The Cognitive Side of Social Responsibility

Secchi, Davide

doi:10.1007/s10551-009-0124-y

Cited by 44 publications

(44 citation statements)

References 51 publications

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“…In other words, students should become health literate about themselves in relation to others, understanding the perspectives of others and of the collective. All this relates to the ethical viewpoint of social responsibility which, as Secchi (2009) argues, allows students to belong to a social world and "to understand what is right and wrong for them and society" (Secchi, 2009, p. 569). The kind of awareness described above is important for students if they are to participate in healthpromoting actions at different levels, that is, moving from individual behaviour changes towards wider changes such as organizational changes (Simovska and Sheehan, 2000).…”

Section: School Contextmentioning

confidence: 99%

Health literacy as a learning outcome in schools

2012

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PurposeTo define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy. Design/methodology/approachThis paper draws on theoretical and empirical educational literature, and also the experiences of the authors. FindingsHealth literacy is defined as consisting of five core components: (1) theoretical knowledge, (2) practical knowledge, (3) critical thinking, (4) self-awareness, and (5) citizenship. The first three components are rather similar to the commonly-accepted health literacy concept, but the definition given in this paper expands the concept via two additional -but essential -components. It is emphasized that when one is aiming to develop students' internal capacity to construct their own meanings regarding health topics, these two additional components are called for. We argue that one of the main aims of health teaching in schools should be to foster students' ability to define their own beliefs, identity and social relations. Moreover, if we wish students to become responsible citizens, acting in an ethically responsible way, competencies such as ethical reflection skills should be developed in schools. We also highlight the fact that the development of certain health literacy components calls for particular kinds of learning conditions. Originality/value2 The paper identifies the core components of health literacy as a learning outcome and gives practical examples of means to achieve a particular target.

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Section: School Contextmentioning

confidence: 99%

Health literacy as a learning outcome in schools

2012

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“…Assim, os gerentes e as suas características pessoais ditam a estratégia e modos de respostas das empresas às expectativas e às demandas ambientais (Sweet et al, 2003). As características individuais dos gestores envolvidos no processo também podem ter influência diretamente na forma como as decisões acerca da RSC são tomadas dentro das organizações (Secchi, 2009).…”

Section: O Papel Do Indivíduo Na Construção Da Responsabilidade Sociaunclassified

“…Embora seja no nível individual que as políticas e práticas começam a tomar forma -por meio das decisões dos gestores, o papel do indivíduo no processo de RSC tem sido pouco pesquisado (Aguinis & Glavas, 2012;Garriga & Melé, 2004;Secchi, 2009). Ainda, percebe-se uma lacuna no que tange ao desenvolvimento de estudos que visem abranger perspectivas multiníveis para a compreensão do fenômeno (Athanasopoulou & Selsky, 2015).…”

Section: Introductionunclassified

Responsabilidades individuais ou pressões institucionais? Discussões sobre o papel dos gestores na definição de responsabilidades corporativas

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Gallon

2016

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ResumoEste ensaio visa apresentar um possível caminho teórico àqueles interessados em compreender comportamentos individuais idiossincráticos dos gestores em face de quadros institucionais no desenvolvimento de políticas e práticas de responsabilidade social corporativa. Discorre-se acerca do paradoxo indivíduo/organização; e, para tanto, busca-se subsídios na teoria institucional para compreender se adoção abordagens de RSC seria um comportamento individual dos gestores com base em caracterís-ticas comportamentais ou uma resposta ao quadro institucional. O objetivo é mostrar tal caminho a partir de uma construção entre comportamento pro-social dos gestores e empreendedorismo institucional como uma possível resposta a este paradoxo. Apresenta-se, assim, o empreendedor social, no contexto de ações proativas de RSC, como o indivíduo possuidor de comportamentos pro-sociais, no sentido de que busca promover práticas e ações responsáveis que vão além do exigido pela lei e pelas normas sociais. Considerando que os indivíduos percebem o contexto de distintas formas -sendo estas únicas e incompletas -, a emergência de posturas proativas em relação à RSC transcende o esperado pelos distintos sistemas de negócios e revelam uma postura mais explícita, que pode estar relacionada à existência de um comportamento pró-social por parte dos gestores ao balizarem suas ações pelo bem da coletividade e ampliando o seu escopo de visão para além das expectativas dos stakeholders. Assim, empreendedores institucionais que engajam no desenvolvimento de iniciativas de RSC possuem recursos e interesses na modificação das práticas institucionalmente estabelecidas e, assim, são capazes de conduzir a empresa a um caminho sustentável. Muito em parte, acredita-se que tais indivíduos possuam traços inegáveis de comportamento pró-social, na medida em que utilizam seus recursos e interesses em iniciativas de bem comum e não somente para os propósitos individuais. O presente ensaio não pretende esgotar as discussões acadêmicas em relação à responsabilidade individual, nem mesmo apresentar o conceito de comportamento pró-social como normativa única para os estudos neste âmbito. O propósito aqui é o de levantar insights e possibilidades para a compreensão de como pode ser tratada a responsabilidade individual dos gestores.

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“…In their review of the literature, Aguinis and Glavas (2012) point to a relative scarcity of individual (micro) level studies in CSR research, compared to institutional and organisational level studies (see also Lee 2008). It is important, however, to understand the individual level: even though 'CSR takes place at the organisational level of analysis', it is 'individual actors… who actually strategise, make decisions and execute CSR initiatives' (Aguinis and Glavas 2012, p. 953; see also Secchi 2009). Studies in this small, but growing research stream have used a range of approaches including psychological frameworks such as person-organisation fit (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…This is the stream to which this article makes a contribution. Few studies target individual cognition in relation to CSR (Boal and Peery 1985;Crilly et al 2008;Secchi 2009;Zollo et al 2009). Further, while some of these studies draw from an international sample (Crilly et al 2008;Zollo et al 2009), the majority of these studies focus on one national context only (Boal and Peery 1985;Fassin et al 2011), and at the time of writing, there is no research that compares managers' mental models regarding CSR across different countries.…”

Section: Introductionmentioning

confidence: 99%

CSR and Related Terms in SME Owner–Managers’ Mental Models in Six European Countries: National Context Matters

et al. 2014

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As a contribution to the emerging field of corporate social responsibility (CSR) cognition, this article reports on the findings of an exploratory study that compares SME owner-managers' mental models with regard to CSR and related concepts across six European countries (Belgium, Italy, Norway, France, UK, Spain). Utilising Repertory Grid Technique, we found that the SME ownermanagers' mental models show a few commonalities as well as a number of differences across the different country samples. We interpret those differences by linking individual cognition to macro-environmental variables, such as language, national traditions and dissemination mechanisms. The results of our exploratory study show that nationality matters but that classifications of countries as found in the comparative capitalism literature do not exactly mirror national differences in CSR cognition and that these classifications need further differentiation. The findings from our study raise questions on the universality of cognition of academic management concepts and warn that promotion of responsible business practice should not rely on the use of unmediated US American management terminology.

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The Cognitive Side of Social Responsibility

Abstract: advice giving and taking, cognition, decision making, distributed cognition, docility, social responsibility,

Cited by 44 publications

References 51 publications

Health literacy as a learning outcome in schools

Health literacy as a learning outcome in schools

Responsabilidades individuais ou pressões institucionais? Discussões sobre o papel dos gestores na definição de responsabilidades corporativas

CSR and Related Terms in SME Owner–Managers’ Mental Models in Six European Countries: National Context Matters

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