Search results

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

There has been growing concern among international agencies and the corporate world regarding the question of sustainability and how long we can preserve our planet and ensure just and balanced development for all. Non-governmental organizations, labor leaders, faith-based organizations, religious leaders, and other civil society representatives play a crucial and diverse set of roles in societal development. At the same time, institutions imparting higher education are engaging in debates and quality research work to gauge the need of our current generation with a vision to meet the need of the future generation. Such lofty dreams can only be achieved if we respect the natural systems and the international standards designed to protect the core social and environmental values. Sustainability education is becoming crucial, mainly for students so that they are aware of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns (Sengupta, Blessinger, & Yamin, 2019). In this context, the role of higher education along with civil society is critical. Being a part of society, they need to contribute by addressing the common problems so that they make our younger generations aware of the issues and help them create and flourish in an environment and ecosystem which is healthy. There has been a growing appetite among the educational institutions to receive information, examples, and case studies mainly from the environmental and economic perspective which could help the faculty to impart knowledge to the students. The purpose of this book is to explore different angles from sustainability corporate social responsibility and the role of civil society in the context of education. The chapters in this book gives us an insight into the prevalent literature as well talk about interventions and case studies that have contributed toward the growth of this genre. This book will help in reorienting curriculum, develop programs and modules, implement innovative teaching methods, and integrate such topics in their educational programs.

This paper aims to investigate the impact of different types of corporate social responsibility (CSR; i.e. value-creating CSR, promotional CSR and philanthropic CSR) on consumer responses and the moderating role of corporate competence.

The authors tested the hypotheses by using two empirical studies – a survey and an experimental study. The evidence is generated based on generalized linear model repeated-measures ANOVAs for the survey study and two-way factorial ANOVAs for the experimental study.

The findings show that in general, consumers respond to value-creating CSR more favorably than to philanthropic CSR or promotional CSR. In addition, corporate competence moderates consumers’ responses to different types of CSR in such a way that promotional CSR is more likely to have the desired effects when carried out by low-competency rather than by high-competency firms, whereas value-creating CSR is more effective for high-competency firms than for low-competency ones. Philanthropic CSR works equally in both types of firms.

This research answers a long-term call to study the differential consumer effects of various CSR types. It also identifies perceived corporate competence, an important consumer-based corporate factor, as a potential moderator of consumers’ response to CSR types.

Armed with the findings, companies can choose CSR practices that fit with their company characteristics. This research offers important and specific managerial implications to firms with different company profiles on their CSR choices.

Given that today’s managers are faced with the challenge of selecting desirable CSR activities from a group of options, the authors answered the call by studying the differential effects of a wide array of CSR choices and provide important practical guidance to managers. For the first time in the literature, the study also investigates the potential interactive effects between specific CSR types and corporate competence on consumer reactions. This inquiry bears significant relevance to the ongoing discussions concerning whether and how company characteristics generate influences on the outcomes of CSR strategies.