Corporate Social Responsibility of a Fair Trade Company: A Cross-Country Study of Taiwanese and American Business Students’ Perceptions

Mei-Hua Chen,Bryan H Chen

doi:10.5539/ijbm.v13n7p69

Abstract

This study investigated and compared Taiwanese and American business students’ perceptions of the corporate social responsibility (CSR) of a fair trade (FT) company. A total of 402 and 470 questionnaires were collected in United States and Taiwan, respectively, of which 384 and 432 were usable, respectively. Nationality, gender, work experience, and religion were the four variables that affected the participants’ understanding of an FT company’s CSR in this study. The findings of this study have implications for business school curricula in Taiwan and the United States and provide useful ideas for enhancing social responsibility in business schools.

Highlights

1.1 Corporate Social Responsibility in Business Education corporate social responsibility (CSR) has been studied extensively (Cacioppe, Forster, & Fox, 2008), business education remains overly focused on financial concerns (Giacalone & Thompson, 2006). Elias (2004) highlighted that the increasing attention given to CSR has led to more studies recruiting business students as participants
Corporate social responsibility (CSR) has been studied extensively (Cacioppe, Forster, & Fox, 2008), business education remains overly focused on financial concerns (Giacalone & Thompson, 2006)
The top business schools accredited by the Association to Advance Collegiate Schools of Business often offer proactive CSR education, with the lower tier usually offering a more reactive CSR education (Cornelius et al, 2007)

Summary

Introduction

1.1 Corporate Social Responsibility in Business Education corporate social responsibility (CSR) has been studied extensively (Cacioppe, Forster, & Fox, 2008), business education remains overly focused on financial concerns (Giacalone & Thompson, 2006). Elias (2004) highlighted that the increasing attention given to CSR has led to more studies recruiting business students as participants. 1.1 Corporate Social Responsibility in Business Education. Corporate social responsibility (CSR) has been studied extensively (Cacioppe, Forster, & Fox, 2008), business education remains overly focused on financial concerns (Giacalone & Thompson, 2006). If business schools can invest in developing faculty research and proactive CSR education, they can promote CSR awareness among stakeholders (Cornelius, Wallace, & Tassabehji, 2007). Gordon (1998) indicated that students can become aware of a corporation’s social responsibility through extensive class discussion. Co’rdoba and Campbell (2008) utilized systems thinking to develop business students’ awareness of CSR and related intervention skills and to enhance their future engagement with CSR

Methods

Results

Conclusion