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Amy O'Connor Emily A. Paskewitz Derek A. Jorgenson Jessica M. Rick 《Journal of Applied Communication Research》2016,44(1):40-59
Corporate social responsibility (CSR) is widely understood as the various activities corporations engage in to meet stakeholder demands and demonstrate fit in society. Often employees are positioned as the beneficiaries of corporate largesse and worker recruitment and retention are offered as rationale for CSR activities. The voice of the employee, however, is noticeably missing from the CSR literature. This study uses a case study approach to explore how locked-out union workers define CSR. We conducted 51 semi-structured interviews and analyzed 27 secondary data sources. The results suggest that workers fuse together economic and ethical responsibilities to develop a portrait of their employer's CSR. Workers defined CSR as an economic/ethical responsibility that is intimately tied to a set of explicitly and implicitly communicated values. Our analysis exposed four additional dimensions that informed employees’ understanding of CSR: reciprocity, fair treatment, economic justice, and organizational structure. Propositions for future research and practical implications are offered based on the findings. 相似文献
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The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction. 相似文献
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AbstractIt’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life. 相似文献
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