How to Engage Students in Ethics and Csr? Evidence From Blended Learning

Hunnes, Arngrim; Olsen, Torunn S.

doi:10.21125/inted.2018.0954

“…The virtues of teaching environmental economics to business students Modern responsible business schools could be at the forefront of implementing this approach and thus play a critical part in reshaping and modernizing the science of economics. I believe this idea echoes the thoughts and sentiments of other contributing authors of this book (e.g., Asheim, 2022;Bessant, 2022;Hunnes, & Olsen, 2022). https:// www .plu .edu/ .…”

Section: Last Words: An Intriguing Ideasupporting

confidence: 63%

“…All the seminars and all the written assignments centred around real-life cases taken from the business community (problem-based-learning). Unfortunately, this concept did not have the desired effect (Hunnes & Olsen, 2018). The students did not like the flipped classroom with video lectures.…”

Section: An Introductory Course In Ethics and Corporate Social Respon...mentioning

confidence: 99%

Practicing Responsibility in Business Schools

2023

1

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“…The virtues of teaching environmental economics to business students Modern responsible business schools could be at the forefront of implementing this approach and thus play a critical part in reshaping and modernizing the science of economics. I believe this idea echoes the thoughts and sentiments of other contributing authors of this book (e.g., Asheim, 2022;Bessant, 2022;Hunnes, & Olsen, 2022). NOTES 1.…”

Section: Last Words: An Intriguing Ideasupporting

confidence: 57%

An introspective essay on the virtues of teaching environmental economics to business students

Kipperberg

2023

Practicing Responsibility in Business Schools

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The following is one of the stand-out memories from my early university life: It was the second semester of my undergraduate studies in the United States. I was sitting in the middle of a small classroom with about 15-20 other students. A charismatic professor spoke energetically while drawing graphs and scribbling down equations on the blackboard. As an international student, I still was not entirely used to the English-language setting. I knew I had to pay close simultaneous attention to the blackboard and what the professor was saying, while taking notes that would make sense to me afterward. The lecture was high-paced and obviously very important. I recall having a distinct fear of missing out on its essence. At the same time, it was deeply fascinating. I wanted to understand it all. Two students in front of me apparently did not share my state of mind, chatting away loud enough to bother both the teacher and other students in the classroom. Suddenly, somebody shouted: "Shut the h*** up!". The room went completely silent. Everything seemed in slow motion. My Norwegian friend to the left looked shell-shocked. The girl on my right gave a light nervous chuckle. Then, the two disruptive students turned around with red faces and annoyed stares. Lastly, the professor's eyes scanned the room, made eye contact with me, let out a faint smile of approval, and said: "Thank you!". The class was international economics. The lecture topic was comparative advantage. As it turned out, I had already been captured by the power of economics.

show abstract

“…All the seminars and all the written assignments centred around real-life cases taken from the business community (problem-based-learning). Unfortunately, this concept did not have the desired effect (Hunnes & Olsen, 2018). The students did not like the flipped classroom with video lectures.…”

Section: An Introductory Course In Ethics and Corporate Social Respon...mentioning

confidence: 99%