSR, however a certain dissonance of cooperation between higher education and business exists, as there is a lack of leadership in this area in the study programs of business administration approved by the states, as well as in higher education institutions. Given these facts, the goal of the paper is to analyze the Master of Business Administration programs in North America, Europe, Asia, and Australia to offer direction to the challenge of integrating corporate social responsibility (CSR) into management and training. The method of analysis of professional business and administration training program content in terms of the integration of CSR was used during the survey. Using panel data of 28 full-time MBA programs, our findings show that that the core parts of MBAs under analysis merely-and mostly indirectly-cover CSR issues through one core course on business ethics. However, the leading MBA programs are currently missing an opportunity by ignoring their responsibility to support the training of CSR-minded future business administration professionals. The results of our research may act as a guide to which areas should be modified and/or changed.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

Stonkutė¹,

Vveinhardt

Sroka

2018

Sustainability

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“…Desde esta argumentación, la RSU se relaciona con la construcción ciudadana desde el impacto que la primera pueda provocar en la segunda, y en ella las universidades deben asumir una postura y un rol protagónicos, conjuntamente con las acciones dirigidas a promover la igualdad de oportunidades, la maximización de talentos en la vida universitaria y la conciliación de su estudio con la vida personal. Así lo ratifican investigaciones que insisten en cómo las percepciones del estudiantado, así como las experiencias acometidas con respecto a RSU en sus estudios universitarios, representan un valioso input para las universidades (Gaete & Bratos, 2012;Peralta, 2012;Selvaratnam, 2013;Setó, Domingo & Rabassa, 2011;Vázquez, Aza & Laneso, 2014), deduciéndose de todo ello el hecho de que resulta necesario desarrollar por parte de las universidades nuevos métodos y marcos que ayuden a aplicar la RSU en el mundo global (Audebrand, 2010;Navarro et al, 2010;Noguera, Moncayo & Martí-Vilar, 2014;Vasilescu et al, 2010) en términos de respeto a la diversidad, igualdad de oportunidades, distribución equitativa de recursos y procesos transparentes y democráticos de elección, participación y vivencia local y global.…”

Section: Responsabilidad Social Universitaria Como Marco De Análisisunclassified

Responsabilidad Social Universitaria (RSU): Principios para una universidad sostenible, cooperativa y democrática desde el diagnóstico participativo de su alumnado

Usarralde

Lloret-Catalá

Mas-Gil

2017

EPAA

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The present study analyses the speech of the University under which it is recognized the presence of “University Social Responsibility” by questioning one of its participants, the student body. The objective of this research is to provide relevant conclusions to its vision and raise them to the university´s policy-makers. A methodological quantitative and qualitative systematized research was done in the course of two academic years involving 206 Social Education´ students at the University of Valencia (Spain). The study´s goal has been to carry out a participatory diagnosis on the situation of the USR and Sustainable Development based on Vallaeys, De la Cruz and Sasia questionnaire (2008). Among the results it is necessary to emphasize that the students perceive that the university provides them an ethics and citizenship training that enables them to be socially responsible individuals. However they perceive that the value-based policies should be addressed in a more coordinated and cross-cutting approach.

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“…Setó‐Pamies et al . () made an exploratory and descriptive web content analysis of the curricula and subjects in business and management degrees in all universities in Spain. Their findings showed that 17% of the 62 business and management undergraduate degrees offered during 2006/2007 provided CSR and ethical stand‐alone subjects.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For this reason, it is important to take advantage of the great opportunity offered by the EHEA reforms so that the incorporation of CSR and business ethics within future organizational management undergraduate degrees can be properly debated and dealt with (Setó‐Pamies et al . ).…”

Section: Introductionmentioning

confidence: 97%

Determinants of corporate social responsibility and business ethics education in Spanish universities

Jorge

Peña

2014

Bus Ethics Eur Rev

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The current economic crisis, unsustainable growth, and financial scandals invite reflection on the role of universities in professional training, particularly those who have to manage businesses. This study analyzes the main factors that might determine the extent to which Spanish organizational management educators use corporate social responsibility (CSR) or business ethics stand-alone subjects to equip students with alternative views on business. A web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees in all universities in Spain were conducted. The main conclusion of this paper is related to the Bologna effect in Spanish universities. Comparing our results with prior research in this matter, it is demonstrated that the main reason that explains the increase of CSR and ethical education in Spain isthe Bologna process and its adaptation to the European Higher Education Area. Also, private universities in Spain are more likely to require an ethics course than public universities. Other factors, such as size, political orientation, or related to CSR chairs are not statistically explanatory of CSR and ethical education.

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Corporate social responsibility in management education: Current status in Spanish universities

Cited by 41 publications

References 32 publications

Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

Responsabilidad Social Universitaria (RSU): Principios para una universidad sostenible, cooperativa y democrática desde el diagnóstico participativo de su alumnado

Determinants of corporate social responsibility and business ethics education in Spanish universities

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