Recent reviews show a rapid increase in the corporate social responsibility communication literature. However, while mapping the literature and the field of CSR communication, they do not fully capture the evolutionary character of this emerging interdisciplinary endeavour. This paper seeks to fill this gap by presenting a follow-up study of the CSR communication literature from a dynamic perspective, which focuses on micro-discursive changes in the field. A bibliometric approach and frame theory are used to examine continuities in the development of (...) field ‘frames’ in three consecutive periods between 2002 and 2016. The article highlights the growing fragmentation of the CSR communication field over time and the existence of 11 distinct frames during the field’s emergence, whereby the two most prominent in the three time periods are the reporting and business case frames. Regardless, they are subjected to discursive changes as well. For example, they become split into stakeholder-focused, business case and institutionalisation frame and contested by the constitutive logic, respectively. The paper argues that interdisciplinary fields like CSR communication can rarely exist without contestation. It also shows that micro-framing processes such as fragmentation, merging and extension visibly shape the identified field frames and the overall discursive dynamic of the CSR communication field while investigating their value for sustaining the field’s polyphonic state and further development. The study findings suggest that additional cross-fertilisation processes between the CSR communication literature and sustainability and digital communication research hold the potential to influence the next stage of the field’s discursive evolution. (shrink)

This paper examines the roles of dialogue in the process of communication with stakeholders. The conceptual frameworks of corporate social responsibility (CSR) and stakeholder relationships frequently present the initiation of a dialogue with stakeholders as a way for an organization to respond to criticisms of its social and environmental policies and actions. The paper discusses dialogue in the stakeholder and CSR literature. This is followed by the analysis of in-depth semi-structured interviews in the empirical section. Theoretical discussion and empirical examples (...) demonstrate that the role of stakeholder dialogue in implementing CSR strategy is crucial in many ways. The case examples taken from the interviews with the heads of two large companies and two non-governmental organizations illustrate the practical difficulties that may be encountered in applying the principle and practice of dialogue to the implementation of CSR programs in the real world. (shrink)

As the interest in corporate social responsibility within advertising industry is growing, this paper explores the discourse on CSR among employees in advertising agencies. Different sensemaking dimensions are taken into account to examine how employees, as one of the key stakeholders involved in the joint meaning construction, make sense of CSR. In addition, this paper studies the legitimation approaches that employees use to address CSR of advertising agencies. The empirical evidence of discursive examples also indicates that there is a linkage (...) between sensemaking and legitimation perspective in CSR discourse analysis and supports the idea that both may be a potential route toward institutionalization of CSR inside organizations or sectors. (shrink)

Globally, consumers are increasingly turning to sustainable consumption practices. This article emphasizes the importance of social and cultural context in the study of sustainable consumption, drawing on social representations. It attempts to explain and empirically demonstrate how sustainable consumption is socially represented. The aim of the study was to investigate the construction of representations of sustainable consumption as knowledge and its appropriation in relation to the purchase and consumption of food. Online focus groups were employed in a cross-sectional study conducted (...) in Slovenia and Austria. The results of the study not only show how the “global” concept of sustainable consumption is appropriated and reflected in practices in a specific national and cultural context, but also highlight the importance of social representations in terms of how their meanings can influence the emergence of new practices. Furthermore, they show how sustainable consumption can occasionally be seen in actions that precede reflection or exist in a more abstract form unrelated to actions. The results offer several implications for practitioners seeking to promote sustainable consumption. (shrink)

Business schools, and universities providing business education, from across the globe have increasingly engaged in responsible management education (RME), that is in embedding social, environmental and ethical topics in their teaching and research. However, we still do not fully understand the institutional pressures that have led to the adoption of RME, in particular concerning under-researched regions like Central and Eastern Europe (CEE). Hence, we undertook what is to our knowledge the most comprehensive study into the adoption of RME in CEE (...) to date (including 13 countries: Belarus, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Russia, Slovenia and Ukraine). We find that, with regard to RME, isomorphic pressures seem to shape teaching and research in different ways, which suggests that the idea of a holistic approach to RME, promoted by, for example, the Principles of Responsible Management Education (PRME), needs to be revisited; rather, different trajectories of organizational engagement may emerge for each principle. As a contribution to institutional theory, we discuss how a highly fragmented organizational field—like RME with its multiple dimensions—impacts on notions of actor centrality, where actors achieve centrality with regard to some dimensions of the field but fail to do so for others. In particular, we found that the European Union holds centrality in the area of RME teaching, but not in RME research. Our findings thus suggest that the concept of field centrality needs further clarification. (shrink)