CorporateSocial Responsibility

Mostsignificantly, corporate social responsibility should be incorporatedin formal business educational programs as a long-term remedy for theprevailing scandals in many organizations. Incorporating corporatesocial responsibility in business courses prepare business studentsfor the leadership role of making workplaces vibrant, doing wellfinancially, and guided by values. The ostensibly infinite stream ofbusiness frauds is sufficient proof that our business educationalprograms are falling short.

Therefore,it is important to note that business students with corporate socialresponsibility knowledge are likely to be socially responsibleleaders in the organization of their choice. In addition, businessstudents develop ability to discover important values that preparethem for successful future careers. students withsubstantial knowledge of corporate social responsibility are able tointegrate the main goals of an organization with societalexpectations. Although main goal of the organization is to maximizeprofits, it should not do this at the expense of the society.Therefore, it is an obligation of business schools to develop newways of business thinking society to ensure competency andsustainability.

Incorporationof corporate social responsibility in business educational programshelps students to be prepared as future decision makers who wouldconsider the full range of imminent negative consequences uponsetting corporate strategy, incentives and priorities. If youngpeople fail to understand ethical issues, they will be able toresolve them in real life situations. Moreover, students equippedwith concepts of corporate social responsibility have a possibilityof becoming responsible leaders who would not fraud shareholder’smoney through unscrupulous practices. Therefore, business schoolsneed to adopt new strategies of starting classes committed toproviding a foundation of social responsibility, values and ethics.With that in mind, business educational programs would produce futureleaders driven by values and purpose – practitioners of corporatesocial responsibility.


Itis most astonishing that many employers are encountering difficultiesin finding qualified graduates to fill in positions in theorganization. In addition, most of the students with bachelor’sdegree do not exhibit basic proficiencies required in the workplacessuch as communication skills, adaptability and problem-solvingskills. Therefore, most of the graduates are not well preparedbecause many courses offers by the institutions of higher learning donot incorporate what employers are looking for in a given course. Itis important to incorporate employers concerns in the courses in aneffort to prepare students for their future careers.

Thedynamics of work in today’s world are taking new dimensions everyday. These new dimensions include but not restricted to thetransformation of technology and evolving employee’s expectationsthat a particular candidate can handle almost everythingstraightaway. Therefore, employer’s concern should be taken intoconsideration as most managers are correct to expect that theiremployees are up to the task with agility and limited supervision. Byadopting employer’s concern into business educational programs,prepare students with skills and knowledge pertinent to whatemployers are looking for in a given candidate. For example, largecompanies such as IBM and Cisco have complained that recent graduateslack fundamental abilities such as constructing a cogent argument andanalyzing vast amounts of data. Some of the employers concerns aboutfundamental qualifications that need to be incorporated into businesseducation programs includes but not restricted to research,analytical, communication (both written and oral), anddecision-making skills. Therefore, students who profess suchfundamental abilities remain at a higher competitive edge in thecurrent job markets. Therefore, learning institutions have aresponsibility of incorporating employers’ concerns for thebetterment of their students since industry input such as internship,and institutional career centers are not adequate to preparegraduates to the employer’s level of expectation.


Iam yet to be an entry-level worker as I feel I am yet to attain whatmany employers are expecting in a given candidate. This is becausethe course I am undertaking does not incorporate most of theemployers’ concerns about what graduates should be equipped withfor them to possess necessary qualifications for the jobs they areapplying. Although the institution is offering career information,internship programs, and academic programs with industry input, Ithink it does not teach me skills required in most of the jobs suchas communication, analytical, research, and complex problem-solvingskills. Therefore, I would utilize this class as a platform to takeme through a career transformation process – transition-to-workexperience. On the other hand, I will use this class astransition-to-work experience as I avoid the ‘entitled,unprofessional’ mindset upon joining future workforce throughidentifying and adopting all traits of professionalism such ashonesty, punctuality, appropriate appearance, regular attendance, andattentiveness to a given task. However, I would react to criticism ofthe blog in class with a much concern since the criticisms presentedare some of the things I would encounter as the entry-level worker.At work, I would respond to the blog criticism by assistingentry-level workers to avoid the so called ‘entitled,unprofessional’ characterization during the transition process toassume acceptable behaviors while at work.