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Introducing Corporate Social Responsibility and Sustainability in Management Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2019) | Viewed by 25862

Special Issue Editors


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Guest Editor
Universitat Rovira i Virgili, Department of Business Management. Av. de la Universitat, 1, 43204 Reus, Spain
Interests: corporate social responsibility; sustainability; business ethics; sustainable development goals; management education; gender diversity

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Guest Editor
Universitat Rovira i Virgili, Department of Business Management. Av. de la Universitat, 1, 43204 Reus, Spain
Interests: sustainability; sustainable development; ethics

Special Issue Information

Dear Colleagues,

In management education, universities have the important role to equip the next generation of business leaders with the skills they need to create sustainable economic growth and to ensure a future for people and the planet. Business educators are responsible for helping students to understand the powerful effects that business decisions and actions can have on society and the potential collateral damage they can cause. This is a laudable goal, especially since according to United Nations we only have 12 years to limit climate change catastrophe. In this regard, integrating Corporate Social Responsibility and sustainability in management education is a key step towards helping students understand complex challenges faced by business and society. At all levels—undergraduate degree, master’s degree, and doctorate—universities must encourage students to develop skills and values related to corporate social responsibility and sustainability.

This Special Issue comprises its focus on the integration of Corporate Social Responsibility and sustainability in management education. Many universities are seeking new methodologies and new ways to make such a transition in business schools. There seems to be concern about whether business students acquire the appropriate competences, skills, and knowledge related to this field and know how to ensure their effective acquisition. However, this debate is still open and new approaches are necessary.

With this in mind, this Special Issue aims to comprise a selection of papers addressing not only the integration of Corporate Social Responsibility and Sustainability in academic curricula but also providing the most appropriate learning methodologies to this end and their integration in a strategic level. Authors from management disciplines and other disciplines related to CSR and sustainability are invited to submit their work. Both theoretical and applied research articles are welcome. Submissions for the Special Issue may include but are not limited to the following topics:

  • The integration of Corporate Social Responsibility and Sustainability in management curricula. For example, we are interested in stand-alone/embedded subjects, concentrations, majors, specializations, co-curricular options, etc;
  • Specific teaching methodologies for learning in the fields of Corporate Social Responsibility and Sustainability. In this regard, papers focused on service-learning could be of the great interest;
  • The integration of Corporate Social Responsibility and Sustainability at the institutional level (faculty, university). For example, how do universities integrate CSR in their mission, vision, values, or strategic plans?
  • Cross-cultural comparisons and studies from developing countries;
  • Stakeholder approaches and the collaboration of different social agents (e.g., companies, public administration, etc.) with business schools to provide learning spaces focused on Corporate Social Responsibility and Sustainability.

Dr. Dolors Setó-Pamies
Dr. Eleni Papaoikonomou
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Corporate Social Responsibility
  • Sustainability
  • Management Education

Published Papers (5 papers)

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Editorial

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8 pages, 525 KiB  
Editorial
Sustainable Development Goals: A Powerful Framework for Embedding Ethics, CSR, and Sustainability in Management Education
by Dolors Setó-Pamies and Eleni Papaoikonomou
Sustainability 2020, 12(5), 1762; https://doi.org/10.3390/su12051762 - 27 Feb 2020
Cited by 37 | Viewed by 10852
Abstract
In this editorial we are delighted to present the four papers included in this special issue. Each of them tackles different issues with important academic and managerial implications. Then, we will discuss the Sustainable Development Goals (SDGs) and the potential they represent for [...] Read more.
In this editorial we are delighted to present the four papers included in this special issue. Each of them tackles different issues with important academic and managerial implications. Then, we will discuss the Sustainable Development Goals (SDGs) and the potential they represent for higher education institutions and management education, in particular. One of the most important challenges in this field will be how to introduce SDGs in management education, an area of interest for practitioners and academics. Full article
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Research

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18 pages, 317 KiB  
Article
Ranking of Sustainability Journals Using the Author Affiliation Index and Comparison to Other Journal Metrics
by Matías Ginieis and Xiaoni Li
Sustainability 2020, 12(3), 1104; https://doi.org/10.3390/su12031104 - 4 Feb 2020
Cited by 4 | Viewed by 4024
Abstract
An important component in evaluating research productivity is the quality of the academic journal. For this reason, the objective of this paper is to analyze the Author Affiliation Index (AAI) in sustainability field journals as a preliminary study to offer some insights into [...] Read more.
An important component in evaluating research productivity is the quality of the academic journal. For this reason, the objective of this paper is to analyze the Author Affiliation Index (AAI) in sustainability field journals as a preliminary study to offer some insights into quality rating of journals in this chosen discipline. The AAI of a journal is defined as the percentage of the journal’s articles published by authors affiliated with a base set of high-quality academic universities or institutions. We conducted an evaluation of the top 50 journals in environmental studies indexed in the category Social Science in the Web of Science (WOS) database in 2018 and the top-notch 50 universities worldwide with master or postgraduate programs in the disciplines of management and sustainability studies. The results obtained demonstrate that there is a low AAI score on average in the sustainability field compared with other disciplines and the potential reason for such low scoring is probably caused by the high number of co-authors collaborating in environmental studies related journals. Although there is no agreement reached in terms of journal ratings by AAIs and other citation and survey-based measures, we can confirm certain elite affiliations effect which leading sustainability journals have higher concentrations of authors who are affiliated with elite institutions, however, such elite affiliation effect is on average much lower compared with other disciplines as finance, accounting or transportation, etc. Full article
22 pages, 570 KiB  
Article
Ethics, Responsibility, and Sustainability in MBAs. Understanding the Motivations for the Incorporation of ERS in Less Traditional Markets
by Gaston Fornes, Abel Monfort, Camelia Ilie, Chun Kwong (Tony) Koo and Guillermo Cardoza
Sustainability 2019, 11(24), 7060; https://doi.org/10.3390/su11247060 - 10 Dec 2019
Cited by 11 | Viewed by 4297
Abstract
This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To [...] Read more.
This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu. Full article
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17 pages, 577 KiB  
Article
Are Corporate Social Responsibility Courses Effective? A Longitudinal and Gender-Based Analysis in Undergraduate Students
by Pablo Ruiz-Palomino, Ricardo Martínez-Cañas and Pedro Jiménez-Estévez
Sustainability 2019, 11(21), 6033; https://doi.org/10.3390/su11216033 - 30 Oct 2019
Cited by 11 | Viewed by 3173
Abstract
Despite the growing professional and academic interest in sustainability and corporate social responsibility (CSR) in recent decades, moral lapses continue to happen in the business arena. Because undergraduate students will be the managers and professionals of the future, training these students to be [...] Read more.
Despite the growing professional and academic interest in sustainability and corporate social responsibility (CSR) in recent decades, moral lapses continue to happen in the business arena. Because undergraduate students will be the managers and professionals of the future, training these students to be socially responsible is seen as critically relevant for reducing the likelihood of such moral lapses. However, the question of whether CSR courses can be effective is still debated and little is known about the role that gender may play in this relationship. This study analyzed data from 97 undergraduate students enrolled in a CSR course at a Spanish state university. These data were collected twice, (1) a week before the course had started and (2) a week after the course had been completed. The general lineal modelling (GLM) (repeated measures) procedure in SPSS revealed that CSR courses enhance students’ ethical decision-making. More importantly, the positive impact of these courses is stronger for female students than for male students. Thus, this study demonstrates the positive impact of corporate social responsibility courses on students’ ethical decision making, and sheds light on the target (female students) on which these courses is most effective. Full article
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15 pages, 438 KiB  
Article
How Does Reciprocity Affect Undergraduate Student Orientation towards Stakeholders?
by José-Luis Godos-Díez, Roberto Fernández-Gago and Laura Cabeza-García
Sustainability 2019, 11(21), 5987; https://doi.org/10.3390/su11215987 - 28 Oct 2019
Cited by 1 | Viewed by 2906
Abstract
Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. [...] Read more.
Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. This exploratory research contributes to stakeholder theory by analysing the effect of the individual’s decision-making process, including the consideration of their social preferences, on their orientation toward stakeholder management. Here, we draw upon a theoretical model for resource-allocation decision-making consisting of reciprocal and non-reciprocal components. Our data, from undergraduate students enrolled in different degrees, were collected through a questionnaire and two social within-subject experiments (ultimatum and dictator games). Thus, our results show that the presence of a reciprocal component when decisions are made is positively linked to an instrumental orientation toward stakeholders. In addition, a greater non-reciprocal component in the decision-making process corresponds to a more normative orientation. Full article
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