Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
30.0 h
Q2
Teacher(s)
Agrell Per Joakim; Blome Constantin;
Language
English
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
Eu égard au référentiel de compétences des programmes GEST et INGE de la LSM, cette unité d'enseignement contribue au développement et à l'acquisition des compétences suivantes :
Upon completion of the course, the student is able to:
|
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Evaluation methods
Continuous evaluation
- Date:
- Type of evaluation:
- Comments: Group assignment: Students are asked to develop a group research paper that analyzes main CSR issues of GVCs in a particular industry (e.g. meat, coffee, mobile phones, sneakers, laptops, energy, waste). Depending on the particular industry, the structure and governance of the GVC will differ and so will major CSR problems. We ask students to analyze the most apparent CSR problems of an industry by using relevant literature.
- Oral:
- Written:
- Unavailability or comments:
- Oral:
- Written:
- Unavailability or comments: Individual exam to assess acquisition of knowledge
Bibliography
Références bibliographiques recommandées, lectures conseillées :
- Porter, M. & M.R. Kramer, (2011) Creating shared value, Harvard Business Review, January-february, pp. 62-77.
- Gereffi, G., Humphrey, J., & Sturgeon, T. (2005). The governance of global value chains. Review of International Political Economy, 12(1), 78-104.
- Crane, A. (2013). Modern slavery as a management practice: Exploring the conditions and capabilities for human exploitation. Academy of Management Review, 38(1), 49-69.
- Universal Declaration of Human Rights.
- Jiang, B. (2009). Implementing supplier codes of conduct in global supply chains: Process explanations from theoretic and empirical perspectives. Journal of Business Ethics, 85(1), 77-92.
- Egels-Zandén, N. (2014). Revisiting supplier compliance with MNC codes of conduct: Recoupling policy and practice at Chinese toy suppliers. Journal of Business Ethics, 119(1), 59-75.
- Reuter, C., Foerstl, K., Hartmann, E. & Blome, C. (2011). Sustainable global supplier management: the role of dynamic capabilities in achieving competitive advantage. Journal of Supply Chain Management, 46(2), 45-63.
- Wilhelm, M.M., Blome, C., Bhakoo, V. & Paulraj, A. (2016). Sustainability in multi-tier supply chains: Understanding the double agency role of the first-tier supplier. Journal of Operations Management, 41, 42-60.
- Hofmann, H., Schleper, M. & Blome, C. (2016). Conflict minerals and supply chain due diligence: an exploratory study of multi-tier supply chains. Journal of Business Ethics, in print.
Faculty or entity
CLSM