INTBUS 3501 - Corporate Responsibility for Global Business III
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code INTBUS 3501 Course Corporate Responsibility for Global Business III Coordinating Unit Business School Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible COMMGMT 3510 Assumed Knowledge INTBUS 2500 and ECON 1008 or STATS 1000 Course Description The content of this course covers corporate social responsibility (CSR) and performance (CSP), the shareholder-stakeholder debate, corporate governance in global business, ethical foundations of CSR, strategic CSR, implementation of CSR as part of corporate strategy, challenges at the base of the pyramid (BoP), social entrepreneurship and social business around the world. An integral component of this course is a small group discovery experience (SGDE) project. The primary goals of the SGDE project are (1) to train students in applying their knowledge, analytical and critical thinking skills to a practical problem in the field of CSR/corporate responsibility for global business; (2) to develop an applied research project in the form of a CSR strategy, social entrepreneurship or social business implementation plan; 3) to train students in developing skills in effective and efficient team management.
Course Coordinator: Dr Dirk BoeheAcademic in charge:
A/Prof. Dr. Dirk Boehe
Business School, University of Adelaide
Course Website: www.myuni.adelaide.edu.au
The full timetable of all activities for this course can be accessed from Course Planner.This course has the format of a SEMINAR. There will be NO traditional lecturers or tutorials.
The delivery is based on a flipped classroom approach, which means that
1) students must attend the seminar as there will be no lecture recordings;
2) students must come prepared to the classroom (have read all the required readings before each seminar session).
This format will be supported by quizzes or exercises during the seminar sessions that feed into the overall grade for this course (see assessment). Missing out on in-class participation and exercises increases the likelihood of implies failing the course.
Preliminary time table (subject to change - will be updated one month before the start of the seminar):
Introduction to Corporate Responsibility for Global Business (CRGB)
Theories of Corporate Social Responsibility (CSR)
Corporate Environmental Citizenship (CEC)
Corporate Social Performance (CSP) Model
Institutions and CSR around the world
Microfinance and the Grameen Bank: A bank for poor
Social Business: A business dedicated to solving social, economic and environmental problem
Government – business relationships
From Strategic CSR to Shared Value
The global value chain and CSR
Competition, CSR and firm performance
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Apply their critical and analytical thinking skills to problems and dilemmas in global corporate responsibility. 2 Develop applied research skills to a practical problem in global corporate responsibility, specifically, problem framing, literature research, data collection, analysis and interpretation, formulation of managerial recommendations. 3 Develop and employ team leadership, management and collaboration skills in small groups. 4 Integrate knowledge and skills from preceding courses of the bachelor of commerce program, particularly, small group research skills with knowledge of international business, foundations in accounting, finance, marketing and management. 5 Develop argumentation skills within contemporary debates in global corporate responsibility, such as the shareholder-stakeholder debate, strategic CSR, environmental and social dumping, social business and social entrepreneurship. 6 Understand the conceptual foundations in the field of corporate responsibility and comprehend the complexity of corporate responsibility for the global business.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesPlease see syllabus on myuni.
1.5.1 Articles & Book Chapters
Banerjee, S. B. (2008), "Corporate social responsibility: The good, the bad and the ugly", Critical sociology, Vol. 34 No. 1, pp. 51-79.
Cao, B. (2015), "Environmental Citizenship Incorporated (Chapter 6)", in Environment and Citizenship. Routledge, London & New York.
Carroll, A. B. (1979), "A three-dimensional conceptual model of corporate performance", Academy of Management Review, Vol. 4 No. 4, pp. 497-505.
Crane, A., Palazzo, G., Spence, L. J. and Matten, D. (2014), "Contesting the value of “creating shared value”", California Management Review, Vol. 56 No. 2, pp. 130-153.
Freeman, R. E. (2001), "A stakeholder theory of the modern corporation", in Hartman, L. P. (Ed.), Perspectives in Business Ethics. McGrawHill, Boston (MA), pp. 38-48.
Friedman, M. (1970), "The social responsibility of business is to increase its profits", The New York Times Magazine No. September 13, pp. 122-124.
Garriga, E. and Melé, D. (2004), "Corporate social responsibility theories: Mapping the territory", Journal of Business Ethics, Vol. 53 No. 1-2, pp. 51-71.
Lencioni, P. M. (2002), The five dysfunctions of a team: A leadership fable, John Wiley & Sons.
Marconatto, D., Cruz, L. B. and Pedrozo, E. A. (2016), "Going beyond microfinance fuzziness", Journal of Cleaner Production, Vol. 115, pp. 5-22.
Mitchell, R. K., Agle, B. R. and Wood, D. J. (1997), "Toward a theory of stakeholder identification and salience: defining the principle of who and what really counts", Academy of Management Review, Vol. 22 No. 4, pp. 853–886.
Mulligan, T. (1986), "A critique of Milton Friedman's essay ‘the social responsibility of business is to increase its profits’", Journal of Business Ethics, Vol. 5 No. 4, pp. 265-269.
Paine, L., Deshpande, R., Margolis, J. D. and Bettcher, K. E. (2005), "Up to code - Does your company’s conduct meet world-class standards? ", Harvard Business Review, Vol. 83 No. 12, pp. 122-133.
Palacios, J. J. (2004), "Corporate citizenship and social responsibility in a globalized world", Citizenship Studies, Vol. 8 No. 4, pp. 383-402.
Porter, M. E. and Kramer, M. (2006), "Strategy and Society: The link between Competitive Advantage and Corporate Social Responsibility", Harvard Business Review, Vol. 84 No. 12, pp. 78–92.
Porter, M. E. and Kramer, M. R. (2011), "Creating shared value", Harvard Business Review, Vol. 89 No. 1/2, pp. 62-77.
Valente, M. and Crane, A. (2010), "Public responsibility and private enterprise in developing countries", California Management Review, Vol. 52 No. 3, pp. 52-78.
Wijen, F. and Van Tulder, R. (2011), "Integrating environmental and international strategies in a world of regulatory turbulence", California Management Review, Vol. 53 No. 4, pp. 23-46.
Wilson, F. and Post, J. E. (2013), "Business models for people, planet (& profits): exploring the phenomena of social business, a market-based approach to social value creation", Small Business Economics, Vol. 40 No. 3, pp. 715-737.
Wood, D. J. (1991), "Corporate social performance revisited", Academy of Management Review, Vol. 16 No. 4, pp. 691-718.
Yu, J., Coulson, K. R., Zhou, J. X., Wen, H. J. and Zhao, Q. (2011), "Communicating corporate environmental citizenship: an examination of Fortune 500 web sites", Journal of Internet Commerce, Vol. 10 No. 3, pp. 193-207.
Yunus, M., Moingeon, B. and Lehmann-Ortega, L. (2010), "Building social business models: Lessons from the Grameen experience", Long range planning, Vol. 43 No. 2, pp. 308-325.
1.5.2 Case Studies
Berte, E. and Vujovich, C. (2014). Balancing Stakeholder Interests and Corporate Values: A Cummins Strategic Decision, North American Case Research Association, Inc. (NA0308).
Delios, A., Jimenez, D. and Turner, C. (2012). Australian miners and the resource super profit tax. NUS & Ivey Publishing Case (W12001).
Lee, S.H., Mol, M. and Mellahi, K. (2016). Apple and its suppliers. Ivey Publishing Case (W16146).
Porter, M.E., Kramer, M. and Sud, P. (2015). Walmart: segmenting social impact, Harvard Business School (HBS 9-715-435).
Price, G. (2010). Stakeholder Management and the endangered Wildlife trust, Gordon Institute of Business Science & Ivey Business School (910M66).
Valente, M. (2015). TATA Chemicals Magadi: Confronting poverty in rural Africa, Ivey Publishing (W15034).
Paine, L. and Bruner, C. (2006). Bribery in Business - A Legal Perspective, Harvard Business School (HBS 306012-PDF-ENG).
Ramanna, K., Sucher, S., McKown Cornell, I. (2015). Business & Government, Harvard Business School (HBS 113037-PDF-ENG).
Sucher, S. (2011). A framework for ethical reasoning, Harvard Business School (HBS 9-610-050).
Recommended ResourcesPlease see syllabus on myuni.
Online LearningLecture slides will be uploaded to MyUni.
In addition, course communication and possible additional readings and links will be provided in MyUni throughout the course.
Learning & Teaching Activities
Learning & Teaching ModesThis course has the format of a SEMINAR. There will be no traditional lecturers or tutorials.
The delivery is based on a flipped classroom approach, which means that:
1) students must attend the seminar;
2) students must come prepared to the classroom (have read all the required readings before each seminar session).
This format will be supported by quizzes or exercises during the seminar sessions that feed into the overall grade for this course (see assessment).
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course of private study outside of your regular classes (University Policies: http://www.adelaide.edu.au/policies/669#_Toc335392986 ).
We expect you to attend all lectures throughout the semester plus one tutorial class each week. Please NOTE tutorials begin in Week 1 of lectures. Unsatisfactory attendance is likely to jeopardize the learning process because (1) course modules build on each other; (2) direct participation is a prerequisite for developing argumentation and critical thinking skills (Course Learning Outcomes 1 and 5 – see section 2); (3) continuous interaction with group members in tutorials is decisive for a successful small group discovery learning (SGDE) applied research project; and (4) discussion of conceptual frameworks and case studies in lectures and tutorials complement each other.
Learning Activities SummaryAs per Course Timetable - see syllabus on myuni.
Specific Course RequirementsWe recommend that students take International Business II (INTBUS 2500) before they enrol in Corporate Responsibility for Global Business because INTBUS 3501 relies on some concepts and theories discussed in INTBUS 2500.
Small Group Discovery ExperienceFormal implementation of small group discovery experience (SGDE) in this course is scheduled for 2016. While the learning activities are designed to develop the research and problem solving skills that are intregal to SGDE, this will be effected primarily through individual learning and assessment tasks in 2015.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Please see the 2017 - Semester 2 version of the syllabus (on myuni).
Assessment Detail1. Small Group Discovery Learning (SGDE) project
Depending on the emphasis of the project (social business, strategic CSR, critique of a specific company’s CSR strategy, etc.), students are required to: (i) identify a CSR-related problem, (ii) diagnose an existing CSR (stakeholder) strategy, (iii) identify an opportunity, explain why this opportunity is relevant and which problems and dilemmas it addresses, (iv) develop a framework or adapt existing frameworks that explain how the opportunity should be addressed, (v) present evidence (qualitative and / or quantitative data) supporting the CSR plan, (vi) formulate managerial recommendations. Presentation with peer review in seminar sessions #11 or #12 is required.
Assessment of the students’ application of relevant concepts and theories.
These exercises will be administered as part of the seminar discussions using electronic media (echo360).
The content of exercises consists of the required readings. As mentioned in the syllabus (course outline), all students have to prepare for classroom discussions (which includes exercises) based on the required readings. Not coming prepared implies a high risk of failing these exercises.
3. Final Exam
The final exam evaluates your capacity to correctly apply conceptual frameworks to corporate responsibility problems and dilemmas around the world. The basis of all exam questions are the contents of the lecturers and all readings (articles, books and case studies as indicated in the table in section 1.4 of the syllabus).
SubmissionSPECIAL REQUIREMENTS FOR SGDE APPLIED RESEARCH REPORT
Regarding assessment item 1., your SGDE applied research report must include:
a. Coversheet. Course Code, Course Name, Tutor’s Name and Name and ID Number of each contributing member MUST be clearly mentioned in the Coversheet. Each contributing group member MUST sign the Coversheet before submission.
You can get a formatted Coversheet from http://www.adelaide.edu.au/professions/hub/ug/downloads/ .
Markers can refuse to accept assignments that do not have a signed acknowledgement of the University’s Policy on Plagiarism: www.adelaide.edu.au/policies/230/.
b. Executive Summary (250-500 words). Please see examples from professional consulting reports (downloadable from the websites of Accenture, BCG, Deloitte, McKinsey and many others) to see what an executive summary should include. Also NOTE that an executive summary is not a replacement of the introduction part.
c. Introduction, which must include a statement of the purpose of the report, research question(s), a brief summary of the different parts of the report (including scope, conceptual, methodological approaches and implications). Since your recommendations are to be based on multiple, potentially conflicting, criteria (financial, political, economic, cultural/social, technological, environmental and legal merits), you should also include an explanation of how you are going to use these criteria in reaching your decisions.
d. Body (Analysis) must include the items detailed under 3.2 and in the specification of your project (released on myuni – folder “SGDE – Applied Research Project”).
e. Conclusion/Recommendation, which must clearly state the action to be taken and summarise the reasons for the final choice.
f. References. Correct referencing is important because it identifies the source of the ideas and arguments that you present, and sometimes the source of the actual words you use, and helps to avoid the problem of plagiarism (see http://www.adelaide.edu.au/policies/230).
You can find comprehensive guidelines in the Communication Skills Guide (http://www.adelaide.edu.au/professions/hub/downloads/Communications-Skills-Guide.pdf). Further assistance with referencing is available from the Faculty’s Learning Support Advisors.
g. A ‘table of contents’ page indicating sections, sub-sections, tables and diagrams is required (words not counted) for the report.
h. Tables and figures should be clearly labelled and unit of measurement indicated in the report (words not counted).
i. It is essential that grammar and spelling are of high standard and will affect the overall grade if they are not. The student Hub on the Ground Floor provides advice on language and learning advisors.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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