ERIC Number: EJ1173895
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
Integrating Corporate Social Responsibility Awareness into a Retail Management Course
Beitelspacher, Lauren; Rodgers, Vikki L.
Journal of Marketing Education, v40 n1 p66-75 Apr 2018
Both students and industry are demanding that marketing instructors incorporate discussions of environmental and social responsibility into their courses. Marketing educators play a critical role in developing the knowledge and skills students need to effectively integrate corporate social responsibility (CSR) into their future business endeavors. Yet many educators struggle with developing meaningful and effective strategies to incorporate CSR authentically into their curricula. The project discussed in this article outlines a learning tool that encourages students to consider CSR in the context of their own purchase decisions while also considering CSR from a broader macro environmental perspective. The main goal is to build a CSR awareness that extends beyond a student's initial purchase exchange. Using retail as the context, students are required to consider CSR challenges including labor laws, environmental regulations, sourcing issues, and so on from the retailer and supplier relationships as well as the retailer and consumer relationships. Based on preliminary results, students' awareness of CSR challenges throughout the supply chain increased and the project proved to be an effective way to engage students in real learning about CSR.
Descriptors: Retailing, Management Development, Marketing, Course Descriptions, Laws, Labor, Teaching Methods, Social Responsibility, Purchasing, Corporations, Teacher Role, Business Administration Education, Decision Making, Environment, Consciousness Raising, Undergraduate Students, Systems Approach, Consumer Science, Clothing, Qualitative Research, Student Attitudes, Statistical Analysis, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A