This study aims to investigate the complex relationship between corporate–nonprofit partnership characteristics (type, duration and source of communication); attitude toward the…
Abstract
Purpose
This study aims to investigate the complex relationship between corporate–nonprofit partnership characteristics (type, duration and source of communication); attitude toward the corporation (pretest and posttest); partnership evaluation; and stakeholders' willingness to engage in anti-corporate behaviors when a corporation behaves irresponsibly and negatively impacts an individual's community. The three partnership characteristics are evaluated, individually and collectively, to discern which, if any, characteristics protect or buffer a corporation from stakeholders' engagement in negative communication behaviors when controlling for how stakeholders evaluate the partnership and the corporation.
Design/methodology/approach
The study used an online experiment with 970 participants who were randomly assigned to a 2 × 2 × 3 × 2 factorial design.
Findings
Contrary to some previous research findings, this study found that individuals who evaluate either the corporation or the partnership favorably are more likely to engage in anti-corporate behaviors. Neither the partnership type nor communication source provides a buffering effect. The only partnership characteristic to generate a buffering effect was duration and that only occurred if the partnership lasted three years. This study concludes that when corporate social responsibility (CSR) and corporate social irresponsibility (CSI) co-occur, an amplification rather than mollifies stakeholders' willingness to enact anti-corporate communication behaviors in instances of CSI.
Originality/value
This study advances scholarly understanding of CSR and CSI as in-tandem concepts and practices. The findings challenge previous claims that corporate–nonprofit partnerships can buffer corporations from negative events. In contrast, we find that partnerships are limited in their ability to reduce stakeholders' willingness to engage in anti-corporate behaviors in instances of CSR. It also answers calls that CSR research should use non-fictitious companies to increase ecological validity of the study design.
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Amy O'Connor, Renee Mitson and Cory Gilbert
The purpose of this exploratory study is to investigate the relationship between location (hometown or elsewhere), evaluation of corporations, expectations for corporations in…
Abstract
Purpose
The purpose of this exploratory study is to investigate the relationship between location (hometown or elsewhere), evaluation of corporations, expectations for corporations in their communities and likelihood to engage in pro-corporate behaviors in corporate social responsibility (CSR) scenarios or anti-corporate behaviors in corporate social irresponsibility (CSI) scenarios. The purpose of our exploratory study is to examine if the location of CSR or CSI activities influence pro and anti-corporation behavioral intentions.
Design/methodology/approach
A quantitative survey method is utilized (N = 1,450). Participants were Minnesota residents who volunteered to take the survey. Surveys were administered at the 2018 Minnesota State Fair.
Findings
Participants described corporations in their community more favorably than corporations located elsewhere and indicated a desire to have more corporations headquartered in their community. In instances of CSR, participants were more likely to engage in pro-corporate behaviors than if the corporation was located elsewhere. However, participants indicated a stronger likelihood of engaging in anti-corporate behaviors when CSI was enacted in their community than if the company was located elsewhere.
Originality/value
This study examines CSR and CSI concurrently, surveys community stakeholders rather than relying on existing databases (e.g. KLD Stats) that measure a limited set of CSR metrics, moves beyond descriptive accounts of CSR behaviors and financial outcomes associated with geography and extends stakeholder-organization relationship theorizing into the CSR/CSI context to interrogate the mutual interdependence between stakeholders and organizations.
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Katherine A. O’Connor, Amy J. Good and H. Carol Greene
This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive…
Abstract
This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive videoconferencing to provide observations of elementary classrooms. Preservice teacher candidates observed social studies lessons team-taught by regular classroom teachers and university professors in public school classrooms via videoconferencing equipment. Preservice teacher candidates remained on campus while another professor guided them through the social studies observation. Qualitative data were collected from preservice teacher candidates completing their social studies methods course through reflective summaries, KWL charts, and archived threaded discussions. The benefits and challenges of teleobservation are discussed along with implications and possibilities for future work. Specifically, the goals of this project included providing future social studies teachers with the following opportunities: 1) observe an elementary classroom in real-time; 2) discuss teaching as it is happening, and 3) observe university social studies professors modeling theory into practice.
Tina L. Heafner, George B. Lipscomb and Tracy C. Rock
There are growing concerns among social studies professionals that social studies instruction is disappearing from elementary schools. These concerns have become more pressing as…
Abstract
There are growing concerns among social studies professionals that social studies instruction is disappearing from elementary schools. These concerns have become more pressing as educational policies emphasize core curricula of reading, writing, mathematics, and science. Questions arise as to how social studies can resume its traditional role as one of these core curricula. One possibility is to have social studies included in the accountability movement through testing. This article contemplates the role of testing in impacting social studies instruction in the elementary curriculum through a comparative analysis of data collected from a study of practicing elementary teachers in two states: one in which social studies instruction is tested and the other in which social studies instruction is not tested.
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Tina L. Heafner, Amy J. Good, Katherine A. O’Connor, Jeff Passe, Tracy Rock, Sandra P. Byrd, Sandra B. Oldendorf and Eric Groce
Elementary students in North Carolina are not required to take social studies standardized tests. As a result, assumptions about social studies instruction have emerged. The…
Abstract
Elementary students in North Carolina are not required to take social studies standardized tests. As a result, assumptions about social studies instruction have emerged. The assumptions represent perceptions or misperceptions about whether the subject is being taught, whether it is valued, and whether there are pressures to ignore social studies to focus on tested subjects. Data from a multi-university, longitudinal study examining the state of social studies in elementary grades are highlighted. Selected findings from the statewide research provide a framework for considering the assumptions. Recommendations suggest a team approach to advocating for the social studies.
A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that…
Abstract
A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).
The tremendous relevance of societal discrimination to special education of the learning disabled cannot be gainsaid. Mistreatment of disabled children in public and private…
Abstract
The tremendous relevance of societal discrimination to special education of the learning disabled cannot be gainsaid. Mistreatment of disabled children in public and private educational institutions is a bad reflection on the moral and egalitarian values of the society at large. “Many students, regardless of race, who are deemed eligible to receive special education services [mandated by federal laws] are unnecessarily isolated, stigmatized, and confronted with fear and prejudice” (Losen & Welner, 2001, p. 407). According to the U.S. Congress, “poor African-American children are 2.3 times more likely to be identified by their teacher as having mental retardation than their white counterpart” (20 U.S.C. §1400 (8)(c) Individuals with Disabilities Education Act (IDEA)). Congress has also found that a highly disproportionate number of elementary and secondary special education students are African-Americans (IDEA §1400 (8)(D)) and their social disadvantage stems from “lack of opportunities in training and educational programs, undergirded by the practices in the private sector that impede their full participation in the mainstream society” (IDEA §1400 (10)).
This chapter offers a review of Amy Allen’s The End of Progress: Decolonizing the Normative Foundations of Critical Theory (2016) and presents the book as having both a negative…
Abstract
This chapter offers a review of Amy Allen’s The End of Progress: Decolonizing the Normative Foundations of Critical Theory (2016) and presents the book as having both a negative and positive aim. Its negative aim is to offer a critique of the Eurocentric narratives of historical progress that serves the function of normative grounding in the critical theories of Jürgen Habermas and Axel Honneth. Its positive aim is to provide a new approach to the normative grounding of critical theory that eschews Eurocentric narratives of progress through the idea of metanormative contextualism. For Allen, metanormative contextualism is developed through an engagement with the works of Adorno and Foucault. This chapter raises some critical questions concerning the position of metanormative contextualism, arguing that there are significant differences between Adorno and Foucault that render the position unstable. Specifically, Adorno’s normative conception of truth, alongside his critical naturalism presented through the notion of natural history, makes him ill-suited as a representative of Allen’s metanormative contextualism and complicates the contributions of Foucault’s genealogical analyses. The chapter concludes that a careful consideration of Adorno’s views reveals him to be opposed to the two central tenets of metanormative contextualism as defined by Allen.