Learning to deal with CSR issues in the classroom

Córdoba, José‐Rodrigo; Campbell, Tim

doi:10.1002/sres.898

Cited by 15 publications

(13 citation statements)

References 23 publications

(24 reference statements)

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“…However, the challenge here is that despite the availability of information on the World Wide Web, social media and knowledge management technologies, it can still be difficult for SOEs to physically connect to their social communities of influence and to integrate them in core business activity whilst allowing them to exert accountability. Accountability in SCR requires engagement , but there is a tendency to associate accountability with the static ‘output’ of CSR rather than the process to meet CSR goals (Córdoba and Campbell, , ; Maclagan, ; Wood, ). In developing proactive CSR accountability, it is important then to enable managers and other stakeholders to surface different issues, to clarify expectations, to engage in mutual learning and to design and review appropriate structures and outputs to improve CSR practice.…”

Section: Corporate Social Responsibility Challenges For State‐owned Ementioning

confidence: 99%

“…An alternative strategy is to consider CSR elements and practices together not as a representation of the field (Aguinis and Glavas, ) but as a form of inquiring system (Córdoba and Campbell, ). This idea comes from the realm of systems thinking in which the systems nature of the phenomenon under investigation is not ‘out there’ but in the very same enquiry that is carried out to find out about what people perceive as ‘problematic’ in such phenomenon (Checkland, ).…”

Section: A Systemic View Of Corporate Social Responsibility In State‐mentioning

confidence: 99%

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A Systemic View of Corporate Social Responsibility (CSR) in State‐Owned Enterprises (SOEs)

Córdoba‐Pachón

Sánchez

Bolívar

2014

Knowl Process Manag

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Corporate social responsibility (CSR) continues to be an important topic in organisations worldwide. This paper considers the implementation of CSR by state-owned enterprises (SOEs). In this type of organisation, the state acts as a powerful stakeholder as it acts as representative, guarantor and shareholder of public interests. SOEs would seem to be an ideal testing ground for assumptions about CSR that have been imported from the (US) private sector, in particular, how stakeholders can influence and be influenced by CSR policies. Against this background and drawing on diverse literature, this paper presents the features and challenges identified in the SOE sector in relation to CSR. It proposes a systemic view of CSR to identify relevant possibilities to help the advancement of CSR in this sector and from a perspective that considers the wider context of SOEs. Findings suggest that although senior SOE managers show awareness of and commitment to CSR principles through a number of fixed or static elements, there remains an imperative need to enhance their application of CSR in SOE plans, strategies and daily activities, in other words to adopt a more proactive, stakeholder awareness and dynamic view of CSR.

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Section: Corporate Social Responsibility Challenges For State‐owned Ementioning

confidence: 99%

Section: A Systemic View Of Corporate Social Responsibility In State‐mentioning

confidence: 99%

A Systemic View of Corporate Social Responsibility (CSR) in State‐Owned Enterprises (SOEs)

Córdoba‐Pachón

Sánchez

Bolívar

2014

Knowl Process Manag

View full text Add to dashboard Cite

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“…There seems, therefore, to be scope for systems methodologies to address differences in stakeholders' concerns and carefully combine them (Porter 2008). In particular SSM has been suggested as appropriate (Cordoba and Campbell 2008a).…”

Section: Organisations and Corporate Social Responsibilitymentioning

confidence: 99%

A review of the recent contribution of systems thinking to operational research and management science

Mingers

White

2010

European Journal of Operational Research

361

229

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The systems approach, or systems thinking, has been intimately connected with the development of OR and management science initially through the work of founders such as Churchman and Ackoff and latterly through innovations such as soft systems. In this paper we have undertaken a review of the contribution that systems thinking has been making more recently, especially to the practice of OR. Systems thinking is a discipline in its own right, with many theoretical and methodological developments, but it is also applicable to almost any problem area because of its generality, and so such a review must always be selective. We have looked at the literature from both a theoretical and an applications orientation. In the first part we consider the main systems theories and methodologies in terms of their recent developments and also their applications. This covers: the systems approach, complexity theory, cybernetics, system dynamics, soft OR and PSMs, critical systems and multimethodology. In the second part we review the main domains of application: strategy, information systems, organisations, production and operations, ecology and agriculture, and medicine and health. Our overall conclusion is that while systems may not be well established institutionally, in terms of academic departments, it is incredibly healthy in terms of the quantity and variety of its applications.

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“…As described previously (Córdoba and Farquharson 2008, Córdoba and Campbell 2008, Porter and Córdoba 2009), an engaging type of educational course on systems thinking followed a similar structure/content to the previous one. However emphasis on presenting abstractions and linking them to gaining systems methodological competence was shifted to the process of engagement itself.…”

Section: The Engaging Mode Of Systems Thinking Educationmentioning

confidence: 99%

Abstracting and Engaging: Two Modes of Systems Thinking Education

Córdoba‐Pachón

2011

INFORMS Transactions on Education

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T his paper presents two modes of systems thinking education to help make sense of previous and future experiences in this field as well as in soft operational research in general. Using Abbott's ideas on professional knowledge I present these modes as based on either (1) abstracting or (2) engaging. The former emphasises the value of systems thinking in helping people understand abstractions to deal with complex situations. The latter focuses on using abstractions to facilitate students' engagement with complex situations in areas outside operational research including sustainability and project management. I present each mode based on my experience in a higher education setting in the UK, and I highlight key elements and possibilities for these modes that could inform future developments in systems thinking and operational research education.

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Learning to deal with CSR issues in the classroom

Cited by 15 publications

References 23 publications

A Systemic View of Corporate Social Responsibility (CSR) in State‐Owned Enterprises (SOEs)

A Systemic View of Corporate Social Responsibility (CSR) in State‐Owned Enterprises (SOEs)

A review of the recent contribution of systems thinking to operational research and management science

Abstracting and Engaging: Two Modes of Systems Thinking Education

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