Learning objectives |
At the end of the course, the students must
demonstrate that they are able to:
- 1. Understand, explain, and discuss how companies collaborate,
commodify, and communicate their activities related to
humanitarianism and development.
- 2. Students are expected to develop a theoretically-informed,
critical understanding of what corporate helping in humanitarianism
and development can mean for business and society. 2. Analyze
corporate helping processes based on selected theories, concepts
and ideas from the course literature
- 3. Critically evaluate corporate helping processes with
sensitivity to their expression in diverse contexts and from
multiple perspectives.
- 4. Compare and contrast the different theoretical perspectives
as well as the different understandings of private and humanitarian
actors, and discuss the implications thereof
- 5. Critically analyze relevant cases of corporate involvement
in humanitarianism and/or development and reflect on its
implications.
|
Course prerequisites |
No prior qualifications needed, only intellectual
curiosity and a willingness to examine and challenge your own
assumptions about corporate helping in humanitarianism and
development can achieve for business and society. |
Examination |
Corporate
Helping: Humanitarianism and Development:
|
Exam
ECTS |
7,5 |
Examination form |
Home assignment - written product |
Individual or group exam |
Individual exam |
Size of written product |
Max. 10 pages |
Assignment type |
Project |
Duration |
Written product to be submitted on specified date
and time. |
Grading scale |
7-point grading scale |
Examiner(s) |
Internal examiner and second internal
examiner |
Exam period |
Autumn |
Make-up exam/re-exam |
Same examination form as the ordinary exam
|
Description of the exam
procedure
The students will complete a 10 page max. independent research
paper on a topic of their choice. The paper will be based on the
course literature and additional academic sources chosen by the
student. The course will support the development of a strong
problem statement for organizing the paper's thesis.
Students will be expected to use the entire course period for
development of the ideas and research in their final
paper.
|
|
Course content, structure and pedagogical
approach |
Businesses are increasingly taking on direct roles in
development as well as humanitarian action, not merely as donors to
the charitable work of others, but as practitioners in their own
right, sometimes in collaboration with non-profit actors. Whether
students are going to roles in the corporate social responsibility
divisions of large corporations or in development agencies and
nonprofits, they will face the blurred boundaries between market
and humanitarian spheres. The purpose of this course is to equip
students with the theoretical and analytical tools that allow them
to understand how corporations engage with humanitarianism, why,
and to what effects.
As a result of the changing landscape of corporate development
practice, our students require a broader interdisciplinary
grounding. In addition to insights on the role of business in
development from organization and management studies, this course
provides students with relevant context from political science,
development studies, critical geography, and media/communication
studies.
The course starts with an introduction to the international
organizational landscape around the humanitarian-development nexus
as well as the traditional and changing roles of companies therein.
After the introductory session, the remainder of the course is
organized in three thematic blocs:
-
Collaboration: Many companies make charitable
donations to humanitarian causes, yet there is a strong tendency
for companies to be increasingly involved in the actual delivery of
assistance, for example by offering their own products or services
for sale to frontline relief organizations or through
transformational partnerships that seek to develop innovative
solutions. This first bloc explores the various ways in which
companies collaborate with humanitarian actors and discusses the
challenges inherent in such partnerships.
-
Communication: Our frame of communication arises from
engaged debates in the fields of media and communication studies
and business where scholars try to theorize the relationships
between media and socio-cultural forms. On the basis of a fifty
year genealogy of humanitarian communication, Chouliaraki’s concept
of post-humanitarianism charts a shift in communications
demonstrating a show of pity for the distant other to those created
by ironic spectators who avoid larger questions of structural
inequality and justification for action. Corporate communications
must engage with the shifting realities of the media and the
humanitarian landscapes and learn how to communicate their helping.
What kinds of challenges do corporate humanitarian communications
create as well as what kinds of global challenges do they attempt
to engage with a response?
-
Commodification: Humanitarian ‘helping’ itself can
become a brand. Our frame of mediatization arises from an engaged
debate in the field of media and communication studies where
scholars try to theorize the relationships between media and
socio-cultural forms commodity, as understood by Ibert et al. as ‘a
composite of the facets and qualities of a good or service
commodity that is deliberately chosen, integrated and communicated
by actors as a coherent entity.’ Humanitarian branding is important
for all aspects of business and development studies. Strategic
motivations for business to enter the humanitarian sphere, which
include the cultivation of goodwill from consumers and the
expansion of a brand into new markets, can provide a profit
rationale for charitable or not-for-profit actions.
Overall, the course enables students
to develop theoretically-informed, critical
understandings of what corporate helping in humanitarianism and
development can mean for business and society.
|
Description of the teaching methods |
The course will combine lectures with interactive
discussion around the perspectives introduced in the readings. To
facilitate discussion, every session has an element of group work
for engaging the theories we use with real world examples. Some of
the group work will be devoted to working with case examples which
students will prepare and discuss together in their groups, while
others will be used to analyze more deeply the texts from the
lectures. |
Feedback during the teaching period |
The main way for students to obtain feedback on
their readings and work for this course is through active
participation in class. Feedback takes place as part of the
teaching, via questions and discussion. The case exercises serve as
feedback as the students are encouraged to reflect, discuss and
develop concepts in relation to an empirical case. Students are
expected to attend lectures and discussion sessions, to come
prepared and participate actively. Students will also receive
feedback from their work on a compulsory home assignment. This will
be an essay written at home of maximum 5 pages. The students will
bring the essay to class and receive oral and written peer-feedback
and group feedback from the course coordinators. In addition to
feedback on the assignment, the class will serve as a writing
workshop aimed at enabling students to effectively incorporate the
feedback in their writing process. Finally, students can receive
individual or group feedback during the regular consultation
hours. |
Student workload |
class participation |
30 hours |
preparation for classes and exam |
128 hours |
final independent research paper |
48 hours |
|
Expected literature |
Students should anticipate that this will be a reading-heavy
course as the content is linked to critical reflection on the
existing academic knowledge base. Course reading will come from
academic books and articles such as these:
- Andonova, L. B. (2017). Governance Entrepreneurs:
International Organizations and the Rise of Global
Public-Private Partnerships. Cambridge: Cambridge University
Press.
- Andreu M(2018) A responsibility to profit? Social impact bonds
as a form of ‘humanitarian finance’. New Political Science 40(4):
708–726.
- Ballesteros, L., Useem, M., & Wry, T. (2017). Masters of
disasters? An empirical analysis of how societies benefit from
corporate disaster aid. Academy of Management Journal,
60(5), 1682-1708.
- Banerjee, S. B. (2008). Corporate social responsibility: The
good, the bad and the ugly. Critical sociology, 34(1),
51-79.
- Brei, V., & Böhm, S. (2011). Corporate social
responsibility as cultural meaning management: A critique of the
marketing of ‘ethical’ bottled water. Business Ethics,
20(3), 233–252.
https://doi.org/10.1111/j.1467-8608.2011.01626.x
- Chun, R., Argandoña, A., Choirat, C., Siegel, D.S., 2019.
Corporate Reputation: Being Good and Looking Good. Bus. Soc. 58,
1132–1142. https://doi.org/10.1177/0007650319826520
- Hotho, J., Girschik, V., 2019. Corporate engagement in
humanitarian action: Concepts, challenges, and areas for
international business research. Crit. Perspect. Int. Bus. 15,
201–218. https://doi.org/10.1108/cpoib-02-2019-0015
- Kolk, A., & Lenfant, F. (2015). Partnerships for peace and
development in fragile states: Identifying missing links.
Academy of Management Perspectives, 29(4), 422-437.
Krishna, A., Rajan, U., 2009. Cause Marketing: Spillover Effects of
Cause-Related Products in a Product Portfolio. Manag. Sci. 55,
1469–1485. https://doi.org/10.1287/mnsc.1090.1043
- Richey, L.A. and A.C. Budabin (2021) Batman Saves the Congo:
Business, Disruption and the Politics of Development,
Minneapolis: University of Minnesota Press.
- Vestergaard, A., Murphy, L., Morsing, M., & Langevang, T.
(2019). Cross-sector partnerships as capitalism’s new development
agents: Reconceiving impact as empowerment. Business &
Society, doi:10.1177/0007650319845327.
|