Identifying Corporate Social Responsibility (CSR) Curricula of Leading U.S. Executive MBA Programs

Abstract

Our society has witnessed large enterprises collapse from a disregard for Corporate Social Responsibilities (CSR) and illegal and unethical comportments. This chapter provides an understanding of the basic concepts of CSR in the context of lawful and ethical responsibilities, while recognizing the power of CSR branding. Moreover, in accordance with the theory that higher education can elevate the importance of CSR strategies, it reports the results from a qualitative content analysis study identifying explicit and implicit inclusions of CSR, law, and ethics in course titles and descriptions from 20 leading Executive Master of Business Administration (MBA) programs at institutions of higher education in the United States. The results report that while law and ethics are commonly part of the reviewed Executive MBA programs, CSR has minimal representation in these programs.

Challenges for Educational Technologists in the 21st Century

“…The addition of the ethical concept to the definition was a noble attempt to move the field toward embracing best practice strategies serving the individual, organizations and society as a whole. Mayes, Bracey, Aguilar, and Allen agree with the importance of ethics as a critical consideration in the development of best practices by a profession [6].…”

“…However, because of the numerous job requirements, political and budget constraints, and the limited number of trained professionals, this article focuses the definition of K-12 educational technologists to include all those involved in the design, development, implementation and evaluation effort, as well as educational technology researchers who provide data and feedback to those aforementioned. Included are formally trained educational technologists (including department and project managers), instructional designers (including subject matter experts, content architects and various media developers), program and project evaluators, administrators and teachers and information technology specialists (including system administrators, programmers, support technicians and trainers) [6,8,9]. While it may be argued that information technologists, administrators and teachers are not normally considered educational technologists, their collaborative efforts and combined expertise in meeting educational technology and instructional design challenges are essential to any successful ETI (educational technology integration).…”