Research on the Social Responsibility of Corporations in China

Qi, Dianwei; Feng, Chen; Jin, Meina

doi:10.5539/ass.v8n15p184

Cited by 3 publications

(2 citation statements)

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“…As observed by Wang et al (2010), the overall level of CSR reporting was not high, and both the breadth and depth of the disclosure were insufficient to satisfy stakeholders' requirements. Qi et al (2012) emphasized that CSR was not only the responsibility of enterprises but also that of the government, media and consumers. Furthermore, Debeljak et al (2011) identified some elements of CSR insincerity in every company during its early stage of acquiring CSR practices, especially during the beginning of the development of business culture.…”

Section: Introductionmentioning

confidence: 99%

Corporate social responsibility disclosure in Chinese railway companies

Noronha¹,

Leung

Lei³

2015

Sustainability Accounting, Management and Policy Journal

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Purpose – The purpose of this paper is to focus on the corporate response of Chinese railway companies after the deadly Wenzhou train accident in China which happened on July 23, 2011. Few studies on corporate social responsibility (CSR) in developing countries have looked into whether the information disclosed by companies is satisfactory with sufficient response after a major incident has happened. Design/methodology/approach – Five companies with the largest market value in the Chinese railway industry involved in the production of trains and railway systems connected to the “7.23” incident were taken as the observations in this study. Information published by the companies and the media related to the accident, including CSR and sustainability reports, company Web sites, news and press releases and Internet postings, were investigated in detail in a qualitative manner. Findings – The findings show that disclosure of information related to the “7.23” incident was very low or almost inexistent in the observed companies. For those that claimed that they had followed CSR reporting standards and guidelines, the disclosed information appeared to be insufficient to reveal practical information and fulfill stakeholders’ requirements. The study also sheds light on the corporate reporting behaviors of Chinese state-owned enterprises by applying legitimacy, stakeholder and institutional theories to the unique social and political environment in the country. Originality/value – This paper critically reveals the poor corporate response after the “7.23” incident in Chinese railway companies. The case serves as an example for the companies to ponder on what improvements are called for in terms of social reporting and relevant corporate actions after a major accident. Also, the study contributes to the CSR disclosure literature concerning developing countries by examining the case of China and the little studied railway industry run by the state.

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Section: Introductionmentioning

confidence: 99%

Corporate social responsibility disclosure in Chinese railway companies

Noronha¹,

Leung

Lei³

2015

Sustainability Accounting, Management and Policy Journal

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“…The ISO 26000 standard, which promotes the acceptance of social responsibility around the world, describes the view of social responsibility and the standards that should be followed and contributes to the achievement of long-term development goals, particularly for sustainable development (Puneet and Ashish, 2012). It has been demonstrated in numerous studies that social responsibility is essential for stimulating economic growth while also increasing employment, technological innovation, social harmony, and stability (Certo and Certo, 2012;Qi et al, 2012).…”

Section: Review Literaturementioning

confidence: 99%

Teachers’ Degree of Practicing Social Responsibility at Imam Abdulrahman Bin Faisal University, Saudi Arabia

Baniawwad

2022

Front. Educ.

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This study aims to identify the social responsibility practiced by the faculty members toward the students, university, and society at Imam Abdulrahman Bin Faisal University (IAU), Saudi Arabia. Data were collected through a random sampling of 951 students. The findings reveal that the faculty members are practicing social responsibility and that the most important thing for the faculty members is to inculcate social responsibility among the students by encouraging them, involving them in social and cultural activities, and exercising democratic values. The participants agree that faculty members should maintain university equipment, contribute to seminars and conferences inside and outside of the university, and maintain a safe environment. The participants also agreed that faculty members should participate in the activities of cultural associations and institutions, respect cultural diversity, and get involved in community development. The theoretical and practical implications of the study have been identified to improve social responsibility at the higher institutions in Saudi Arabia as well as in the Gulf region.

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Social Responsibility of Comprehensive Schools: Teachers’ Point of View

Augustinienė

Jociene

Minkutė-Henrickson

2015

socscie

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The essential mission of educational organizations is to provide education services to educate the young generation. Thus, social responsibility of an educational organization is addresses not only separate persons but also is one of organization's duties to provide services for the society (Toremen, 2011). As social responsibility of school manifests in social responsibility of organization's members, it is possible to analyze it referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014). The school community, particularly teachers as one of the CSR stakeholders, has not attracted sufficient attention as a research subject. However, teachers' involvement is one of the criteria for predicting a successful educational process. Therefore, the article addresses the following research question: how does social responsibility of a comprehensive school as educational organization manifest in teachers' intentions? The research aim is to reveal the features of social responsibility at a comprehensive school considering the teachers' viewpoint. The research methods are content analysis of teachers' interview data. Having described the model of social responsibility realization at a comprehensive school referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014), the features of social responsibility at a comprehensive school X from teachers' point of view are revealed.

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Research on the Social Responsibility of Corporations in China

Cited by 3 publications

References 1 publication

Corporate social responsibility disclosure in Chinese railway companies

Corporate social responsibility disclosure in Chinese railway companies

Teachers’ Degree of Practicing Social Responsibility at Imam Abdulrahman Bin Faisal University, Saudi Arabia

Social Responsibility of Comprehensive Schools: Teachers’ Point of View

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