2024/2025 KAN-CCBLO1701U Business and Social Responsibility in Francophone Countries
English Title | |
Business and Social Responsibility in Francophone Countries |
Course information |
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Language | French |
Course ECTS | 7.5 ECTS |
Type | Mandatory |
Level | Full Degree Master |
Duration | One Semester |
Start time of the course | Spring |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for BSc and MSc in Business, Language and Culture,
MSc
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 07-10-2024 |
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Learning objectives | ||||||||||||||||||||||||||||||||||||||||||||||||||||
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Examination | ||||||||||||||||||||||||||||||||||||||||||||||||||||
The exam in the subject consists of two parts:
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||||||||||||||||||||||||||||||
The course focuses on how Corporate social responsibility (CSR) and sustainability are being received, adapted, and institutionalized in different French-speaking countries' contexts. We adopt a Global North / Global South perspective by putting specifically into conversation a Western context (i.e.metropolitan and ultramarine France) and a North-African one (i.e. Morocco) - though the examples we will study go beyond these two national contexts. The conversation between different French-speaking contexts aims to illustrate how history, traditions, and institutions contribute to enabling and constraining how business actors’ sensemaking.
The ideal of socially responsible business will be used as a lens for comparing institutional particularities and diversities as well as different groups of business actors and their identities.
Particular attention will be paid to the various and conflicting businesses (MNCs, SME, Social and solidarity economy organizations i.e. civil society organizations, governments, and sectoral interests) and stakeholders’ interests when business and social responsibility acquire a sense in francophone countries. We will study how the different dimensions of sustainability i.e. economic, environmental, and social are articulated. The course uses problem-based and case-study learning in different sectors (e.g car constructors, fast fashion, agriculture, tourism, mining industries). We will explore a diversity of conceptual and theoretical frameworks to analyse CSR initiatives and strategies, review its relationship with historical concepts such as paternalism or philantropy and study the legal framework for CSR and how soft law and hard law articulate.
We will place responsibility in the globalization context discussing how it can be implemented through a global supply chain and discussing it at different levels. We will use different theoretical perspectives to understand real cases, such as the decoupling between firms' discourses and practices, green, pink, or social washing.
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Description of the teaching methods | ||||||||||||||||||||||||||||||||||||||||||||||||||||
A combination of interactive lectures and
individual and group work (case studies, debates, writing
exercises), with a focus on students’ abilities to analyze and
conceptualize thematic and theoretical features against the
backdrop of the course literature. The course uses problem-based
and case-study learning. The Six Thinking Hats of de Bono will be
particularly used to structure the cases and the class
debates. Teaching and literature will be in French.
Course material will consist of articles from newspapers, chapters from books, videos, and case study documents gathered by the teacher. Some will be written for a broad audience, and others will be academic articles. |
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Feedback during the teaching period | ||||||||||||||||||||||||||||||||||||||||||||||||||||
Student feedback occurs regularly throughout the
course, e.g. group exercises in class.
Students are also encouraged to ask questions during course sessions, during breaks as well as to use the teacher’s office hours for individual oral and written feedback on their synopsis. In addition, there is dedicated time for peer feedback activities during the course, especially for the ideation and writing of the synopsis. |
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Student workload | ||||||||||||||||||||||||||||||||||||||||||||||||||||
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