Controversies around CSR and SD: The Role of Stakeholders in the Spiral of Hypocrisy

Esper, Susana C.; Cruz, Luciano Barin

doi:10.5465/ambpp.2019.204

Cited by 3 publications

(2 citation statements)

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“…In the worst cases, CSR leads to antithetical results. Esper and Barin Cruz [48] discussed how CSR could be a hypocrisy tool to influence the market perception. With the presence of a large gap between the way in which a company shows off and the way in which it acts, stakeholders could DOI: http://dx.doi.org/10.5772/intechopen.94344 be manipulated and suffer manoeuvering hypocrisy, which leads to social scandals and trust collapse.…”

Section: The Promotional Csrmentioning

confidence: 99%

CSR and Innovation: Two Sides of the Same Coin

Hlioui

Yousfi

2022

Corporate Social Responsibility

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In this chapter, we analyze the association between CSR and innovation. We state that CSR concept has evolved over time and has changed the way innovation is conceived. The state of art shows that CSR activities have been responsively introduced to achieve the stakeholders’ needs and standards, to become gradually more strategic activities. In fact, many firms have been involved in CSR projects dealing with the reputation enhancement, the stakeholders’ reciprocation, the risk mitigation, and the improvement of the innovation capacity mechanisms. We show the presence of a virtuous dynamic between strategic CSR and innovation: firms have to present strategic CSR activities in the core of their innovative strategies. Sustainable innovations are effective tools to foster CSR activities and, therefore, social performance. Furthermore, we show that the CSR-innovation influence is driven by specific channels such as the company’s competitiveness, strategies’ developments, and framework. Besides, we shed light on the effects of board diversity, managerial cognition, and corporate cognitive-governance on CSR-innovation association. Finally, we provide an empirical evidence from the SBF120 French companies over the period from 2010 to 2016. We present the nonlinear effect of innovation on the current CSR scores, using a semi-parametric estimation. Our results confirm the divers perception of CSR and its components at the different innovation levels.

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Section: The Promotional Csrmentioning

confidence: 99%

CSR and Innovation: Two Sides of the Same Coin

Hlioui

Yousfi

2022

Corporate Social Responsibility

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“…Thoughtful interpretive engagement is therefore important for those seeking to engage with and apply ideas of responsibility, especially in the context of the rhetoric surrounding corporate social responsibility (CSR) and its influence on thought and action (Winkler et al, 2020). Finally, deconstruction is necessary to address issues that go beyond slippage and risks of inadvertent inaction, since the constructions of power behind the talk of responsibility can support deliberate hypocritical divides between surface messages and intended actions, especially in relation to CSR (Esper and Barin-Cruz, 2019; Koleva and Meadows, 2021).…”

Section: Three Perspectives On Responsibilitymentioning

confidence: 99%

Challenging the hidden curriculum: Building a lived process for responsibility in responsible management education

Hibbert

Wright

2022

Management Learning

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This essay argues that conceptualisations of responsibility in the responsible management education literature are generally superficial or unstated. We propose that this leads to practical understandings of responsibility being drawn from the hidden curriculum of socialised learning in the background of formal educational contexts. To disrupt this and enable critical thought and action, we argue for the integration of three perspectives that can be combined in a dynamic, lived process. First, we suggest that evidence-based management challenges us to seek out evidence to inform responsible management practice in ways that are thoughtful, critical and reflexive. Second, we argue that an interpretive approach employing philosophical hermeneutics connects responsibility to situated judgement about how we should interpret evidence available to us in the context of lived human experience in dialogue with others. Third, deconstruction reveals (aspects of) the ways in which the hidden curriculum constructs responsibility in the context of responsible management education texts and talk – and helps us to remain open to other possibilities. We integrate these three perspectives to arrive at a definition of responsibility as a lived process with implications for students, educators and the institutions they inhabit.

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