The drivers of Corporate Social Responsibility in the supply chain. A case study.

Purpose: The paper studies the way in which a SME integrates CSR into its corporate strategy, the practices it puts in place and how its CSR strategies reflect on its suppliers and customers relations. Methodology/Research limitations: A qualitative case study methodology is used. The use of a single case study limits the generalizing capacity of these findings. Findings: The entrepreneur’s ethical beliefs and value system play a fundamental role in shaping sustainable corporate strategy. Furthermore, the type of competitive strategy selected based on innovation, quality and responsibility clearly emerges both in terms of well defined management procedures and supply chain relations as a whole aimed at involving partners in the process of sustainable innovation. Originality/value: The paper presents a SME that has devised an original innovative business model. The study pivots on the issues of innovation and eco-sustainability in a context of drivers for CRS and business ethics. These values are considered fundamental at International level; the United Nations has declared 2011 the “International Year of Forestry”

Factors Influencing Customer Satisfaction towards E-shopping in Malaysia

Online shopping or e-shopping has changed the world of business and quite a few people have decided to work with these features. What their primary concerns precisely and the responses from the globalisation are the competency of incorporation while doing their businesses. E-shopping has also increased substantially in Malaysia in recent years. The rapid increase in the e-commerce industry in Malaysia has created the demand to emphasize on how to increase customer satisfaction while operating in the e-retailing environment. It is very important that customers are satisfied with the website, or else, they would not return. Therefore, a crucial fact to look into is that companies must ensure that their customers are satisfied with their purchases that are really essential from the ecommerce’s point of view. With is in mind, this study aimed at investigating customer satisfaction towards e-shopping in Malaysia. A total of 400 questionnaires were distributed among students randomly selected from various public and private universities located within Klang valley area. Total 369 questionnaires were returned, out of which 341 questionnaires were found usable for further analysis. Finally, SEM was employed to test the hypotheses. This study found that customer satisfaction towards e-shopping in Malaysia is to a great extent influenced by ease of use, trust, design of the website, online security and e-service quality. Finally, recommendations and future study direction is provided. Keywords: E-shopping, Customer satisfaction, Trust, Online security, E-service quality, Malaysia

Intuitive and intentional change agentry.

Abstract not availabl

Brand Response to Consumer Backlash in Social Media: A Typology

The use of social media by consumers to admonish firms for their conduct has become increasingly common. Such backlash can take many forms and often occurs rapidly, spreads widely and is highly visible. The potential damage to brands can be severe if these situations are not dealt with effectively. To date, the issue has been examined relatively superficially in a range of disciplines without specific regard to the management of consumer-brand relationships in online environments. Our research examines the nature of company reactions to social media backlash and conceptualises a typology that categorises reputational damage and effective response. We present four typical reactionary scenarios and conclude that insufficient research exists in this domain proportionate to the level of consumer-brand social media discourse to the peril of practitioners operating via these channel

Dialogue on Society and Development in Africa

Dialogue on Society and Development in Africa: Proceedings of the 2022 International Conference of the Association for the Promotion of African Studie

Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform

Despite a current climate that often undervalues the arts in education, arts-centered schools and school reform continue to proliferate. This study describes, interprets and evaluates arts-centered school reform which is defined within this study as the comprehensive and intentional restructuring and re-culturing of schools using the theories and practices of the arts and arts-learning as the primary basis for educational change decisions to uncover its aims, practices and significance. Four research questions guided this study: 1) What are the aims of arts-centered school reformers in the two schools studied? 2) What does arts-centered school reform look like in practice? 3) What is the educational significance of arts-centered school reform as it is represented in the two schools studied? 4) What educational import do these examples of arts-centered school reform have for American public school reform in general? Educational connoisseurship and criticism is the methodology used to investigate arts-centered school reform. Educational criticism is composed of four dimensions, description, interpretation, evaluation, and thematics. Findings suggest that arts-centered school reformers have two basic aims: 1) to offer students a balanced experience in school by embracing a holistic vision of learning and childhood; and 2) to create a collaborative culture in the classroom that supports arts-learning and arts-centered school reform. The practices of arts-centered school reformers are explained in terms of five types of arts-embedded situations found in arts-centered classrooms and schools. These five arts-embedded situations include situations of: arts-mindedness, artistry, home, growth and caring, and expressiveness. The author explores the significance of arts-centered school reform as a meaning-making enterprise by examining five realms of meaning within the curriculum: the cognitive realm, imaginative realm, the democratic realm, the community realm, and the personal realm. The author surmises that these five realms support arts-centered school reform as spaces for students to locate their own meanings in education. Six conclusions are drawn from these examples of arts-centered school reform. 1) Arts-centered school reformers internalize arts-centered school reform as a state of mind; 2) Arts-centered school reform cannot only be internalized as a state of mind but requires vision, structure, and action; 3) Arts-centered school reform demonstrates a shared aesthetic; 4) Arts-centered school reform is best implemented as a set of relational and personal ideals expressed through teacher created experiences, encounters, and arts-embedded situations; 5) Arts-centered school reform requires a public presence in the community to thrive; and 6) Arts-centered school reformers offer an ethic of arts-engagement that is vital to our sense of cultural democracy. Finally, the educational import of arts-centered school reform for American public education is discussed and suggestions for further research are also offered

The Palgrave Handbook of Positive Education

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy