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040			_aMSU _cMSU _erda
100	1		_aGarcía-Rosell, José-Carlos _eauthor
245			_aStruggles over corporate social responsibility meanings in teaching practices: _bthe case of hybrid problem-based learning _c José-Carlos García-Rosell
264			_aLos Angeles: _bSage Publications; _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aManagement Learning _vVolume 44, number 5,
520			_aAlthough experiential learning has been widely discussed in relation to the teaching of corporate social responsibility, the socially mediated and discursive nature of experiential learning approaches to corporate social responsibility has been either neglected or given only cursory coverage in the literature. Considering this gap, I problematise corporate social responsibility education within the axioms of managerialism, arguing that it should also allow business students to critically evaluate, analyse and question the basic premises underlying contemporary business practices. Using an action research approach, I explore the possibilities and challenges of using hybrid problem-based learning to help business students engage in critically reflexive processes and, thus, the social construction of corporate social responsibility meanings. Drawing on discourse analysis, I illustrate two central discursive patterns that characterise the struggle over corporate social responsibility meanings in a series of courses implemented in the business curriculum of a Nordic university between the years 2007 and 2010. The findings offer empirical support for several key arguments in the debate over corporate social responsibility education.
650			_aCorporate social responsibility
650			_aProblem-based learning
650			_a Critical reflexivity
856			_uhttps://doi.org/10.1177/1350507612451228
942			_2lcc _cJA
999			_c157671 _d157671