In order to have a greater understanding of corporate social responsibility (CSR) within small to medium-sized enterprises (SMEs), this paper investigates continual learning that has occurred in an exemplary SME. This qualitative case study used interviews, observations, and memorandums to investigate an SME that has achieved national recognition in sustainable management practices. Reflective and cyclical learning within a participative environment allowed for the internalisation of values, behaviours, beliefs, and actions required for the positive uptake of CSR and sustainable management practice. Measurable results were identified in terms of business performance that can be directly attributed to the SME's greater social and environmental engagement. This initial investigation highlights the relationship between learning, the development of organisational values that underpin CSR and improved business performance within an SME setting.
This paper explores the literature of cognitive typologies, temperaments and learning styles, and presents the implications which they have for instruction in schools of business. The paper concludes with specific suggestions for building on the strengths and correcting the weaknesses of the various learning styles. Instructional strategies for management education, which the authors have successfully employed, are presented and explained.
The engagement model for problem solving was developed as a response to soft systems methodology being difficult to implement in certain circumstances. In the years since the original paper was published, the model has developed into an iterative problem solving approach for the assessment, creation and implementation of new ideas in difficult problem situations. This case study paper exemplifies the kind of work undertaken through the use of the model and provides a practical scenario for how one might apply it. The case study takes place in a higher education environment and relates to the development of a capstone course for management majors. The paper concludes with suggestions for future research.
This paper sought to understand the current teaching approaches and course offerings of Corporate Social Responsibility (CSR) within the context of management education in Australian and British university business offerings. Identified in this qualitative research are the complexities and challenges of teaching CSR, its current relevance within management programs and how, by improved teaching and integration, CSR would increase its relevance to the field of management. In specific terms, whilst there are challenges, there are indications of growth in CSR courses within management programs. There appears little difference between CSR offered as a stand alone course or embedded into other courses. Given the findings, CSR is positioned as a holistic entity with a combination of offerings preferable. Finally, the inclusion of research activities that create connection between organisations, educators, students and the courses in business schools was identified, with research informing practice and in return practice informing teaching.
A large online first year management course has the potential to present the perfect learning and teaching 'storm'. This journey, uses continual (action) learning as an action research methodology to develop and improve studentcentred approaches (Biggs & Tang, 2011; Prosser & Trigwell, 2014). Qualitative student feedback and aggregated data are presented through the theoretical positions, of student-centred pedagogy and organization development theories to build social construction. Technology, the 'shiny toy' of online education is often emphasised in place of a balance between pedagogy, technology and content knowledge (Mishra and Koehler, 2009). This research demonstrates the regaining of balance across these dimensions through the application of action learning sets. The outcome of this research reveals the practical benefits of a student-centred focus that is underpinned by the student's sense of belonging and overall satisfaction. These benefits improve students' learning experience and theoretically advance the importance of continual learning and teaching in higher education.
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