This blog was previously posted on LinkedIn.
How will corporations make it easier for workers to increase their knowledge about the world? Higher education as Corporate Social Responsibility (CSR) is one possibility.
Starbucks’ attempt to support employees’ academic education is, in my opinion, one example of CSR. I do not know the inside story of how the coffee giant and Arizona State University brokered the deal to support barista-student learning. But, educators and CSR managers will want to know more.
Why is this interesting?
First, much scholarship exists on corporations and the impact they have on universities (Buchbinder & Newson, 1990, and Nixon & Helms, 2002). However, scholarship on this topic generally brings up the question of university autonomy and corporate expectation. This is interesting from an educational and a business ethics standpoint. Business executives and university executives/professors, and employees and students may consider the various outcomes when corporations and educational institutions align.
Second, a corporation focusing on higher education completion for employees may indicate a shift in CSR from environmental concerns to that of investment in the individual for the common good.
What other CSR trends might emerge?
One emerging trend might be employers encouraging workers to develop new knowledge and skills outside of the work place. Once the workplace was the site for training, but perhaps things are changing. Training has new meaning, or training does not have the relevancy it once had. Instead, the focus may shift to learning and personal development.
Historically, the private sector in the United States has generously supported higher education of MBAs and many other professionals seeking advanced degrees, and the CSR phenomenon is catching interest overseas, too (Matten & Moon, 2008).
What will happen when businesses extend their philanthropic support to undergraduate students as opposed to graduate and professional students?
A Corporate Social Responsibility (CSR) business-school ethics class might tackle these questions and in doing so, might re-ignite interest on the topic of business ethics. Business ethics as a topic, it has been argued, has suffered from lack of popularity, in the past (Matten & Moon, 2004).
A well-educated workforce accepts specialists and generalists, alike.
More companies supporting the efforts of their employees to attain a college degree means an increase in the number of workers who may have the potential to broaden their knowledge of the world beyond work.
Increased knowledge may translate into increased opportunity for workers and college graduates to create sustainable, socially responsible outcomes for more people.
Buchbinder, H., & Newson, J. (1990). Corporate-university linkages in Canada: Transforming a public institution. Higher Education, 20(4), 355-379.
Matten, D., & Moon, J. (2008). “Implicit” and “explicit” CSR: A conceptual framework for a comparative understanding of corporate social responsibility. Academy of management Review, 33(2), 404-424.
Matten, D., & Moon, J. (2004). Corporate social responsibility education in Europe. Journal of business Ethics, 54(4), 323-337.
Nixon, J. C., & Helms, M. M. (2002). Corporate universities vs higher education institutions. Industrial and Commercial Training, 34(4), 144-150.
Would you like to know more about this topic? Contact Gail Taylor, researcher, writer, blogger, instructor, and #OFAFellow.