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The Companies Act 2006 enshrines in law the concept of 'enlightened shareholder value', a form of corporate social responsibility, in place of a director's traditional common law duty of loyalty. This article demonstrates that the conceptual foundations of the enlightened shareholder value approach are flawed, resulting in a confusing compromise, with potentially damaging efficiency consequences.

PurposeThis study aims to investigate differences and similarities in the approach to understanding university social responsibility (USR) among the academic and university administrative staff.Design/methodology/approachThe quantitative research was conducted on a group of 1,160 respondents from the chosen university. The survey contributes to the discussion about the needs and expectations regarding USR. The data were subjected to reliability verification and statistically tested.FindingsThe study revealed that academic and university administrative staff pay attention to different aspects of USR. The differences appear in expectations of the senior and junior academic staff and when scientific disciplines are taken into consideration. It may suggest that not only the level of research performance but also the structure of academic staff can be a driver for corporate social responsibility benefits.Practical implicationsResearch results can be helpful for proper designing of socially responsible activities regarding different groups of employees and enable a better understanding of the needs of employees regarding the creation of socially responsible activities at the university.Originality/valueThis study contributes to the literature by presenting the academic and university administrative staff's attitude towards USR, giving better insights into their expectations and needs. Research findings contribute to the more grounded discussion on the topic and can be used by organizations to set goals and priorities for USR.

In this article, we present a qualitative multi-case study of three beginning elementary teachers working in New York City and describe the distinct ways in which each articulates her responsibility to teach a social justice-oriented education. We employ positioning theory to examine how teachers narrate their relationship to the concept of social justice and how this relates to the ways in which they identify themselves and others as capable and qualified to engage in such work. We find that responsibility to teach for social justice is often delegated based on a perception of experiences with injustice and wonder how this rigid outlook can be made more malleable and inclusive. We draw from the work of Sharon Todd to imagine how individuals, situated within unique and divergent circumstances, can all be framed as integral members in the making of a more just world. This article ends with suggestions for how teachers and teacher educators can infuse such theories into reflective, autoethnographic practices.

J'aime viser loin et juste. Je me casse la tête, j'affronte, je supporte, je gagne... mais carbure à 110 %. Alors, comment mieux réussir mon quotidien et embellir le monde ? ... Au fond, que veut dire ""réussir"" ? J'aimerais viser plus loin et plus juste. Trouverai-je de l'intelligence et du punch dans des écrits qui ont traversé les siècles ? Avec U2-Bono, Damien Saez, Yannick Noah, J.-J. Goldman, les Enfoirés, Winston Churchill, Jacques Brel... Ras le bol ou Paraboles est une balade dans quinze histoires courtes de l'écrivain Matthieu l'évangéliste aussi célèbre que Confucius, Aristote, Vo

AbstractGiven its material impact on bottom lines, social responsibility became essential to supply chain sustainability strategies. The authors of this paper reviewed the relevant literature and discovered its reliance on approaches like corporate social responsibility and its marginalization of systems thinking. This situation undermines the contributions of this literature, as it could be reductionist from a systemic perspective. Reductionism limits solutions to suboptimizations incapable of achieving multifinal and holistic outcomes. To assess this literature, the authors conducted a mapping study to analyse its distribution over four systemic paradigms: functionalism, interpretivism, emancipation, and postmodernism. The results showed that it clustered unevenly around these paradigms and lacked pluralism in perspective. This paper is significant as it revealed the innate inability of most of the supply chain social responsibility literature in offering creative and holistic solutions. Therefore, this literature can only resolve some social responsibility factors allowing the persistence and resurfacing of social responsibility messes.

AbstractCorporate social responsibility (CSR) occupies the center stage of the debate on the operations of transnational corporations in the developing countries. The quest for profit maximization as the overriding value at the expense of corporate social responsibility puts some transnational corporations on a collision path with their Niger Delta host communities, who are demanding environmental sustainability. Militant groups have shut down flow stations and taken oil workers hostage. Unresponsiveness of oil firms to community demands for CSR is heightening the volatility of the Nigerian oil industry. The problem will intensify until oil firms initiate authentic CSR strategies to address the environmental havocs emanating from their operations. At the core of such strategies is recognizing the host communities as bona fide stakeholders and addressing their socioeconomic needs. Copyright © 2007 John Wiley & Sons, Ltd and ERP Environment.

Intro -- Foreword -- Acknowledgments -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Revisiting University Social Responsibility -- References -- 2 The University Social Responsibility Framework by the International Federation of Catholic Universities: A Case of "Intelligent" Co-creation -- Introduction -- Theoretical and Conceptual Approach -- Understanding the Context -- Apprehending University Social Responsibility -- Brief Overview of IFCU and the USR Project -- Analysing USR Project Management Strategies and Results -- First Phase: The Co-construction of a Common Reference Tool Around the Notion of USR -- The Newman Assessment System: An Innovative Artificial Intelligence-Based Evaluation Tool -- Conclusion -- References -- 3 (Re-)Constructing Measurement of University Social Responsibility -- Introduction -- Understanding University Social Responsibility -- Revisiting University Social Responsibility Measurement Tools -- Methodological Approach -- Results -- Limitations -- Discussion -- Conclusions -- References -- 4 Evaluating University Social Contribution: Insights and Concepts from Chinese Higher Education -- Making Perspectives and Platforms for Value -- Reframing Social Responsibilities -- Curating New Perspectives -- Designing Information -- Moving into Practice -- References -- 5 From Energy Efficiency to Stakeholder Involvement and Beyond? Case Study on the Advancement of Sustainable Development at the University of Bremen -- Introduction -- The Challenges of Sustainable Development and HEI Development -- Sustainable Development in Higher Education -- Worldviews and Systemic Development of HEIs -- Systemic Development of Higher Education Institutions Toward Integrated Sustainability Governance -- Four Phases of HEI Development -- Leading Multi-level Development of HEIs -- Methods -- Results.

"Serial no. 110-129." ; Shipping list no.: 2008-0181-P. ; Distributed to some depository libraries in microfiche. ; Mode of access: Internet.