Tag Archives: corporate communication

Announcing a Call for Chapters (for Springer)

Strategic Corporate Communication and Stakeholder Engagement in the Digital Age

 

Abstract submission deadline: 30th September 2019
Full chapters due: 31st December 2019

 

Background

The latest advances in technologies and networks have been central to the expansion of electronic content across different contexts. Contemporary communication approaches are crossing boundaries as new media are offering both challenges and opportunities. The democratisation of the production and dissemination of information via the online technologies has inevitably led individuals and organisations to share content (including images, photos, news items, videos and podcasts) via the digital and social media. Interactive technologies are allowing individuals and organisations to co-create and manipulate electronic content. At the same time, they enable them to engage in free-flowing conversations with other online users, groups or virtual communities (Camilleri, 2017). Innovative technologies have empowered the organisations’ stakeholders, including; employees, investors, customers, local communities, government agencies, non-governmental organisations (NGOs), as well as the news media, among others. Both internal and external stakeholders are in a better position to scrutinise the organisations’ decisions and actions. For this reason, there is scope for the practitioners to align their corporate communication goals and activities with the societal expectations (Camilleri, 2015; Gardberg & Fombrun, 2006). Therefore, organisations are encouraged to listen to their stakeholders. Several public interest organisations, including listed businesses, banks and insurance companies are already sharing information about their financial and non-financial performance in an accountable and transparent manner. The rationale behind their corporate disclosures is to develop and maintain strong and favourable reputations among stakeholders (Camilleri, 2018; Cornelissen, 2008). The corporate reputation is “a perceptual representation of a company’s past actions and future prospects that describe the firm’s overall appeal to all of its key constituents when compared to other leading rivals” (Fombrun, 1996).

Business and media practitioners ought to be cognisant about the strategic role of corporate communication in leveraging the organisations’ image and reputation among stakeholders (Van Riel & Fombrun, 2007). They are expected to possess corporation communication skills as they need to forge relationships with different stakeholder groups (including employees, customers, suppliers, investors, media, regulatory authorities and the community at large). They have to be proficient in specialist areas, including; issues management, crises communication as well as in corporate social responsibility reporting, among other topics. At the same time, they should be aware about the possible uses of different technologies, including; artificial intelligence, augmented and virtual reality, big data analytics, blockchain and internet of things, among others; as these innovative tools are disrupting today’s corporate communication processes.

 

Objective

This title shall explain how strategic communication and media management can affect various political, economic, societal and technological realities. Theoretical and empirical contributions can shed more light on the existing structures, institutions and cultures that are firmly founded on the communication technologies, infrastructures and practices. The rapid proliferation of the digital media has led both academics and practitioners to increase their interactive engagement with a multitude of stakeholders. Very often, they are influencing regulators, industries, civil society organisations and activist groups, among other interested parties. Therefore, this book’s valued contributions may include, but are not restricted to, the following topics:

 

Artificial Intelligence and Corporate Communication

Augmented and Virtual Reality in Corporate Communication

Blockchain and Corporate Communication

Big Data and Analytics in Corporate Communication

Branding and Corporate Reputation

Corporate Communication via Social Media

Corporate Communication Policy

Corporate Culture

Corporate Identity

Corporate Social Responsibility Communications

Crisis, Risk and Change Management

Digital Media and Corporate Communication

Employee Communications

Fake News and Corporate Communication

Government Relationships

Integrated Communication

Integrated Reporting of Financial and Non-Financial Performance

Internet Technologies and Corporate Communication

Internet of Things and Corporate Communication

Investor Relationships

Issues Management and Public Relations

Leadership and Change Communication

Marketing Communications

Measuring the Effectiveness of Corporate Communications

Metrics for Corporate Communication Practice

Press and Media Relationships

Stakeholder Management and Communication

Strategic Planning and Communication Management

 

This publication shall present the academics’ conceptual discussions that cover the contemporary topic of corporate communication in a concise yet accessible way. Covering both theory and practice, this publication shall introduce its readers to the key issues of strategic corporate communication as well as stakeholder management in the digital age. This will allow prospective practitioners to critically analyse future, real-life situations. All chapters will provide a background to specific topics as the academic contributors should feature their critical perspectives on issues, controversies and problems relating to corporate communication.

This authoritative book will provide relevant knowledge and skills in corporate communication that is unsurpassed in readability, depth and breadth. At the start of each chapter, the authors will prepare a short abstract that summarises the content of their contribution. They are encouraged to include descriptive case studies to illustrate real situations, conceptual, theoretical or empirical contributions that are meant to help aspiring managers and executives in their future employment. In conclusion, each chapter shall also contain a succinct summary that should outline key implications (of the findings) to academia and / or practitioners, in a condensed form. This will enable the readers to retain key information.

 

Target Audience

This textbook introduces aspiring practitioners as well as under-graduate and post-graduate students to the subject of corporate communication – in a structured manner. More importantly, it will also be relevant to those course instructors who are teaching media, marketing communications and business-related subjects in higher education institutions, including; universities and colleges. It is hoped that course conveners will use this edited textbook as a basis for class discussions.

 

Submission Procedure

Senior and junior academic researchers are invited to submit a 300-word abstract on or before the 30th June 2019. Submissions should be sent to Mark.A.Camilleri@um.edu.mt. Authors will be notified about the editorial decision during July 2019. The length of the chapters should be between 6,000- 8,000 words (including references, figures and tables). These contributions will be accepted on or before the 31st December 2019. The references should be presented in APA style (Version 6). All submitted chapters will be critically reviewed on a double-blind review basis. The authors’ and the reviewers’ identities will remain anonymous. All authors will be requested to serve as reviewers for this book. They will receive a notification of acceptance, rejection or suggested modifications – on or before the 15th February 2020.

Note: There are no submission or acceptance fees for the publication of this book. All abstracts / proposals should be submitted via the editor’s email.

 

Editor

Mark Anthony Camilleri (Ph.D. Edinburgh)
Department of Corporate Communication,
Faculty of Media and Knowledge Sciences,
University of Malta, MALTA.
Email: mark.a.camilleri@um.edu.mt

 

Publisher

Following the double-blind peer review process, the full chapters will be submitted to Springer Nature for final review. For additional information regarding the publisher, please visit https://www.springer.com/gp. This prospective publication will be released in 2020.

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Filed under Business, Corporate Governance, Corporate Social Responsibility, Corporate Sustainability and Responsibility, CSR, digital media, ESG Reporting, Integrated Reporting, internet technologies, internet technologies and society, Marketing, online, Shared Value, Stakeholder Engagement, Sustainability

Announcing a Call for Chapters (for Springer)

Call for Chapters

Strategic Corporate Communication and Stakeholder Engagement in the Digital Age

 

Abstract submission deadline: 30th June 2019 (EXTENDED to the 30th September 2019)
Full chapters due: 31st December 2019

 

Background

The latest advances in technologies and networks have been central to the expansion of electronic content across different contexts. Contemporary communication approaches are crossing boundaries as new media are offering both challenges and opportunities. The democratisation of the production and dissemination of information via the online technologies has inevitably led individuals and organisations to share content (including images, photos, news items, videos and podcasts) via the digital and social media. Interactive technologies are allowing individuals and organisations to co-create and manipulate electronic content. At the same time, they enable them to engage in free-flowing conversations with other online users, groups or virtual communities (Camilleri, 2017). Innovative technologies have empowered the organisations’ stakeholders, including; employees, investors, customers, local communities, government agencies, non-governmental organisations (NGOs), as well as the news media, among others. Both internal and external stakeholders are in a better position to scrutinise the organisations’ decisions and actions. For this reason, there is scope for the practitioners to align their corporate communication goals and activities with the societal expectations (Camilleri, 2015; Gardberg & Fombrun, 2006). Therefore, organisations are encouraged to listen to their stakeholders. Several public interest organisations, including listed businesses, banks and insurance companies are already sharing information about their financial and non-financial performance in an accountable and transparent manner. The rationale behind their corporate disclosures is to develop and maintain strong and favourable reputations among stakeholders (Camilleri, 2018; Cornelissen, 2008). The corporate reputation is “a perceptual representation of a company’s past actions and future prospects that describe the firm’s overall appeal to all of its key constituents when compared to other leading rivals” (Fombrun, 1996).

Business and media practitioners ought to be cognisant about the strategic role of corporate communication in leveraging the organisations’ image and reputation among stakeholders (Van Riel & Fombrun, 2007). They are expected to possess corporation communication skills as they need to forge relationships with different stakeholder groups (including employees, customers, suppliers, investors, media, regulatory authorities and the community at large). They have to be proficient in specialist areas, including; issues management, crises communication as well as in corporate social responsibility reporting, among other topics. At the same time, they should be aware about the possible uses of different technologies, including; artificial intelligence, augmented and virtual reality, big data analytics, blockchain and internet of things, among others; as these innovative tools are disrupting today’s corporate communication processes.

 

Objective

This title shall explain how strategic communication and media management can affect various political, economic, societal and technological realities. Theoretical and empirical contributions can shed more light on the existing structures, institutions and cultures that are firmly founded on the communication technologies, infrastructures and practices. The rapid proliferation of the digital media has led both academics and practitioners to increase their interactive engagement with a multitude of stakeholders. Very often, they are influencing regulators, industries, civil society organisations and activist groups, among other interested parties. Therefore, this book’s valued contributions may include, but are not restricted to, the following topics:

 

Artificial Intelligence and Corporate Communication

Augmented and Virtual Reality in Corporate Communication

Blockchain and Corporate Communication

Big Data and Analytics in Corporate Communication

Branding and Corporate Reputation

Corporate Communication via Social Media

Corporate Communication Policy

Corporate Culture

Corporate Identity

Corporate Social Responsibility Communications

Crisis, Risk and Change Management

Digital Media and Corporate Communication

Employee Communications

Fake News and Corporate Communication

Government Relationships

Integrated Communication

Integrated Reporting of Financial and Non-Financial Performance

Internet Technologies and Corporate Communication

Internet of Things and Corporate Communication

Investor Relationships

Issues Management and Public Relations

Leadership and Change Communication

Marketing Communications

Measuring the Effectiveness of Corporate Communications

Metrics for Corporate Communication Practice

Press and Media Relationships

Stakeholder Management and Communication

Strategic Planning and Communication Management

 

This publication shall present the academics’ conceptual discussions that cover the contemporary topic of corporate communication in a concise yet accessible way. Covering both theory and practice, this publication shall introduce its readers to the key issues of strategic corporate communication as well as stakeholder management in the digital age. This will allow prospective practitioners to critically analyse future, real-life situations. All chapters will provide a background to specific topics as the academic contributors should feature their critical perspectives on issues, controversies and problems relating to corporate communication.

This authoritative book will provide relevant knowledge and skills in corporate communication that is unsurpassed in readability, depth and breadth. At the start of each chapter, the authors will prepare a short abstract that summarises the content of their contribution. They are encouraged to include descriptive case studies to illustrate real situations, conceptual, theoretical or empirical contributions that are meant to help aspiring managers and executives in their future employment. In conclusion, each chapter shall also contain a succinct summary that should outline key implications (of the findings) to academia and / or practitioners, in a condensed form. This will enable the readers to retain key information.

 

Target Audience

This textbook introduces aspiring practitioners as well as under-graduate and post-graduate students to the subject of corporate communication – in a structured manner. More importantly, it will also be relevant to those course instructors who are teaching media, marketing communications and business-related subjects in higher education institutions, including; universities and colleges. It is hoped that course conveners will use this edited textbook as a basis for class discussions.

 

Submission Procedure

Senior and junior academic researchers are invited to submit a 300-word abstract on or before the 30th June 2019. Submissions should be sent to Mark.A.Camilleri@um.edu.mt. Authors will be notified about the editorial decision during July 2019. The length of the chapters should be between 6,000- 8,000 words (including references, figures and tables). These contributions will be accepted on or before the 31st December 2019. The references should be presented in APA style (Version 6). All submitted chapters will be critically reviewed on a double-blind review basis. The authors’ and the reviewers’ identities will remain anonymous. All authors will be requested to serve as reviewers for this book. They will receive a notification of acceptance, rejection or suggested modifications – on or before the 15th February 2020.

Note: There are no submission or acceptance fees for the publication of this book. All abstracts / proposals should be submitted via the editor’s email.

 

Editor

Mark Anthony Camilleri (Ph.D. Edinburgh)
Department of Corporate Communication,
Faculty of Media and Knowledge Sciences,
University of Malta, MALTA.
Email: mark.a.camilleri@um.edu.mt

 

Publisher

Following the double-blind peer review process, the full chapters will be submitted to Springer Nature for final review. For additional information regarding the publisher, please visit https://www.springer.com/gp. This prospective publication will be released in 2020.

 

Important Dates

Abstract Submission Deadline:          30th June 2019 30th September 2019
Notification of Acceptance:               31st July 2019 31st October 2019

Full Chapters Due:                             31st December 2019

Notification of Review Results:         15th February 2020
Final Chapter Submission:                 31st March 2020

Final Acceptance Notification:          30th April, 2020

References

Camilleri, M.A. (2015). Valuing Stakeholder Engagement and Sustainability Reporting. Corporate Reputation Review18(3), 210-222. https://link-springer-com.ejournals.um.edu.mt/article/10.1057/crr.2015.9

Camilleri, M.A. (2017). Corporate Sustainability, Social Responsibility and Environmental Management, Cham, Switzerland: Springer Nature. https://www.springer.com/gp/book/9783319468488

Camilleri, M.A. (2018). Theoretical Insights on Integrated Reporting: The Inclusion of Non-Financial Capitals in Corporate Disclosures. Corporate Communications: An International Journal23(4), 567-581. https://www.emeraldinsight.com/doi/full/10.1108/CCIJ-01-2018-0016

Cornelissen, J.P. (2008). Corporate Communication. The International Encyclopedia of Communication. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781405186407.wbiecc143.pub2

Fombrun, C.J. (1995). Reputation: Realizing Value from the Corporate Image. Cambridge, MA, USA: Harvard Business School Press.

Gardberg, N.A., & Fombrun, C. J. (2006). Corporate Citizenship: Creating Intangible Assets across Institutional Environments. Academy of Management Review31(2), 329-346. https://journals.aom.org/doi/abs/10.5465/AMR.2006.20208684

Van Riel, C.B., & Fombrun, C.J. (2007). Essentials of Corporate Communication: Implementing Practices for Effective Reputation Management. Oxford, UK: Routledge. http://repository.umpwr.ac.id:8080/bitstream/handle/123456789/511/Essentials%20of%20Corporate%20Communication.pdf?sequence=1

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Filed under Analytics, Big Data, blockchain, branding, Business, Corporate Governance, Corporate Social Responsibility, Corporate Sustainability and Responsibility, CSR, digital media, ESG Reporting, Higher Education, Human Resources, Impact Investing, Integrated Reporting, internet technologies, internet technologies and society, Marketing, online, Shared Value, Stakeholder Engagement, Sustainability, Web

The Students’ Perceived Use, Ease of Use and Enjoyment of Educational Games

This is an excerpt from one of my latest empirical papers.

How to Cite: Camilleri, A.C. & Camilleri, M.A. (2019). The Students’ Perceived Use, Ease of Use and Enjoyment of Educational Games at Home and at School. 13th Annual International Technology, Education and Development Conference. Valencia, Spain (10-13 March, 2019). International Academy of Technology, Education and Development (IATED). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3339163


gamesThis contribution has explored the primary school’s grade three students’ attitudes toward educational games. It relied on the technology acceptance model to investigate the students’ perceived usefulness and ease of use of the schools’ games ([10], [12], [44]). Moreover, the researchers have also included the measuring items that explored the students’ perceived enjoyment ([19]) as they investigated whether they experienced normative pressures to play the educational games ([10], [14], [20]). The findings from the Wilcoxon test reported that the students played the school games at home, more than they did at school. They indicated that the school’s games were easy to play. This study reported that the students recognized that the school’s games were useful and relevant as they were learning from them. Moreover, they indicated that the school’s educational games held their attention since they found them enjoyable and fun.

The vast majority of the children played the educational games, both at home and at school. The findings in this study are consistent with the argument that digital natives are increasingly immersing themselves in digital technologies ([45]), including educational games ([1], [3]). However, the results have shown that there was no significant relationship between the perceived ease of the gameplay and the children’s enjoyment in them. Furthermore, the stepwise regression analysis revealed that there was no significant relationship between the normative expectations and the children’s engagement with the educational games; although it was evident (from the descriptive statistics) that the parents were encouraging their children to play the games at home and at school.

This research relied on previously tried and tested measures that were drawn from the educational technology literature in order to explore the hypothesized relationships. There is common tendency in academic literature to treat the validity and reliability of quantitative measures from highly cited empirical papers as given. In this case, the survey items in this study were designed and adapted for the primary school children who were in grade 3, in a small European state. Future studies may use different sampling frames, research designs and methodologies to explore this topic. To the best of our knowledge, there is no other empirical study that has validated the technology acceptance model within a primary school setting. Further work is needed to replicate the findings of this research in a similar context.

REFERENCES (this is a full list of references that appeared in the bibliography section of the paper)

 
[1] J. Bourgonjon, M. Valcke, R. Soetaert, and T. Schellens, “Students’ perceptions about the use of educational games in the classroom,” Computers & Education, vol. 54, no. 4, pp. 1145-1156, 2010.

[2] S. Bennett, K. Maton, and L. Kervin, “The ‘digital natives’ debate: A critical review of the evidence,” British Journal of Educational Technology, vol. 39, no. 5, pp. 775-786, 2008.

[3] M. Prensky, “Digital natives, digital immigrants part 1,” On the horizon, vol. 9, no. 5, pp. 1-6, 2001.

[4] W. Nadeem, D. Andreini, J. Salo, and T. Laukkanen, “Engaging consumers online through websites and social media: A gender study of Italian Generation Y clothing consumers.” International Journal of Information Management, vol. 35, no. 4, pp. 432- 442, 2015.

[5] H.J. So, H. Choi, W.Y. Lim, and Y. Xiong, “Little experience with ICT: Are they really the Net Generation student-teachers?”, Computers & Education, vol. 59, no. 4, pp. 1234- 1245, 2012.

[6] J.M. Twenge, “The evidence for generation me and against generation we.” Emerging Adulthood 1, no. 1, pp. 11-16, 2013.

[7] D. Oblinger, and J. Oblinger, “Is it age or IT: First steps toward understanding the net generation,” Educating the Net Generation, 2(1-2), 20, 2015.

[8] N. Howe, and W. Strauss, “Millennials go to college: Strategies for a new generation on campus,” American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2003.

[9] K. Gregor, T. Judd, B. Dalgarno, and J. Waycott, “Beyond natives and immigrants: exploring types of net generation students,” Journal of Computer Assisted Learning, vol. 26, no. 5, pp.332-343, 2010.

[10] T. Teo, “Modelling technology acceptance in education: A study of pre-service teachers,” Computers & Education 52, no. 2 (2009): 302-312, 2009.

[11] M. Fishbein, and I. Ajzen, “Belief, attitude, intention and behavior: An introduction to theory and research,” 1975.

[12] F.D. Davis, “Perceived usefulness, perceived ease of use, and user acceptance of information technology,” MIS Quarterly, pp. 319-340, 1989.

[13] F.D. Davis, R.P. Bagozzi, and P.R. Warshaw, “User acceptance of computer technology: a comparison of two theoretical models,” Management Science, vol. 35, no. 8, pp. 982- 1003, 1989.

[14] I. Ajzen, “The theory of planned behavior,” Organizational Behavior and Human Decision Processes, vol. 50, no. 2, pp. 179-211, 1991.

[15] V. Venkatesh, M.G. Morris, G.B. Davis, and F.D. Davis, “User acceptance of information technology: Toward a unified view,” MIS Quarterly, pp. 425-478, 2003.

[16] V. Venkatesh, J.Y.L. Thong, and X. Xu, “Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology,” MIS Quarterly, pp. 157-178, 2012.

[17] S.Y. Park. “An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning,” Educational Technology & Society, vol. 12, no. 3, pp. 150-162, 2009.

[18] P. Legris, J. Ingham, and P. Collerette, “Why do people use information technology? A critical review of the technology acceptance model,” Information & Management, vol. 40, no. 3, pp. 191-204, 2003.

[19] H. Nysveen, P.E. Pedersen, and H. Thorbjørnsen, “Intentions to use mobile services: Antecedents and cross-service comparisons,” Journal of the Academy of Marketing Science, vol. 33, no. 3, pp. 330-346, 2005.

[20] L.M. Maruping, B. Hillol, V. Venkatesh, and S.A. Brown, “Going beyond intention Integrating behavioral expectation into the unified theory of acceptance and use of technology,” Journal of the Association for Information Science and Technology, vol. 68, no. 3, pp. 623-637, 2017.

[21] V. Venkatesh, and M.G. Morris, “Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior.” MIS Quarterly, pp. 115-139, 2000.

[22] M.A. Camilleri and A. Camilleri, “The Students’ Perceptions of Digital Game-Based Learning,” In M. Pivec and J. Grundler, 11th European Conference on Games Based Learning (October). Proceedings, University of Applied Sciences, Graz, Austria, pp 56- 62, 2017.

[23] T. Teo, and M. Zhou, “Explaining the intention to use technology among university students: a structural equation modeling approach,” Journal of Computing in Higher Education, vol. 26, no. 2, pp. 124-142, 2014.

[24] T. Doleck, P. Bazelais, and D.J. Lemay, “Examining the antecedents of social networking sites use among CEGEP students,” Education and Information Technologies, vol. 22, no. 5, pp. 2103-2123, 2017.

[25] B. Wu, and X. Chen, “Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model,” Computers in Human Behavior, vol. 67, pp. 221-232, 2017.

[26] C.T. Chang, J. Hajiyev, and C.R. Su, “Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for elearning approach,” Computers & Education, vol. 111, pp. 128-143, 2017.

[27] I. Arpaci, K. Kilicer, and S. Bardakci, “Effects of security and privacy concerns on educational use of cloud services,” Computers in Human Behavior, vol. 45, pp. 93-98,
2015.

[28] A.F. Agudo-Peregrina, Á. Hernández-García, and F.J. Pascual-Miguel, “Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning,” Computers in Human Behavior, vol. 34,
pp. 301-314, 2014.

[29] F. Paraskeva, H. Bouta, and A. Papagianni. “Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice,” Computers & Education, vol. 50, no. 3, pp. 1084-1091, 2008.

[30] D.R. Compeau, and C.A. Higgins, “Computer self-efficacy: Development of a measure and initial test,” MIS Quarterly, pp. 189-211, 1995.

[31] S.A. Nikou, and A.A. Economides, “The impact of paper-based, computer-based and mobile-based self-assessment on students’ science motivation and achievement,” Computers in Human Behavior, vol. 55, pp. 1241-1248, 2016.

[32] L.A. Annetta, J. Minogue, S.Y. Holmes, and M.T. Cheng, “Investigating the impact of video games on high school students’ engagement and learning about genetics,” Computers & Education, vol. 53, no. 1, pp. 74-85, 2009.

[33] E.W.T. Ngai, J. K. L. Poon, and Y.H.C. Chan, “Empirical examination of the adoption of WebCT using TAM,” Computers & Education, vol. 48, no. 2, pp. 250-267, 2007.

[34] T.Teo, and C. Beng Lee, “Explaining the intention to use technology among student teachers: An application of the Theory of Planned Behavior (TPB),” Campus-Wide Information Systems, vol. 27, no. 2, pp. 60-67, 2010.

[35] T. Teo, and C. Beng Lee, C. Sing Chai, and S.L. Wong, “Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM),” Computers & Education, vol. 53, no. 3, pp. 1000-1009, 2009.

[36] J.Y.L. Thong, W. Hong, and K.Y. Tam, “Understanding user acceptance of digital libraries: what are the roles of interface characteristics, organizational context, and individual differences?” International journal of human-computer studies, vol. 57, no. 3, pp. 215-242, 2002.

[37] M.A. Camilleri, and A.C. Camilleri, “Digital learning resources and ubiquitous technologies in education,” Technology, Knowledge and Learning, vol. 22, no. 1, pp. 65- 82, 2017.

[38] D.Y. Lee, and M.R. Lehto, “User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model.” Computers & Education, vol. 61, pp. 193-208, 2013.

[39] T. Teo, and P. Van Schalk, “Understanding technology acceptance in pre-service teachers: A structural-equation modeling approach,” The Asia-Pacific Education Researcher, vol. 18, no. 1, pp. 47-66, 2009.

[40] C. Smarkola, “Technology acceptance predictors among student teachers and experienced classroom teachers,” Journal of Educational Computing Research, vol. 37, no. 1, pp. 65-82, 2007.

[41] M.A. Camilleri, and A.C. Camilleri, “Measuring The Educators’ Behavioural Intention, Perceived Use And Ease Of Use Of Mobile Technologies,” In Wood, G. (Ed) Reconnecting management research with the disciplines: Shaping the research agenda for the social sciences (University of Warwick, September). British Academy of Management, UK, 2017.

[42] M. Turner, B. Kitchenham, P. Brereton, S. Charters, and D. Budgen, “Does the technology acceptance model predict actual use? A systematic literature review,” Information and Software Technology, vol. 52, no. 5, pp. 463-479, 2010.

[43] R.P. Bagozzi, and Y. Youjae, “On the evaluation of structural equation models,” Journal of the Academy of Marketing Science, vol. 16, no. 1, pp.74-94, 1988.

[44] M.A. Camilleri, and A.C. Camilleri, “The Technology Acceptance of Mobile Applications in Education,” In Sánchez, I.A. and Isaias, P. (Eds) 13th International Conference on Mobile Learning (Budapest, 11th April). pp41-48. International Association for Development of the Information Society, 2017.

[45] A. Colbert, N. Yee, and G. George, “The digital workforce and the workplace of the future,” Academy of Management Journal, vol. 59, no. 3, pp. 731-739, 2016.

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Filed under digital games, digital media, Education

Integrated Reporting: Valuing the Financial, Social and Natural Capital

The end of year financial statements usually focus on financial capital, whereas organisational performance relies on resources – such as the expertise of people, intellectual property that was developed through research and development, and interactions with the environment and the societies in which they operate.  In this light, Integrated Reporting (<IR>) was developed to fill such reporting gaps. The IR Framework categorises different stocks of value, including; Financial Capital; Manufactured Capital; Intellectual Capital; Human Capital; Social (and Relationship) Capital; as well as Natural Capital.

 

 

The International Integrated Reporting Council (IIRC) has promoted the concept of integrated thinking and reporting. In 2013, the International Integrated Reporting Council (IIRC) released a framework for integrated reporting. By doing so, IIRC has paved the way for the next generation of annual reports that enable stakeholders to make a more informed assessment of the organisation’s strategy, governance, performance and prospects. IIRC has aligned capital allocations and corporate behaviours with the wider goals of financial stability and  sustainable development. Its framework established the following ‘Guiding Principles’ and ‘Content Elements’:

Guiding Principles

  1. Strategic focus and future orientation –gives an insight of the organisation’s strategy;
  2. Connectivity of information – provides a holistic picture of the combination, inter relatedness and dependencies between the factors that affect the organisation’s ability to create value over time;
  3. Stakeholder relationships – describes the nature and quality of the organisation’s relationships with its key stakeholders;
  4. Materiality – discloses relevant information about matters that substantively affect the organisation’s ability to create value over the short, medium and long term;
  5. Conciseness – provides sufficient context to understand the organisation’s strategy, governance and prospects without being burdened by less relevant information;
  6. Reliability and completeness – includes all material matters, both positive and negative, in a balanced way and without material error;
  7. Consistency and comparability – ensures consistency over time and enabling comparisons with other organisations to the extent material to the organisation’s own ability to create value.

Content Elements

  1. Organisational overview and external environment – What does the organisation do and what are the circumstances under which it operates?
  2. Governance – How does an organisation’s governance structure support its ability to create value in the short, medium and long term?
  3. Business model – What is the organisation’s business model?
  4. Risks and opportunities – What are the specific risk and opportunities that affect the organisation’s ability to create value over the short, medium and long term, and how is the organisation dealing with them?
  5. Strategy and resource allocation – Where does the organisation want to go and how does it intend to get there?
  6. Performance – To what extent has the organisation achieved its strategic objectives for the period and what are its outcomes in terms of effects on the capitals?
  7. Outlook – What challenges and uncertainties is the organisation likely to encounter in pursuing its strategy, and what are the potential implications for its business model and future performance?
  8. Basis of preparation and presentation – How does the organization determine what matters to include in the integrated report and how are such matters quantified or evaluated?

The ‘Guiding Principles’ underpin the preparation of an integrated report, whilst, the ‘Content Elements’ are the key categories of information that should be included in an integrated report according to the IR Framework. There are no bench marking for the above matters and the report is primarily aimed at the private sector; but IR could be adapted to the public sector and to not-for-profit organisations. The IIRC has set out a principle-based framework rather than specifying a detailed disclosure and measurement standard. This way each company sets out its own report rather than adopting a checklist approach. Hence, the report acts as a platform which explains what creates value to the business and how management protects this value. This gives the report more business impetus rather than mandating compliance-led approaches.

For the time being, the integrated reporting is not going to replace other forms of reporting but the vision is that large undertakings, including corporations, state-owned entities and government agencies, among others, may be expected to pull together relevant information already produced to explain the key drivers of their non-financial performance. Relevant information will only be included in the report where it is material to the stakeholder’s assessment of the business. The term ‘materiality’ suggests that there are legal connotations that may be related to environmental, social and governance (ESG) reporting, Yet, some entities out of their own volition are already including ESG information in their integrated report.

In sum, the integrated reports aim to provide an insight into the company’s resources, relationships (that are also known as the capitals) and on how the company interacts with its external environment to create value.

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Special Offer > Get 20% off this Springer business textbook on Corporate Social Responsibility

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*This offer is valid from 1st April to 1st May 2017.

This business text-book can be purchased from Springer or Amazon.

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Responsible Investing: Making a Positive Impact

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Impact investing is one of the fastest growing and promising areas of innovative development finance (Thornley, Wood, Grace & Sullivant, 2011; Freireich & Fulton, 2009). This form of socially-responsible investment (SRI) also has its roots in the venture capital community where investors unlock a substantial volume of private and public capital into companies, organisations and funds – with the intention to generate social and environmental impact alongside a financial return.

The stakeholders or actors in the impact investing industry can be divided into four broad categories: asset owners who actually own capital; asset managers who deploy capital; demand-side actors who receive and utilise the capital; and service providers who help make this market work.

Impact investments can be made in both emerging and developed markets, and target a range of returns from below market to market rate; depending on the investors’ strategic goals. Bugg-Levine and Emerson (2011) argued that impact investing aligns the businesses’ investments and purchase decisions with their values. Defining exactly what is (and what is not) an impact investment has become increasingly important as it appears that the term has taken off among academia and practitioners.

The impact investments are usually characterised by market organisations that are driven by a core group of proponents including foundations, high-net worth individuals, family offices, investment banks and development finance institutions. Responsible entities are mobilising capital for ‘investments that are intended to create social impact beyond financial returns’ (Jackson, 2013; Freireich & Fulton 2009). Specific examples of impact investments may include; micro-finance, community development finance, sustainable agriculture, renewable energy, conservation, micro-finance and affordable and accessible basic services, including; housing, healthcare, education and clean technology among others.

Micro-finance institutions in developing countries and affordable housing schemes in developed countries have been the favorite vehicles for these responsible investments, though impact investors are also beginning to diversify across a wider range of sectors (see Saltuk, Bouri, & Leung 2011; Harji & Jackson 2012). Nevertheless, micro-finance has represented an estimated 50% of European impact investing assets (EUROSIF, 2014). This form of investing has grown to an estimated €20 billion market in Europe alone (EUROSIF, 2014). The Netherlands and Switzerland were key markets for this investment strategy, as they represented an estimated two thirds of these assets. These markets were followed by Italy, the United Kingdom and Germany.

Generally, the investors’ intent is to ensure that they achieve positive impacts in society. Therefore, they would in turn expect tangible evidence of positive outcomes (and impacts) of their capital. Arguably, the evaluation capacity of impact investing could increase opportunities for dialogue and exchange. Therefore, practitioners are encouraged to collaborate, exchange perspectives and tools to strengthen their practices in ways that could advance impact investing. The process behind on-going encounters and growing partnerships could surely be facilitated through conferences, workshops, online communities and pilot projects. Moreover, audit and assurance ought to be continuously improved as institutions and investors need to be equipped with the best knowledge about evaluation methods. Hence, it is imperative that University and college courses are designed, tested and refined to improve the quality of education as well as  professional training and development in evaluating responsible investments.

For evaluation to be conducted with ever more precision and utility, it must be informed by mobilising research and analytics. Some impact investing funds and intermediaries are already using detailed research and analysis on investment portfolios and target sectors. At the industry-wide level, the work of the Global Impact Investing Network (GIIN) and IRIS (a catalogue of generally accepted Environmental, Social and Governance – ESG performance metrics) is generating large datasets as well as a series of case studies on collaborative impact investments. Similarly, the Global Impact Investing Rating System (GIIRS) also issues quarterly analytics reports on companies and their respective funds in industry metrics (Camilleri, 2015).

For the most part, those responsible businesses often convert positive impact-investment outcomes into tangible benefits for the poor and the marginalised people (Garriga & Melé, 2004). Such outcomes may include increased greater food security, improved housing, higher incomes, better access to affordable services (e.g. water, energy, health, education, finance), environmental protection, and the like (Jackson, 2013).

Interestingly, high sustainability companies significantly outperform their counterparts over the long-term, both in terms of stock market and accounting performance (Eccles, Ioannou & Serafeim, 2012). This out-performance is stronger in sectors where the customers are individual consumers, rather than companies (Eccles et al., 2012).

It may be complicated and time-consuming to quantify how enterprises create various forms of humanitarian and environmental value, yet some approaches and analytical tools can help to address today’s societal challenges, including the return on impact investments in social and sustainability projects.

References

Bugg-Levine, A., & Emerson, J. (2011). Impact investing: Transforming how we make money while making a difference. innovations, 6(3), 9-18.
Camilleri, M. A. (2015). Environmental, social and governance disclosures in Europe. Sustainability Accounting, Management and Policy Journal, 6(2), 224-242.

Eccles, R. G., Ioannou, I., & Serafeim, G. (2012). The impact of a corporate culture of sustainability on corporate behavior and performance (No. W17950). National Bureau of Economic Research.

EUROSIF (2014). Press Release: 6th Sustainable and Responsible Investment Study 2014. Europe-based national Sustainable Investment Forums. http://www.eurosif.org/wp-content/uploads/2014/09/Press-Release-European-SRI-Study-2014-English-version.pdf (Accessed 14 May 2016).

Freireich, J., & Fulton, K. (2009). Investing for social and environmental impact: A design for catalyzing an emerging industry. Monitor Institute, January.

Garriga, E., & Melé, D. (2004). Corporate social responsibility theories: Mapping the territory. Journal of business ethics, 53(1-2), 51-71.

Harji, K., & Jackson, E. T. (2012). Accelerating impact: Achievements, challenges and what’s next in building the impact investing industry. New York, NY: The Rockefeller Foundation.

Jackson, E. T. (2013). Interrogating the theory of change: evaluating impact investing where it matters most. Journal of Sustainable Finance & Investment, 3(2), 95-110.

Saltuk, Y., Bouri, A., & Leung, G. (2011). Insight into the impact investment market: An in-depth analysis of investor perspectives and over 2,200 transactions. New York, NY: J.P. Morgan.

Thornley, B., Wood, D., Grace, K., & Sullivant, S. (2011). Impact Investing a Framework for Policy Design and Analysis. InSight at Pacific Community Ventures & The Initiative for Responsible Investment at Harvard University.

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Corporate Communication, Stakeholder Engagement and Corporate Social Responsibility

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Companies are increasingly dedicating their time and resources to promote their public relations initiatives. Corporate Communication Managers and executives have a wide array of media channels at their disposal. These may  be used to communicate their corporate social responsibility CSR credentials. As a matter of fact, businesses are continuously being scrutinised by media, customers, monitoring groups, consumer forums and blogs (Du et al., 2010).

Very often, businesses disclose their CSR activities through official documents, such as annual corporate responsibility or sustainability reports, media releases, dedicated sections of their corporate websites; as well as in social media pages or groups. CSR communication is produced, translated, and integrated according to the companies’ contexts and their specific reality constructions (Schultz and Wehmeier, 2010).

Companies could use broadcast advertising, including TV and radio commercials. Businesses could also utilise print media (e.g. newspapers, magazines) to disseminate their message to their target audience. Newspaper articles reflect corporate ideas of social responsibilities and assumptions about public expectations, and react herewith to what they perceive as the public’s expectations (Schultz and Wehmeier, 2010). Alternatively, they may use outdoor advertisements such as billboards and signage on brick-and-mortar premises. These traditional media are based on a hierarchical one‐to‐many communication; with a clear distinction between producer and consumer of information. Notwithstanding, there are other communication channels that are not entirely controlled by the company. For this reason, businesses are encouraged to become more proficient in the use of digital media in addition to traditional media to increase their impact of their corporate communication.

Evidently, the internet has reshaped communication at different levels. It has enabled the emergence of a new participatory public sphere that is based on a many‐to‐many communication where everybody can dialogically and publicly interact and collaborate in the creation of content and the definition of the agenda (Colleoni, 2013; Jenkins, 2006). In a relatively short period of time, the internet has become an essential tool for organisational communication (Capriotti & Moreno, 2007a; Stuart & Jones, 2004).

Moreover, in today’s digital era, the engagement between the public and the organisation is one of the main characteristics of the internet (Colleoni, 2013). Many corporate websites already possess a high degree of interactivity; including their ability to disseminate information and to generate relationships between the different publics and the organisation (Capriotti & Moreno, 2007). In the first approach, the level of interactivity is low, and the use of the Internet is unidirectional; as its essential objective is to diffuse information and to try to improve the corporate image of the business. However, in the second approach, the degree of interactivity is high, and the Internet is used to facilitate bidirectional communication and to nurture relationships by allowing dialogue and interaction between the organisation and its stakeholders.

Interactive communication is becoming one of the most important information channels for corporations as it is changing social dynamics (Fieseler & Fleck, 2013; O`Reilly, 2005; 2006). Web-based co‐operation and data exchanges have empowered the communication between businesses and their stakeholders (Buhalis & Law, 2008; O´Riley, 2006, Fieseler et al., 2010). It enables them to engage with online users and to take advantage of positive publicity arising from word-of-mouth marketing and digital platforms. Corporations can maintain legitimacy better as they engage with stakeholders via social media; and take on the gate keeping function of traditional media (Fieseler et al. 2010). At the same time, there are protest actors; who have become more powerful online as they disrupt the corporations’ legitimacy by using social media (Castelló, Morsing & Schultz, 2013; Bennett 2003).

Societies are currently undergoing a fundamental transformation toward globally networked societies (Castelló, Morsing, & Schultz, 2013). Unsurprisingly, the public relations and corporate communications of business have benefited of social networking software (Etter, Morsing, and Castello, 2011; Pressley (2006). Of course, these technological advances also have consequences for CSR communication; as companies can reach out to stakeholders in a more interactive way. In a similar vein, the use of social networks have offered the businesses new forms of interactivity and enable them to address the CSR information toward a variety of stakeholders (Isenmann, 2006). A powerful stakeholder group, the consumers serve as an informal yet highly credible CSR communication channel. In particular, the power of consumer word-of-mouth has been greatly magnified given the popularity and vast reach of interactive communication.

Companies such as Stonyfield Farm and Ben & Jerry’s have been benefiting from consumer ambassadors who raved, in the virtual world, about their social responsibility endeavours. For example, one consumer wrote enthusiastically about Ben & Jerry’s butter pecan ice cream and its support for an educational foundation, ‘besides the great flavour that the Ben & Jerry’s Butter Pecan Ice Cream offers you, a portion of the proceeds go to the Tom Joyner Foundation . . . [that] provides financial support to students attending historically black colleges and universities’ (Associated Content 2008). Companies can be proactive in using social media to engage consumers to be their CSR advocates.

Timberland, a company that is known for its environmental stewardship, launched the Earthkeeper campaign in 2008 to recruit one million people to become part of an online network designed to inspire real environmental behaviour change. As part of the Earthkeeper programme, Timberland launched an innovative global network of online social networking tools, including a strong Facebook presence, a YouTube Earthkeeper Brand Channel and a richly populated Earthkeeper blog, as well as an Earthkeeper product collection which serves as the pinnacle expression of the company’s environmental commitment (CSRWire 2008). Through this campaign, Timberland not only effectively communicating its sustainability initiative, but also engaging consumers to spread the word about this initiative and, importantly, the company’s involvement in this initiative.

Fieseler et al. (2010) suggested that communication through social media is dynamic in relation to traditional media. The global diffusion of social software like blogs, RSS feed, wikis, electronic forum, social networks have facilitated companies to attract prospects and consumer groups. Social media have the technological potential to speed up communication processes (Kaplan & Haenlein, 2010) and to increase direct interaction, dialogue and participation across organisations and various audiences (Colleoni 2013; Schultz et al. 2011). Such interactive communications are referred to as “viral” because ideas and opinions spread like epidemic diseases through the network via word‐of‐mouth and are perceived as highly trustworthy sources (Colleoni et al., 2011; Schultz and Wehmeier, 2010).

Accordingly, social media has transformed the communicative dynamics within and between corporations and their environment.  Social media networks are effective monitoring tools as they could feature early warning signals of trending topics. These networks may help business communicators and marketers identify and follow the latest sustainability issues. Notwithstanding, CSR influencers are easily identified on particular subject matters or expertise. For example, businesses and customers alike have learned how to use the hashtag (#) to enhance the visibility of their shareable content16 (Some of the most popular hashtags comprise: #CSR #StrategicCSR, #sustainability, #susty, #CSRTalk, #Davos2016, #KyotoProtocol, #SharedValue et cetera). Hashtags could be used to raise awareness on charities, philanthropic institutions and green non-governmental organisations. They may also help during fund raising events. Hence, there are numerous opportunities for businesses to leverage themselves through social networks as they engage with influencers and media.

The ubiquity of Facebook and Google Plus over the past years has made them familiar channels for many individuals around the globe. These networks have become very popular communication outlets for brands, companies and activists alike. These social media empower their users to engage with business on a myriad of issues. They also enable individual professionals or groups to promote themselves and their CSR credentials in different markets and segments.

Moreover, LinkedIn is yet another effective tool, particularly for personal branding. However, this social network helps users identify and engage with influencers. Companies can use this site to create or join their favourite groups on LinkedIn (e.g. GRI, FSG, Shared Value Initiative among others). They may also use this channel for CSR communication as they promote key initiatives and share sustainability ideas. Therefore, LinkedIn connects individuals and groups as they engage in conversations with both academia and CSR practitioners.

In addition, Pinterest and Instagram enable their users to share images, ideas with their networks. These social media could also be relevant in the context of the sustainability agenda. Businesses could illustrate their CSR communication to stakeholders through visual and graphic content. Evidently, these innovative avenues provide sharable imagery, infographics or videos to groups who may be passionate on certain issues, including CSR.

Moreover, digital marketers are increasingly uploading short, fun videos which often turn viral on internet. YouTube, Vimeo and Vine seem to have positioned themselves as important social media channels for many consumers, particularly among millennials. These sites offer an excellent way to humanise or animate CSR communication through video content. These digital media also allow their users to share their video content across multiple networks. For instance, videos featuring university resources may comprise lectures, documentaries, case studies and the like.

This contribution suggests that corporate communications managers and executives are in a position to amplify the effectiveness of their company’s CSR communication efforts. They are expected to create relevant content and to engage with stakeholders through different marketing communications channels.

 

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