Design and implementation recommendations for an undergraduate sustainable marketing course (original) (raw)
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2010
Abstract This article analyzes the extent to which Australian and New Zealand marketing educators use dedicated or stand-alone courses to equip students with alternative views of business. A census of marketing programs in degree-granting universities was conducted. Program brochures were obtained via the Internet and were content analyzed. This study reports a lower proportion of universities requiring students to take a course dedicated to society and environmental issues than previous studies have.
International Review on Nonprofit and Public Sector Marketing, 2017
The authors examine the course offerings of undergraduate business programs in Canada to better understand the depth and breadth of this educational system’s inclusion of ethics and social responsibility courses. Methodology involved analyzing online programs, curricula, and course descriptions on university websites. Results indicate that only a small proportion of universities are providing a substantial depth and breadth of course coverage in their course offerings. Additionally, barriers to educating ethical managers are discussed and a model of social responsibility concepts is presented.
ABSTRACT: Abstract Purpose – This study aims to identify the content in introductory business sustainability courses in the USA to determine the most frequently assigned reading material and its sustainability orientation. Design/methodology/approach – In total, 81 introductory sustainable business course syllabi reading lists were analyzed from 51 US colleges and universities. The study utilized frequency counts for authors and readings and R analysis of keywords to classify readings along the sustainability spectrum. Findings – The study reveals the most frequently assigned authors and readings in US sustainable business courses (by program type) and places them along the sustainability spectrum from weak to strong. In total, 55 percent of the top readings assigned in the sample advocate a weak sustainability paradigm, and 29 percent of the top readings advocate a strong sustainability paradigm. Research limitations/implications – This study focused on reading lists of introductory courses in the USA; cases, videos, and supplemental materials were excluded, and the study does not analyze non-US courses. Practical implications – The findings of this study can inform instructors of the most commonly assigned authors and readings and identify readings that align with weak sustainability and strong sustainability. Instructors are now able to select sustainable business readings consistent with peers and which advance a weak or strong sustainability orientation. Originality/value – This is the first research to identify the most commonly assigned authors and readings to aid in course planning. This is also the first research to guide instructors in identifying which readings represent weak versus strong sustainability.
Opportunities and Challenges for CSR Mainstreaming in Business Schools
Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond " bells and whistles " and mere rhetoric.