Business and society scholars have analyzed the citizenship activities of private firms, but what of their own institutions? This article introduces the concept of business school citizenship (BSC), examining it as a response to the legitimacy pressures created by competing corporate and university interests in the U.S. management-education context. Theories of corporate and of university social responsibility are used to explain BSC, and these theories form the basis of the argument that such activities can be justified and should be increased.

Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment ("context") in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students learn a great deal from the non-curricular aspects of their educational experience. Moral values in particular are conveyed by what is not said. Given this, I argue that the contexts in which service-learning takes place are as important as the activity itself. Three perspectives on context will be described and assessed: the "hidden" curriculum, the educational atmosphere, and the university's orientation towards social responsibility.Keywords Hidden curriculum . Moral and civic values . Management education . Service-learning . University social responsibility In Learning to Labour (Willis 1977), an often-taught ethnography of a British secondary school, Paul Willis showed how the educational experience prepared working class lads for working class positions, despite a curriculum designed to help them move away from menial labor. In this situation, the formal curriculum was subverted by a combination of factors in the broader educational environment: the social relations among the boys, the attitudes of the teachers, the social climate of the school, and the students' neighborhood. The lads clearly learned a great deal through their educational experiences, but they did not learn what the curriculum was designed to teach. In fact, they learned the opposite. This

During the 1990s, universities and foundations separately entered into community partnerships with the intent of revitalizing poor urban neighborhoods. We describe the historical context that preceded their involvement in these partnerships, outline the evolution in ideas about "community empowerment" integral to such partnerships, and explain the partnership model's attractiveness. We then analyze how and why these partnerships embraced the rhetoric of community empowerment and discuss the paradox of elites attempting to empower poor people. Our analysis suggests that these partnerships allowed for the appearance of an inclusive solution to community problems, while maintaining the legitimacy and privilege of their elite sponsors.Since the 1960s "community empowerment" has been an enduring refrain in the rhetoric surrounding U.S. anti-poverty initiatives. Policymakers have often pursued this goal without explicitly defining what it means, which has enabled them to occupy the moral high ground ("we support empowering the poor and revitalizing communities") while being ambiguous about the feasibility of their actually producing meaningful changes. During the war on poverty, community empowerment, also referred to as community action, entailed offering opportunities for poor residents to exercise their own political voice in defining the array of reforms-job creation, housing, education, and the like-aimed at improving their neighborhoods. Due to the specific manner in which the war on poverty was carried out, these community action programs gradually came under attack. During the ensuing decades, this attack became part of a broader neoconservative assault on the welfare state, culminating in a series of sweeping changes during the 1980s that shifted responsibility for social policy from the federal government to private and local organizations. Since then, anti-poverty work has for the most part been privatized (Lenkowsky, 1999;Osborne and Gaebler, 1993). The idea of community empowerment has persevered, however, with new institutional sponsors and renewed hopes for social change.We examine two types of institutions that stepped into the social policy vacuum left by the federal government: universities and foundations. We focus on their partnerships with

PurposeBusiness leaders, in increasing numbers, are looking to the creative power of the arts in their efforts to manage strategic change, to enhance innovation, or to strengthen corporate cultures. In this case study, we focus attention on what is widely regarded as one of the world's most extensive corporate arts‐based learning initiatives, the Catalyst program at Unilever.Design/methodology/approachIn a wide‐ranging interview with James Hill, now a group vice‐president and Catalyst's leading executive sponsor, this paper explores the origins, operations, and outcomes of this innovative program.FindingsFinds that Catalyst came about as a result of savvy leadership and a corporate willingness to take risks in developing an “enterprise culture;” it now flourishes in three divisions due to ownership at multiple levels of the organization as well as its ability to stimulate new product development, attract and retain creative people, and boost the company's marketing efforts; and it persists because its starting points are always actual business problems, the solutions to which improve financial performance and shareholder returns.Originality/valueTo management scholars, this case provides an additional data point in the ongoing study of strategy implementation and organizational change. To corporate executives seeking fresh ideas, the Unilever/Catalyst story offers a novel and intuitively appealing approach to the vexing challenges of leading strategic change, told from the perspective of an experienced executive.