Business cannot operate without the people who are its stakeholders, and the social and human capital that they provide. This course builds on MGMT2001 to give students a deeper understanding of the interrelationship between business and its social stakeholders, and how that relationship is best managed by business. Topics include defining and managing the relationship with stakeholders; and building, capturing value from, and protecting social capital.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Analyse the interrelationship between a business and its social stakeholders by applying appropriate theories, models, and/or frameworks;
2. Formulate appropriate policies and strategies to manage the interrelationship between business and its social stakeholders that enable outcomes that are both economically and socially sustainable; and,
3. Communicate these policies and strategies both in writing and orally to stakeholders to engender business support for socially-sustainable outcomes.

Research-Led Teaching

This course introduces students to research concerned with the role of businesses in society and illustrates ways in which findings of empirical research can be applied to business decisions to improve business and societal outcomes.

Field Trips

Not applicable

Additional Course Costs

None.

Examination Material or equipment

Online Final Quiz

Required Resources

All the required readings and links to videos will be provided on the Wattle page for this course.

Recommended Resources

Further reading will be provided on the course Wattle site.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Seminar discussion contribution – students will be provided with verbal feedback in week 6 to allow students to track and improve performance.
• Quizzes (mid-semester and end of semester) – correct responses will be provided when all students have competed each quiz
• Presentations - feedback will be provided immediately after the presentation.
• Research paper – written feedback

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar Course administration and introduction to business and its stakeholders	Documentary: The Corporation
2	Seminar Social responsibility of business	Readings Friedman, M. 1970. “The social responsibility of business is to increase its profits.” The New York Times, September 13: 32-33, 122, 124, 126. Freeman, R. E. 2007. “Managing for stakeholders.” University of Virginia. Excerpts from Adam Smith's writings (Source: https://www.econlib.org) Kishan, Saijel. “How Wrong Was Milton Friedman? Harvard Team Quantifies the Ways.” Bloomberg, 1 Dec. 2020.
3	Seminar The history and evolution of the role of business in society	Readings Porter, M.E. and Kramer, M. R. 2006. “Strategy and society: The link between competitive advantage and corporate social responsibility.” Harvard Business Review, December: 1-14. Karnani, A. 2011. “Doing well by doing good: The grand illusion.” California Management Review, 53: 69-86. Claudine Gartenberg & George Serafeim 2019 - 181 Top CEOs Have Realized Companies Need a Purpose Beyond Profit; Harvard Business Review; 2019 McKinsey and Company, 2014. “Redefining Capitalism”
4	Seminar Ethics and organization	Readings Apple: In China, Human Costs Are Built Into an iPad. The New York Times. 2012. When the Job Inspector Calls: Do Campaigns for Ethical Supply Chains Help Workers? The Economist. 2012. Kochan, Thomas, Richard Locke, Fei Qin, and Monica Romis. 2007. “Beyond Corporate Codes of Conduct: Work Organization and Labor Standards at Nike’s Suppliers.” International Labour Organization.
5	Seminar Business-related causes and consequences of climate change	Readings:Nyberg, D., Spicer, A., & Wright, C. (2013). Incorporating citizens: Corporate political engagement with climate change in Australia. Organization, 20(3), 433-453.Mazutis, D., & Eckardt, A. (2017). Sleepwalking into catastrophe: Cognitive biases and corporate climate change inertia. California Management Review, 59(3), 74-108.Wright, C., & Nyberg, D. (2017). An inconvenient truth: How organizations translate climate change into business as usual. Academy of Management Journal, 60(5), 1633-1661.Howard-Grenville, J., Buckle, S. J., Hoskins, B. J., & George, G. (2014). Climate change and management. Academy of Management Journal, 57(3), 615-623.Submission: First learning reflection - 4 pm, March 21, 2025
6	Seminar Learning consolidation	Assessment: Online quiz (mid-term)
7	Seminar Market failure and stakeholder approach	Readings Kowal, Rachel, 2021, Market Failure Teaching Notes Bhagat, S., & Hubbard, R. G. (2020). Should the modern corporation maximize shareholder value? Lipton, M. (2016, February). The new paradigm for corporate governance. In Harvard Law School Forum on Corporate Governance and Financial Regulation (Vol. 3). Fisman, Ray and Luca, Michael (2021) How Higher Wages Can Increase Profits. Wall Street Journal. Driebusch, Corrie (2021) - Greed is our, do gooding is in Wall Street Journal
8	Seminar Non profits, social enterprises, and fair trade	Readings Valkila, J, Haaparanta, P. and Niemi, N. 2010. “Empowering coffee traders? The coffee value chain from Nicaraguan Fair Trade farmers to Finnish consumers.” Journal of Business Ethics, 97: 257-270. Beaton, E. E., & Dowin Kennedy, E. (2021). Responding to failure: the promise of market mending for social enterprise. Public Management Review, 23(5), 641-664. Apostolopoulos, N., Newbery, R., & Gkartzios, M. (2019). Social enterprise and community resilience: Examining a Greek response to turbulent times. Journal of Rural studies, 70, 215-224. Anokhin, S., Morgan, T., Jones Christensen, L., & Schulze, W. (2023). Local context and post-crisis social venture creation. Strategic Entrepreneurship Journal, 17(1), 40-60.
9	Seminar Social movements, civil society, and voluntary standards	Reading Kowal, Rachel, 2021, Market Failure Teaching Notes (re-read). Lawrence, A. 2010. “Managing disputes with nonmarket stakeholders: Wage a fight, withdraw, wait, or work it out?” California Management Review, 53: 90-113. Reinecke, J., Manning, S., & Von Hagen, O. (2012). The emergence of a standards market: Multiplicity of sustainability standards in the global coffee industry. Organization studies, 33(5-6), 791-814. Costanza, J. N. (2016). Mining conflict and the politics of obtaining a social license: Insight from Guatemala. World Development, 79, 97-113. York, J. G., Vedula, S., & Lenox, M. J. (2018). It’s not easy building green: The impact of public policy, private actors, and regional logics on voluntary standards adoption. Academy of Management Journal, 61(4), 1492-1523.
10	Seminar Impact investing, green bonds, social impact bonds	Reading Schmidt, R. (2023). Are Business Ethics Effective? A Market Failures Approach to Impact Investing. Journal of Business Ethics, 184(2), 505-524. Block, J. H., Hirschmann, M., & Fisch, C. (2021). Which criteria matter when impact investors screen social enterprises?. Journal of Corporate Finance, 66, 101813. Daggers, J. (2022). Dissecting the “do good and do well” phenomenon: The case of the UK's market for social investment. The British Journal of Sociology, 73(3), 623-642. Submission: Second learning reflection - 4 pm, May 9, 2025
11	Seminar Learning consolidation
12	Seminar Wrap up
13	No classes this week	Assessment: Online quiz (final) - during examination period

Tutorial Registration

The Tutorial (and Lecture) are combined within the weekly seminar.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Contribution to seminar discussion - individual assessment (30%)	30 %	*	27/05/2025	1,2,3
Mid-semester quiz (35%)	35 %	27/03/2025	17/04/2025	1,2,3
Final Examination (35%)	35 %	*	27/06/2025	1,2,3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Each seminar consists of content delivery and class discussion. Seminars will be recorded and made available on Echo360 and Wattle. Active participation in seminars is an important component of the course. Attendance at seminars, while not compulsory, is expected in line with 'Code of Practice for Teaching and Learning", Clause 2 Paragraph (b).

Examination(s)

The final quiz will be held during examination period

Assessment Task 1

Contribution to seminar discussion - individual assessment (30%)

Student attendance and participation in seminars are vital to learning in this course. Seminars provide a forum for structured discussion, problem-solving, argument, and opinion on topics and issues canvassed in this course. Each student is expected to make a consistent, informed, and considered contribution to seminar discussion and debate. Students will be expected to come to class prepared and to have read the assigned reading for each seminar.

To facilitate learning in this course students are also required to submit two reflections (learning journal) on Wattle, each between 1400 and 1500 words (Week 5 & 10). These submissions should draw on your learning from seminar discussions, readings, and participation in the discussion questions. The reflections will be due on Week 5 & 10. Each reflection will carry 15%. Thus, 2 reflection * 15 = 30% for this assessment task.

Reflection 1 should be based on the discussions in the class and material covered in the seminar 1 through 5; whereas Reflection 2 should be based on the discussions in the class and material covered in the seminar 6 through 10.

N.B. Students will not receive marks for simply attending seminars, the assessment is based on the quality of their contribution to seminar discussions as demonstrated in the reflections they submit.

Rubric (for each reflection):

- Higher marks (from 13 to15), indicate consistent demonstration of engagement and demonstration of a high level of understanding of the majority of the materials discussed each week, and citation in the reflection of the relevant discussions, materials covered in the sessions;

- From 10 to <13, indicates a somewhat consistent demonstration of engagement and demonstration of a reasonable level of understanding of the majority of the material discussed each week, and reasonable citation in the reflection of the relevant discussions, materials covered in the sessions;

- From 7 to <10, indicates a somewhat consistent demonstration of engagement and demonstration of a reasonable level of understanding of some of the material discussed each week, and poor citation in the reflection of the relevant discussions, materials covered in the sessions;

- From 4 to <7, indicates somewhat inconsistent demonstration of engagement and demonstration of a passable level of understanding of the material discussed each week, no citation in the reflection of the relevant discussions, materials covered in the sessions;

- Less than 4, indicates inconsistent to a little demonstration of engagement and rudimentary to a little demonstration of understanding of the material discussed each week, incorrect citation in the reflection of the relevant discussions, materials covered in the sessions;

Feedback will be provided to students by 28 March 2025 (for Reflection 1) to allow students to improve.

Due Date: 4 pm March 21, 2025 for reflection 1, and 4 pm May 9, 2025 for reflection 2

Return of Assessment: A final mark will be provided by the 27th of May, 2025

Assessment Task 2

Mid-semester quiz (35%)

Students will complete a quiz in the week 6 seminar on the material covered in Weeks 1-5 of the course. It will be a multiple-choice quiz on Wattle that students will complete in-person in the seminar room. Students will have 40 minutes to complete the quiz. Please select what you consider to be the best answer to the multiple-choice questions. Each question is worth a mark. There is a submit button available at the end of the quiz. If you do not press the submit button at the end of the 40 min, your responses will still be submitted, this means that your responses are recorded as you go. So, students who do not press the submit button will have their responses automatically submitted after 40 min. If the quiz responses are submitted automatically, the question that the student is currently working on, may not be submitted.

Importantly, once a response is selected and you move to the next question, your previous response CANNOT be revised. This means that you need to be satisfied with your response as once you click through to the next question you will not be able to go back and revise your responses.

NB where students do not have access to their own personal device, please contact the course convenor well in advance and arrangements will be made to ensure a device is available.

Due date: Week 6 seminar time

Value: 35%.

Feedback by: April 17, 2025.

Assessment Task 3

Final Examination (35%)

Students will complete a exam in the week 13 (exam period) on the material covered in Weeks 1-12 of the course. It will be a multiple-choice quiz on Wattle that students will complete in person in the seminar room. Students will have 40 minutes to complete the quiz. After this 40-minute period, the quiz will no longer be available on Wattle. There will be 35 questions. Please select what you consider to be the best answer to the multiple-choice questions. Each question is worth a mark. There is a submit button available at the end of the quiz. If you do not press the submit button at the end of the 40 min, your responses will still be submitted, this means that your responses are recorded as you go. So, students who do not press the submit button will have their responses automatically submitted after 40 min. If the quiz responses are submitted automatically, the question that the student is currently working on, may not be submitted.

Importantly, once a response is selected and you move to the next question, your previous response CANNOT be revised. This means that you need to be satisfied with your response as once you click through to the next question you will not be able to go back and revise your responses.

Name of Assessment Task:

Final Examination (35%)

Details of Task:

Due date:

As scheduled during the Examinations period

Instructions:

A final, closed book, invigilated exam during the final examinations period.

More information about the examination will be announced in the lecture and made available on Wattle at least 2 weeks before the examination period (by the end of Week 10). The exam will be 40 minutes in length and further details about the structure and expectations for the final exam will be announced in the lecture at least 2 weeks (by the end of Week 10) before the end of semester.

Due date: During examination period

Value: 35%.

Feedback by: After results are released 27/06/2025

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

Assessment items are submitted via Turnitin link on Wattle. The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment task 1, 2, and 3, is not permitted

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

See details in assessment schedule above.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Re-submission of assignments is not allowed in this course.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students