INTBUS 3501 - Corporate Responsibility for Global Business
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code INTBUS 3501 Course Corporate Responsibility for Global Business 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 N Incompatible COMMGMT 3510 Assumed Knowledge INTBUS 2500 and ECON 1008 or STATS 1000 Course Description This course is designed to explore contemporary social and ethical challenges facing global corporations in our increasingly globalised and inter-connected world. Through analysis of recent developments in Corporate Social Responsibility, triple bottom-line accounting and sustainability requirements, students will examine issues such as ethics and leadership, the shareholder-stakeholder debate, corruption, the changing trade environment as well as how modern corporations are dealing with the challenges of poverty, climate change and dangerous conflict situations. The aim is to increase students ability to apply critical analysis and ethical principles to practical problems that they will face in the workplace and to engage with and influence ongoing debates on the future role of global corporations in contributing to a more prosperous and sustainable global environment.
Course Coordinator: Susan ChantCourse Coordinator:
Dr Susan Chant
Business School, University of Adelaide
Business School, University of Adelaide
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 not be 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 and/or done the e-learning on MyUni before each seminar session).
This seminar format will follow a blended approach of lecturer input and interactive powerpoint presentations combined with video material, case-studies, group activities, quizzes, guest speakers and student presentations.
Missing out on in-class participation and exercises increases the likelihood of failing the course.
The Corporations Social Responsibilities
Globalisation and the Challenges facing Corporations
CSR and Corporate Law
Applied Research Project in CSR
Corporate Governance, Conflict of Interest and Corruption
Dealing with Poverty, Gender and Development Issues
Ethics and Sustainability
Global Business, Trade and the WTO
How Global Corporations Report CSR
The Socially Responsible Corporate in the Modern Marketplace
Research Project Presentations
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 ResourcesMain text book
Anne T. Lawrence and James Weber, Business and Society: Stakeholders, Ethics, Public Policy, 13th, 14th, 15th or 16th Edition, McGraw-Hill Irwin, (2012-2016). (Available from the University of Adelaide's Coop Bookshop.)
1.5.1 Books and Articles
Banerjee, S. B. (2008), "Corporate social responsibility: The good, the bad and the ugly", Critical sociology, Vol. 34 No. 1, pp. 51-79.
Buckley, Peter J & Pervez, G., (2004), "Globalisation, Economic Geography and the Strategies of MNEs" Journal of International Business Studies, Palgrave and McMillan.
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.
Friedman, M. (1970), "The social responsibility of business is to increase its profits", The New York Times Magazine No. September 13, pp. 122-124.
Edwards, Michael, (1999) Future Positive - International Cooperation into the 21st Century, London, Earthscan. Chapter one and the final chapter.
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.
Hill, Cronk and Wickramasekera, (2010), Global Business Today: An Asia-Pacific Perspecitve. McGraw-Hill, Australia.
Lencioni, P. M. (2002), The five dysfunctions of a team: A leadership fable, John Wiley & Sons.
Litvin, Daniel (2003), Empires of Profit: Commerce, Conquest and Corporate Responsibility, New York, Texere Publication.
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.
Stiglitz, J., (2002) Globalisation and its Discontents. New York, WW Norton and Co. (short book worth reading)
Stoler, A, Redden J.,(2009) Trade and Poverty Reduction in the Asia Pacific Region, Cambridge Uni Press, WTO, chapters one and three.
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 myuni and reference to the main text book
Online LearningE-learning material, quizzes and lecture 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 or e-learning on MyUni before each seminar session).
This format will be supported by quizzes and group exercises during the seminar sessions that feed into the overall grade for this course. (see General Information, Course Time-Table as well)
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 ).
It is expected that you will attend all seminars throughout the semester each seminar being of 3 hours duration. 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; (3) continuous interaction with group members in seminars is decisive for a successful small group discovery learning (SGDE) and the applied research project; and (4) various assessments take place in class and may not be repeated plus active participation in general is worht 10% of the overall grade. If you are ill, please send medical certificate to your course coordinator.
Learning Activities SummaryAs per Course Timetable - see general information and course dates 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, however it is not essential so long as you attend all seminars and do the required activities and readings.
Small Group Discovery ExperienceDuring the course, students will be divided into groups for the purpose of small group learning including how to operate effectively as a business team. The applied research project on Corporate Responsibilty will be undertaken in these groups with seminar time dedicated to group dynamics, leadership, research techniques and information as well as presentation skills and business report writing.
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.
Active Participation in seminars and course e-learning activities 10%
In-class case-studies and exercises 10%
End of each module on-line quizzes 10%
Applied research presentation and report 30%
Final exam 40%
Assessment Detail1. Active Participation
Requires students to undertake e-learning and reading preparation for each module, to participate in discussion board and to actively participate in and contribute to each module.
2. In-Class Case-Studies
There will be five case-studies given to students throughout the course each one requiring comprehension, critical analysis and succint written responses to be undertaken as an in-class activity.
3. Modular Quizzes
At the end of each module, there will be an online quiz that students will have 2 days to complete as part of the course assessment.
4. Small Group Discovery Learning (SGDE) Researh Project
Students will be divided into small groups and then given a choice of industries/sectors to choose from and then to compare the CSR performance of two well known global companies in that industry. Towards the end of the course, each group will present their research project and then write up a final business report with recommendations for both global companies to improve their corporate performance. More detail will be given during the course and week 4 is dedicated to this applied research project.
5. Final Exam
The final exam evaluates your capacity to correctly apply conceptual frameworks to corporate responsibility problems, ethical dilemnas and the challenges global corporations must confront around the world. The basis of all exam questions are the contents of the modules and all readings including e-learning on myuni, articles, books and case studies given throughout the course.
SubmissionSPECIAL REQUIREMENTS FOR SGDE APPLIED RESEARCH REPORT
Regarding assessment item 4, your SGDE applied research report must include:
a. Coversheet. Course Code, Course Name, Course Coordinator'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).
d. Body (Analysis) to cover the key points that will be given to you during class - these must be covered in the body of your report
e. Conclusion/Recommendations, which must clearly state how you rate each of the companies, what action can be taken to improve their performance and summarise the reasons for the final choice of which one your group was the best performer.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.