Analysing the effects of teaching approach on engagement, satisfaction and future time perspective among students in a course on CSR

Abstract

Heightened media attention to corporate corruption and scandal has led to an increased interest in corporate social responsibility (CSR). There exists, however, little empirical research on incorporating CSR into university education to improve its instrumentality for students. Such research is important, as it represents progress towards successful implementation of the United Nations’ Principles for Responsible Management Education (PRME). This study explores student future time perspective (FTP), student engagement and satisfaction throughout a 12 -week course on CSR. Using a conceptual-focused curriculum in a face-to-face learning environment, we show that student FTP relates directly to engagement, as evidenced through deep learning. Multiple regression analyses testing for both individual level effects and learning environment effects find lengthier FTP to predict greater levels of student engagement. While lengthier FTP predicts greater amounts of study time and deep learning strategies, it does not predict student satisfaction. Tests for indirect effects reveal that how the CSR course is taught influences the relationship between FTP and satisfaction. Study limitations and future research directions are discussed.