DE LA SALLE UNIVERSITY

Ramon V. del Rosario College of Business

Management and Organization Department

COURSE SYLLABUS

COURSE CODE : CSRGOVE

COURSE TITLE Corporate Social Responsibility and Governance
Type of Course Core
Term/Time/Room 2nd Trimester, AY 2017-18

COURSE DESCRIPTION

This course will discuss the pressing global issues of social responsibility, sustainable
development, and corporate governance. Included are discussions on basic ethical principles,
Catholic Social Teachings and Lasallian business leadership to address the promotion of the
common good for national development. Specific case applications will be tackled.

LEARNING OUTCOMES

This course aims to enhance the ability of students to diagnose the root cause of ethical and
unethical performance in themselves and the organizations they are part of. It teaches them to
present both sides of an ethical dilemma before making any decisions. In so doing, they refine
their moral perception. The course teaches them to investigate alternative solutions to moral
problems by seeking a third acceptable solution. It also helps the students differentiate true
social responsiveness from public relations and marketing propaganda. Moreover, it furthers
their understanding of the issues involved in social responsibility, sustainability and corporate
governance and provides them a concrete view of the common good that will help them
appreciate how much good they can accomplish through their work and other commitments.

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By the end of the course, students would have conceptualized and participated in projects that
would make a difference to the less fortunate Filipinos. Throughout the course, the course will
challenge students in their understanding of oneself and develop in them the capacity to
recognize and deal with situations that call for an ethical response. Their awareness of
environmental issues shall be honed. Finally as the students become familiar with the ethical
issues they are likely to face in their careers, they are expected to see relationships based on
respect, honesty, fairness and trust. Consequently, in making decisions for their organizations,
they are likely to consider the triple bottom line: economic, environmental, and social.

ELGA LEARNING OUTCOME

Critical and Creative Thinker
Effective Communicator
Able to generate sustainable value for business and
society at large
Able to explore business and organization ideas critically
Analyze problems and comes up with the decisions based
on sound reason
Constructively challenge the status quo and comes up
with innovative alternatives in approaching problems or
opportunities
Communicate effectively, change initiatives and plan in
an organizational and systems context
Express business and organizational ideas clearly and
persuasively to aid in management decision,
organizational improvement, systems development and
various stakeholders interest
Relate effectively with people of different backgrounds

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 ELGA LEARNING OUTCOME
Listen and obtain feedback from stakeholders
Reflective Lifelong Learner Search continuously for higher purpose and deeper
meaning of work and promote these to others
Engage in conceptual and empirical research that
advances understanding of roles, dynamics and impact of
corporations in the creation of sustainable social,
environmental, and economic value
Service-driven, Ethical, and Can partner with managers, entrepreneurs, government,
Socially Responsible Citizen and NGOs to meet social and environmental challenges
and explore effective and morally sound approaches to
meet these needs.
Work for inclusive and sustainable organization as well
as the local and global economies
Technically Proficient and Be competent and socially responsible business leaders
Competent Professionals and for the local and global markets that will help business
Leaders organizations become robust organizations that could
serve as engines of economic growth and development
Inspire and build high performance teams and orgs.

FINAL COURSE OUTPUT (Service Learning (SL) Project):

The ultimate test of learning for this course is in the implementation of a service project for a
marginalized group. This service project shall have the following qualities:

1. It has targeted a marginalized group, otherwise overlooked by large corporations

undertaking their CSR.
2. It has a self-sustaining component that ensures that the project has a long-term effect.
3. It involves the talents of the students rather than their financial resources.
4. It is a well-documented project so the impact can be measured.
Rules:
 Maximum number of visits to partner community – Two visits

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LEARNING OUTCOME REQUIRED OUTPUT DUE DATE
Communicates Effectively; SL Proposal
Partner with organization to
SL Journal Part 1 (at
social and environmental
least seven entries)
challenges
SL Journal Part 2 (at
least seven entries)
Service Project
Presentation
Analyze problems and comes Case Presentations As assigned
up with the decisions based (group report)
on sound reason
5. It is accomplished prior to the end of the trimester.

RUBRIC FOR ASSESSMENT:

Service Learning Project Presentation – 100 points

Beginning Developing Accomplished Exemplary Score

1 2 3 4
4 points 6 points 8 points 10 points
Project
conceptualization The project was too The project was The project was The project was
simple, uncreative, simple and barely creative and fully unique and
and unchallenging. met the utilized the skills and challenging. It
requirements of the talents of the group. showed group was
course. willing to stretch and
walk the extra mile.

5 points 10 point 15 points 20 points

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 Beginning Developing Accomplished Exemplary Score
1 2 3 4
Project proposal Project proposal was Project proposal was Project proposal was Project proposal was
and approval submitted and submitted and submitted and submitted and
approved past 3 approved no later approved on time. approved at least a
weeks of deadline than 3 weeks after week prior to
deadline. deadline.

4 points 6 points 8 points 10 points

Group
organization and The project was ill- The project was The project was well- The project was
logistics planned. Members adequately organized. There professionally
were confused about organized. There were minor logistical organized. Problems
their roles. There were minor problems and delays. were anticipated and
was a lot of delay. logistical problems. timely addressed,
presenting minor
delays.

5 points 10 points 15 points 20 points

Impact of project
The project barely The project made The project made a The project made a
made a difference in some difference in difference in the significant difference
the operations of the the operations of the operations of the in the operations of
community community community the community
organization. There organization. There organization. organization.
was no evidence of was barely any
the impact of the evidence of the There was evidence There is great
project. impact of the of the impact of the evidence of the
project. project. impact of the project.

4 points 6 points 8 points 10 points

Time element
The project required The project barely The project fully The project was
too little or too much made the 60-day utilized the 60-day accomplished within
time. allotment. allotment. the 60-day allotment,
including time to
follow-up and wrap-
up operations

Oral Presentation 12 points 18 points 24 points 30 points

Shows absolutely no Shows some Occasionally shows Demonstrates a

interest negativity positive strong,

in topic presented. toward topic feelings about topic. positive feeling

presented. about topic

during entire
Student mumbles, Student’s voice is

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 Beginning Developing Accomplished Exemplary Score
1 2 3 4
incorrectly Student’s voice is clear. presentation.
low.
pronounces terms, Student pronounces
and Student incorrectly most
Student uses a clear
speaks too quietly pronounces terms. words correctly. voice
for a Audience Most
and correct, precise
majority of students members have audience members
to hear. difficulty can hear pronunciation of
terms so
hearing presentation.
presentation. that all audience
Student does not members
have grasp
Student is at ease can hear
of information; Student is with presentation.
student uncomfortable
expected answers to
cannot answer with information all
questions and is able Student demonstrates
questions, without full
about subject to answer only
rudimentary elaboration. knowledge by
answering all
questions.
class questions with

explanations and
elaboration.

TOTAL

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Class Participation – 20 points

Points
Criteria

4 3 2 1

Student is late Student is late

Student is late to
Student to class once to class more
class more than
is always every two than once
Attendance / once a
prompt and weeks and every two ____
Promptness week and/or has
regularly regularly weeks and
poor attendance
attends classes. attends regularly
of classes.
classes. attends classes.

Student
Student Student ne
proactively
proactively Student rarely ver
contributes to
contributes to contributes to contributes
Level Of class by
class by class by to class by
Engagement offering ideas ____
offering ideas offering ideas offering
In Class and asking
and asking and asking ideas and
questions more
questions onc questions. asking
than once per
eper class. questions.
class.

Student listens Student does

when others not listen when
talk, both in Student listen Student does
others talk, both
groups and in when others not listen when
Listening in groups and in
class. Student talk, both in others talk, both ____
Skills class. Student
incorporates groups and in in groups and in
or builds off of often interrupts
class. class.
when others
the ideas of
others. speak.

Student
Student almost Student rarely Student almost
occasionally
never displays displays always displays
displays
Behavior disruptive disruptive disruptive ____
disruptive
behavior during behavior behavior during
behavior during
class. during class. class.
class.

Student Student is Student Student is

Preparation is almost usually prepar is rarely almost never ____
always prepare ed for class prepared for prepared for
d for class with with class with class with

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 assignments assignments assignments assignments and
and required and required and required required class
class materials. class class materials. materials.
materials.

TOTAL

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Case Analysis Rubric – 50 points
Fails to Meet Standards
1 pts
Determine the
facts Does not identify relevant
facts of the case.
Identify ethical
issues Does not identify and
summarize the problem, is
confused or identifies a
different or inappropriate
problem
Identify
stakeholders Does not determine who
should be involved in the
decision making process
for this case and does not
identify the interested
stakeholders
Consider the
alternatives Identifies alternatives that
are not all seemingly equal
or that reflect confusion or
limited understanding of
the situation
Consider how a
decision affects Determines the extent to
stakeholders which some of the
alternatives possess each
criterion or the extent to
which all of the
alternatives possess some
of the criteria
Make a decision
Rates the ethical reasoning
and arguments for some of
Meets Standards
3 pts
Identified some
information, however,
neglected to identify
some important fact
Identifies the main
problem and subsidiary,
embedded, or implicit
aspects of the problem
Determines who should
be involved in the
decision making process
for this case or identifies
some of the interested
stakeholders
Identifies alternatives
that are seemingly equal
and that reflect a basic
understanding of the
situation
Determines the extent to
which each alternative
possesses each criterion
and justifies this with
appropriate information
or knowledge
Rates the ethical
reasoning and arguments
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Exceeds Standard
5 pts
Identified all major
facts related to the
case and searched
for more information
from multiple source
Recognizes multiple problems
in the case. Indicates some
issues are more important than
others and explains why.
Determines who should be
involved in the decision making
process for this case and
accurately identifies all of the
interested stakeholders
evidencing the student
thoroughly reflected on the
viewpoints of these key players
as well as their value systems
and thought through what each
of these stakeholders would
like the student to decide as a
plan of action
Identifies alternatives that are
seemingly equal and that
reflect an in-depth
understanding of the situation
Determines the extent to which
each alternative possesses
each criterion and justifies this
with appropriate information or
knowledge at an unusual level
of depth
Rates the ethical reasoning and
arguments for all of the
 Fails to Meet Standards
1 pts
the alternatives
Does not make a decision
about the best alternative
available
Monitor and
learn from Does not formulate an
outcomes implementation plan
Written Quality Was plainly presented
or slightly sloppy in
appearance
included
multiple errors
in grammar, spelling
and punctuation
was poorly written in
some places or
throughout; lacked
key organizational
elements
Use of Visual Student uses superfluous
Aids during graphics, no graphics, or
presentation graphics that are so poorly
prepared that they detract
from the presentation.
Font is too small to be
easily seen
Audience Avoids or discourages
Interaction, active audience
Meets Standards
3 pts
for most of the
alternatives
Formulates an
implementation plan that
delineates the execution
of the decision
Was fairly well presented
(neat, clean) but had
several grammar errors;
was fairly well-written but
missing some
key organizational
element
While graphics relate and
aid presentation thesis,
these media are not as
varied and not as well
connected to presentation
thesis.
Font size is appropriate
for reading.
Appropriate information is
prepared. Some material
is not supported by visual
aids.
Encourages audience
interaction.
10
Exceeds Standard
5 pts
alternatives
Formulates an implementation
plan that delineates the
execution of the decision and
evidences a design that will
maximize the benefits and
minimize the risks while taking
into account all of the
resources necessary for
implementation including
personnel and money
Professionally presented
(impressive) with a clean
cover, font, and layout
used proper grammar,
spelling, and punctuation
throughout the report.
Graphics are designed reinforce
presentation thesis and
maximize audience
understanding; use of media is
varied and appropriate with
media not being added simply
for the sake of use.
Visual aids were colorful and
large enough to be seen by all
be even those in back of the
class
Media are prepared in a
professional manner. Details
are minimized so that main
points stand out.
Encourages audience
interaction. Calls on classmates
 Fails to Meet Standards Meets Standards Exceeds Standard
1 pts 3 pts 5 pts

Q&A participation. by name.

Demonstrates incomplete
knowledge of the topic by
responding inaccurately
and inappropriately to
questions.
Demonstrates knowledge
of the topic by responding
accurately and
appropriately addressing
questions . At ease with
answers to all questions
but fails to elaborate.
Demonstrates extensive
knowledge
of the topic by responding
confidently, precisely and
appropriately to all audience
questions.

Audience Incoherent; audience lost
Interest/Timing interest.
Too long or too short; 10
or more minutes above or
below the allotted time
Presented facts with some
interesting "twists"; held
the audience's attention
most of the time.
Within +/– five minutes
of allotted time
Involved the audience in the
presentation; held the
audience's attention
throughout.
Stayed within +/- two minutes
of the allotted time for
presentation

Service Learning Journal – 20 points

CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS UNSATISFACTORY

WORK
Score 4 3 2 0
1

Writing Strong writing Good writing Writing style Difficulty Considerable

style with style with conveys expressing difficulty
Quality ideas,
clear ability to solid ability to meaning expressing ideas or
express convey adequately. Some feelings or
descriptions. descriptions clearly.
thoughts and meaning. Very grammar, syntax Many
point of view. good and Limited
syntax. Needs grammatical,
Excellent grammar, spelling errors. to syntactical,
grammar, syntax, spelling,
syntax, work on and spelling errors.
etc. grammar,
spelling, etc. Length: 301 – spelling,
400 words per Length: <200 word
entry etc. per entry
Length: 401 –
Length: 500 –
500 words per
600 words per

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CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS UNSATISFACTORY
WORK
Score 4 3 2 0
1

entry entry No. of entries: Length: 200 – No. of entries: <11

14 300 words
per entry
No. of entries:
No. of entries:
17+
15-16
No. of
entries: 12-
13

Service- Clear incisive Solid description Factual Brief or Little description at

description that fully description of general all, or
Learning and statement
that reveals discloses the sequence of brief, perfunctory
Class situation and scene. Some events with with few
details. Little statements glossing
Session(s) dynamics interpretation of little “texture” or if over the
vividly. events,
Excellent interpretation. any sense of event(s). The reader
meanings, etc. Clearly not meaning. has
use of
adjectives, fully developed. little idea what
transpired
metaphors,
etc. Sensitive

and
perceptive.

Insights and Definite Some insights Some sense of Gains Doing the
insights into into affectively assignment.
issues complexity. from the
Understandin situations, issues Neutral experience
Positive ‘experience’
g and and
experience at an
without
implications but insights
of events personal personal resonance
change/growth. intuitive or based on or
for self and emotive level. conscious
students. Making impact.
Aware connections with reflection are
few or Rigid attitude.
of increased implications for Resistant to
complexity of self or simplistic.
change in established
issues and students . point
situations. of view.

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CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS UNSATISFACTORY
WORK
Score 4 3 2 0
1

Commitment Creates a Creates a ‘next Committed to Somewhat Unchallenged.

personal plan step’ based class through committed to
and of Not committed to the
on previous rapport or class and/or class
Challenge action or events or personal caring. teaching.
or teaching.
personal
challenge progress in Notes class’ Definitely not
teaching. progress.
based on exerting self to a
commitment level of
to commitment.
class or
insights into

teaching.

Progress and Significant Increased Steady course. No progress. Losing ground.

growth or sensitivity, Incremental Repetitious Bored or
Leadership personal change of Progress. experience frustrated. Negative
development. attitude, and and attitude
Development reflection.
Evidence of awareness of in reflection
. synthesis of connections.

experience
into goals or

plan of action,
with

implications
for the future.

Created by Dr. David Burton

OTHER REQUIREMENTS AND ASSESSMENTS:

Quizzes
Group Activities
 In class discussions
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  Case analysis and presentations
Individual Activities
 “Good News Mondays”
 Sharing of Reflections

GRADING SYSTEM:

Activity Particulars Points

Service Learning Project SL Journal 1 10
SL Journal 2 10
Attendance during outreach 10
Group Presentation 10
Quizzes There shall be 3 quizzes worth 100 points 30
each
Class Participation Each classroom day is an opportunity so 15
share one’s insights.

Consequently, each day a student is

evaluated on the following:
o Ability to stimulate discussion
o Frequency of participation
Peer Evaluation Evaluate the performance of your 5
groupmates
Individual and Group Case Presentation 10
Assignments/Activities
Reflection Papers
Other Group Activities
Good News Sharing and Discussion

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 Activity Particulars Points

Total 100

LEARNING PLAN:

Session No. TOPIC DATE DAY READINGS

Course Requirements (Rules and
Expectations)
1
2 Service Learning
3 Ethics and Business Ch. 1
4 Ethical Frameworks Ch. 2/3
5 Ethical Dilemma/Paradigms of Ch. 2/3
Moral Dilemma

6 Applying the Decision-Making

Model for Business Ethics

7
Quiz 1
8 The Social Contract/ Ch. 5
Corporate Social Responsibility
9 Human Rights/ Employee Rights Ch. 6/7
and Responsibilities

10 CSR and Corporate Suppliers Ch. 8

11 CSR and Consumers Ch. 8

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Session No. TOPIC DATE DAY READINGS
12 CSR and Competitors
13 CSR and the Community

14 CSR and the Nation Teehankee in

Doing Good
SL Journal Part 1 due today
in Business
Matters

15 Quiz 2
16 Corruption
17 Environmental Crisis Ch. 9
18 Environmental Management Ch. 9
19 Green Operations Ch. 9
20 Service Learning Workshop
21 CSR and the Environment Ch. 9
22 Sustainable Development

23 Corporate Governance Ch. 10

24 Corporate Governance Ch. 10
SL Journal Part 2 due today
25 Quiz 3
26 Project Presentation

REQUIRED TEXTBOOK:

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Hartman, L., DesJardins, J. & MacDonald, C. (2014). Business Ethics: Decision-
Making for Personal Integrity and Social Responsibility 3rd Edition. New
York: McGraw-Hill.

REFERENCES:

Adeyeye, Adefolake (2012). Corporate social responsibility of multinational

corporations in developing countries : perspectives. Cambridge :
Cambridge University Press.

AIM-RVR Center for CSR and DLSPS-RVR GSB. (2007). Doing Good in Business Matters:
CSR in the Philippines: Volume 1 Frameworks. Makati City: Asian Institute of
Management and De La Salle Professional Schools.

Buchholtz, Ann K. (2012) Business & society : ethics & stakeholder management.
Mason, OH : South-Western Cengage Learning.

Cannon, Tom (2012). Corporate responsibility : governance, compliance, and

ethics in a sustainable environment . New York, NY : Pearson.

Coombs, W. T. (2012). Managing corporate social responsibility : a

communication approach. Chichester, West Sussex : Wiley-Blackwell.

Ghosh, B.N. (2012). Business ethics and corporate governance. New Delhi : Tata
McGraw-Hill Education.

Hamington, Maurice (2011). Applying Care Ethics to Business . Dordrecht :

Springer Netherlands.

Pfeiffer, Raymond S. (2014). Ethics on the job : cases and strategies. Boston,
Massachussets : Wadsworth Cengage Learning.

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Shaw, William H., (2014). Business ethics. Boston, MA : Wadsworth Cengage
Learning.

Velasquez, Manuel G. (2012). Business ethics : concepts & cases. Upper Saddle
River, N.J. : Pearson Education, Inc.

Werther, William B. (2011). Strategic corporate social responsibility :

stakeholders in a global environment . Los Angeles, Calif. : SAGE.

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