DE LASALLE UNIVERSITY

RAMON V. DEL ROSARIO COLLEGE OF BUSINESS

MANAGEMENT AND ORGANIZATION DEPARTMENT

COURSE CODE: COBCSRG

COURSE TITLE: CORPORATE SOCIAL RESPONSIBILITY AND GOVERNANCE

Instructor : Angelique C. Blasa-Cheng

Contact details : angelique.blasa@dlsu.edu.ph
Consultation Hours : M-W 2:00 – 4:30 p.m.
Term, AY : Term 1, AY 2021-2022
Class Schedule :

TYPE OF COURSE:

_X_Service-learning ___Hybrid _X_Fully Online ___In-person

LEARNING OUTCOMES:

This course aims to enhance the ability of students to diagnose the root cause of ethical and unethical
performance in themselves and the organizations they are part of. It teaches them to present both sides of
an ethical dilemma before making any decisions. In so doing, they refine their moral perception. The
course teaches them to investigate alternative solutions to moral problems by seeking a third acceptable
solution. It also helps the students differentiate true social responsiveness from public relations and
marketing propaganda. Moreover, it furthers their understanding of the issues involved in social
responsibility, sustainability, and corporate governance. It provides them with a detailed view of the
common good that will help them appreciate how much good they can accomplish through their work and
other commitments.

By the end of the course, students would have conceptualized and participated in projects that would make
a difference to the less fortunate Filipinos through service learning. The course will challenge students in
understanding oneself and develop their capacity to recognize and deal with situations that call for an ethical
response. Their awareness of environmental issues shall be honed. Finally, as the students become familiar
with the ethical issues they are likely to face in their careers, they are expected to see relationships based
on respect, honesty, fairness, and trust. Consequently, in making decisions for their organizations, they are
likely to consider the triple bottom line: economic, environmental, and social.

Page 1 of 18
 ELGA
Critical and Creative Thinker
Effective Communicator
Reflective Lifelong Learner
Service-driven, Ethical, and Socially
Responsible Citizen
Technically Proficient and Competent
Professionals and Leaders
LEARNING OUTCOME
LO1: Propose solutions (to dilemmas and cases) that are
reasonably sound in line with sustainable development goals
and ethical principles
LO2: Communicate effectively through online presentation of
cases and delivery of service learning output to the partner
community.
LO3: Describe and examine the business cases and service
learning experience through short online class presentations
and a reflection paper based on the LaSallian Reflection
Framework.
LO4: Create a project that facilitates the sustainable
development goals of the partner community based on the
learnings from the course.
LO5: Apply concepts of sustainable development goals,
corporate social responsibility, and good governance in
decision-making in business cases and service learning
project.

FINAL COURSE OUTPUT:

The ultimate test of learning for this course is in the creation of a service project proposal for a
marginalized group which is a selected partner community or business organization. This service project
shall have the following qualities:

1. Directed to a marginalized group which is the partner community selected by Center for Social
Concern and Action (COSCA);
2. Contains self-sustaining feature/s to have a long-term effect on the students, DLSU, and partner
community;
3. Involves the application of acquired business knowledge, skills, and talents of the students and
considerate use of financial resources;
4. Measures impact through documentation and presentations; And
5. Should be accomplished or implemented before the end of the term.

COURSE STRUCTURE

This course is conducted entirely online, which means you do not have to be on campus to complete
any portion of it. You will participate in the course using De La Salle University's learning
management system called CANVAS (https://dlsu.instructure.com/).

All submissions should only be through the Learning Management System, CANVAS.

COURSE COMMUNICATION

ANNOUNCEMENTS
Announcements will be posted in CANVAS regularly. They will appear on your CANVAS dashboard
when you log in and/or will be sent to you directly through your preferred method of notification from
CANVAS. Please make sure to check them regularly, as they will contain any vital information about

Page 2 of 18
upcoming projects or class concerns.

EMAIL
Communication through email should also be done through CANVAS messaging, which will allow both
the students and professors to quickly filter the incoming and outgoing messages related to the course.
● The CANVAS messaging is in sync with your DLSU Gmail account. Make sure that you have
the correct notification setting.
● Do not submit your assignments or requirements through email or CANVAS messaging.
Utilize the assignment submission portal.
● Do not send messages asking for general information about the class; please post those in the
QUESTION FORUM.
● Make sure to check your messages frequently.

E-SERVICE LEARNING
Service-learning orientations/discussions will be done asynchronously.
● Introductory videos and presentation materials about the activity, COSCA, partner community,
and service-learning sample outputs will be made available to students.
● Design your proposals based on the needs of the partner community. Approvals will be given
by the professor, COSCA, and a partner community representative. Use the service-learning
proposal template.
● Questions and clarifications about the proposal / final output presentation can be coursed
through the professor and with COSCA. You can email Jimi Caldea (jimi.caldea@dlsu.edu.ph)
or Ann Santiago (mary.ann.santiago@dlsu.edu.ph) cc your professor with the subject
COBCSRG <Section> <Group Name> eSL Questions.
● Synchronous meeting sessions with COSCA and/ or partner communities may be scheduled. It
should be done with individual groups for better management. Email the professor and COSCA
of your preferred schedule as a group.

QUESTIONS
In online courses, it is normal to have many questions about things that relate to the course, such as
clarification about assignments, course materials, or assessments. Please post these in the QUESTION
FORUM, which you can access by clicking the DISCUSSIONS button in the course navigation links.
This is an open forum, and you are encouraged to give answers and help each other. For each clear and
comprehensive answer you give, you can receive 1 extra credit point for the course (up to 5 points
maximum).

DISCUSSION FORUMS
Discussion Forums are a way for you to engage with each other about the course content. Each lesson
module will have a question that links to a forum. You can also access each forum by clicking on the
DISCUSSIONS button in the course navigation links. To get full credit for each discussion, you will
need to post a thoughtful, well-written response to the question and respond to two of your classmates'
answers.

VIRTUAL OFFICE HOURS

Twice a week, I will be available for virtual office hours using CANVAS CHAT. Click CHAT in the
course navigation links.

TURNAROUND/FEEDBACK
During the week (M-F) I will check CONVERSATIONS and monitor the discussion board several
times a day. If you have a concern, send me a message, you can expect a response within two days.

Page 3 of 18
 NETIQUETTE
When posting on the discussion boards and chat rooms, it is essential to understand how to interact
with one another online, netiquette.

GRADING SYSTEM AND ASSESSMENT:

Activity Particulars Points

Service Learning Project
Quizzes
Class Participation
Group Assignments/Activities
Individual Assignments
Peer Evaluation Submission
Total
Service Learning Reflection 10
Service Learning Proposal 10
Service Learning Output 10
Service Learning Group Presentation or VLOG 10
Collaborative Quiz - The 2 Faces of Business 10
Each classroom day is an opportunity to share one's 10
insights. Consequently, each day a student is
evaluated on the following:
o Ability to stimulate discussion
o Frequency of participation
Participation will be graded through recitation during
synchronous sessions, discussion forums during
asynchronous times, or through analytics generated
by Canvas
Case Paper and Presentation 20
Something News and Discussion
Reflection Paper 15
Individual Posts in Discussion Forums
Other Individual Submissions
Classroom Group Activities and Quiz and Service 5
Learning
100

*All group activities will be multiplied by the peer grade. See the example below:
Group Activity Peer Grade Final Grade

Quiz (20/20) 17/20 20 x 17/20 = 17 (Out of 20)

Service Learning Final Output (90/100) 17/20 90 x 17/20 = 76 (Out of 100)

Grade Point Equivalent

97-100 4.0
93-96 3.5
89-92 3.0
85-88 2.5
80-84 2.0
75-79 1.5
70-74 1.0
Below70 0.0
*Note: passing grade is 70%

Page 4 of 18
LEARNING PLAN:

Time
Session / Time
LO Topic Reading and Group Activities Allocated
Allocation
(hour)

Syllabus, Classroom Policies, RVR-COB Code of Ethics, Covenant of Shared

LO1, Prosperity, LaSallian Reflection Framework, Short introduction to Service
LO2 1 - Synchronous Learning ~1.5

Course Introduction Group Activity: Getting to know your groupmates via Zoom

2 – Asynchronous Individual Activity: Introduce Yourself (via Discussion Board) ~5.5

LO1, Ethical Frameworks

LO2, Kantian Ethics - https://tinyurl.com/ybhuac5b
LO3, 3 – Synchronous Utilitarianism - https://tinyurl.com/y7e2lgjh ~1.5
LO5 Virtue Ethics - https://tinyurl.com/y9ggrybg
Justice and Fairness - https://tinyurl.com/y24eyn3p
Ethical Frameworks
Ethics of Care - https://tinyurl.com/yynjqp64

Group Activity
4 – Asynchronous The Trolley Problem ~5.5
● https://www.youtube.com/watch?v=Z7RTykOCcuI
● The COVID-19 Trolley Problem (via Discussion Board)

LO1, Carrol's Pyramid, De Jardins, Wayne Visser's Stages

LO2, Reference:
LO5 5 – Synchronous Introduction to CSR What is CSR? - https://www.youtube.com/watch?v=1bpf_sHebLI ~1.5

Models of CSR Group Activity

CSR Word Cloud Activity
Social Enterprises
6 – Asynchronous What is a Social Enterprise - https://www.youtube.com/watch?v=aTo0qtdVMpM ~5.5
Social Enterprises - https://www.youtube.com/watch?v=f9FJwB6yOd4

Page 5 of 18
 Time
Session / Time
LO Topic Reading and Group Activities Allocated
Allocation
(hour)

LO1, United Nations: Sustainable Development Goals

LO3,
LO5 7 – Synchronous Reference:
See SDG Videos ~1.5
Introduction to the Philippines and SDGs - https://www.youtube.com/watch?v=4bN9yimMXro
SDGs
Reference:
Sustainable The SDGs and Business
Development Goals 1- ● https://www.youtube.com/watch?v=ivm191V50KE&t=98s
17 ● https://www.youtube.com/watch?v=Rht4d4GdYbM
8 – Asynchronous ~5.5
Group Activity:
SDG Activity – Survey about How many earths I need, Journey out of Syria,
Budgeting to avoid homelessness (via Discussion Board)

LO1, Group Activity:

LO2, 9 – Asynchronous ~5.5
Creation of Service-Learning Proposal (to be posted in the Discussion Board)
LO3, Service Learning
LO4 Presentation
10 – Synchronous Presentation of Service Learning Proposal to Partner Community with COSCA ~1.5

LO1,
11 & 12
LO2, Group Activity:
Independent ~7.5
LO3, Submission of Approved and Revised Service Learning Proposal
Learning Week
LO4

LO1, Discussion of CSR and Employee Rights

LO2, 13 - Synchronous CSR and Employees ~1.5
LO3, Case Analysis and Presentation
CASE 1: Facebook Content Moderators

Page 6 of 18
 Time
Session / Time
LO Topic Reading and Group Activities Allocated
Allocation
(hour)

LO5 Reference:
● https://www.youtube.com/watch?v=qo_EGUFIU3I&t=58s
14 - Asynchronous ● https://www.youtube.com/watch?v=FwbwxStnI3M&t=397s
~5.5
CASE 2: Maids for Sale: Slave Trade - https://www.youtube.com/watch?v=Qxz-
vmbFXd4

LO1, Discussion of CSR and Sustainable Supply Chain

LO2,
LO3, 15 - Synchronous Case analysis and presentation: ~1.5
LO5
CASE 1: Mica in Make-up
CSR and Supply Chain ● https://www.youtube.com/watch?v=qcEYI04x_Ec
● https://www.youtube.com/watch?v=yCeg_OXkVPA
16 - Asynchronous ~5.5
CASE 2: Potato Farmers and Cheese Producers during the COVID-19 Pandemic
● https://www.youtube.com/watch?v=GgvXmUlUwVs
● https://www.youtube.com/watch?v=ALtfQVbHtM0

LO1, Discussion of CSR and Market Structures

LO2, 17 - Synchronous ~1.5
LO3, CSR and Competitors Case analysis and presentation
LO5 (Synchronous/Asynchro
India as the Cashew Capital
nous) Reference:
18 - Asynchronous ~5.5
● https://www.youtube.com/watch?v=F7o8OrstCAw
● https://www.youtube.com/watch?v=sy6FiDjWN4k

Page 7 of 18
 Time
Session / Time
LO Topic Reading and Group Activities Allocated
Allocation
(hour)

LO1, Governance
LO2, Discussion of Corporate Governance by Benito Teehankee and Corporate
LO3, Scandals
LO5

19 - Synchronous Case Analysis and Presentation ~1.5

CASE 1: Silicon Valley’s Greatest Disaster: Elizabeth Holmes
● https://www.youtube.com/watch?v=3CccfnRpPtM

CASE 2: Rise and Fall of Valeant Pharmaceuticals

● https://www.youtube.com/watch?v=JzHltryfJJQ

CSR and Nation Discussion of CSR and Nation

Reference:
Disaster Capitalism won’t save us
https://www.youtube.com/watch?v=_F3LrUfUifI

Reference:
20 - Asynchronous Panic Buying - https://www.youtube.com/watch?v=T7RnQrMcnk ~5.5
Case analysis and presentation:

CASE: Philippines’ Disasters

How do corporations capitalize on disasters?
https://www.youtube.com/watch?v=wax7wyWwnAU&t=1342s

LO1, Discussion of CSR and the Environment

LO2,
LO5 21 - Synchronous Case analysis and presentation: ~1.5
CSR and the
CASE 1: Why Palm Oil Is So Cheap -
Environment
https://www.youtube.com/watch?v=vvKgnRPThKI

CASE 2: Upcycling Used Chopsticks -

22 – Asynchronous https://www.youtube.com/watch?v=pLL4PW4LZT8 ~5.5

Page 8 of 18
 Time
Session / Time
LO Topic Reading and Group Activities Allocated
Allocation
(hour)

CASE 3: How Much It Costs to Mine for Cryptocurrency -

https://www.youtube.com/watch?v=rnMPy4LTsxA

LO1,
23-24
LO2, Alternative Class in Preparation of the Service Learning Project Presentation
Independent ~7.5
LO3, (Synchronous)
Learning Week
LO4

LO1,
Presentation of Service
LO2, 25-26
Learning Project to Professor, Partner-community, COSCA evaluation, and discussion ~7.5
LO3, Synchronous
COSCA
LO4

27-28 Submission of other final requirements (quiz, SL reflection papers, peer evaluations) ~7.5

Total Hours 105

Page 9 of 18
REFERENCES:

Textbooks

Aras, G., & Crowther, D. (2016). A handbook of corporate governance and social responsibility
. Routledge. https://doi.org/10.4324/9781315564791
Hartman, L. and DesJardins, J. (2021). Business Ethics: Decision-Making for Personal Integrity
and Social Responsibility 5th Edition. McGraw-Hill.
Santos, V. (Ed.) (2007). Doing Good in Business Matters: CSR in the Philippines (2007). Asian
Institute of Management and De La Salle Professional Schools Ramon V. Del Rosario
Graduate School of Business.
Sachs, J. D., & Ban, K. (2015). The age of sustainable development . Columbia University Press.
https://doi.org/10.7312/sach17314
https://animosearch.dlsu.edu.ph/permalink/63DLSUL_INST/1ibggbk/alma99100385172
9706351
Teehankee, B. (2007). Why should corporations be socially responsible? In V. Santos (Ed.),
Doing good in business matters: CSR in the Philippine setting: Frameworks (pp. 1-29).
Makati: Asian Institute of Management.

Journal articles

Bali Swain, R., & Yang-Wallentin, F. (2020). Achieving sustainable development goals:
predicaments and strategies. International Journal of Sustainable Development and World
Ecology, 27(2), 96–106. https://doi.org/10.1080/13504509.2019.1692316
https://animosearch.dlsu.edu.ph/permalink/63DLSUL_INST/f1i36d/cdi_crossref_primary
_10_1080_13504509_2019_1692316
Barbosa, M. W., & de Oliveira, V. M. (2021). The Corporate Social Responsibility professional:
A content analysis of job advertisements. Journal of Cleaner Production, 279, N.PAG.
https://doi-org.dlsu.idm.oclc.org/10.1016/j.jclepro.2020.123665
de Villiers, C., Kuruppu, S., & Dissanayake, D. (2021). A (new) role for business – Promoting the
United Nations’ Sustainable Development Goals through the internet-of-things and
blockchain technology. Journal of Business Research, 131, 598–609.
https://doi.org/10.1016/j.jbusres.2020.11.066
Lim, J. S., & Greenwood, C. A. (2017). Communicating corporate social responsibility (CSR):
Stakeholder responsiveness and engagement strategy to achieve CSR goals. Public
Relations Review, 43(4), 768–776. https://doi-
org.dlsu.idm.oclc.org/10.1016/j.pubrev.2017.06.007
Štreimikiene D., & Ahmed R. R. (2021). Corporate Social Responsibility and Brand Management:
Evidence from Carroll’s Pyramid and Triple Bottom Line Approaches. Technological &
Economic Development of Economy, 27(4), 852–875. https://doi-
org.dlsu.idm.oclc.org/10.3846/tede.2021.14520

Websites

About the Sustainable Development Goals - United Nations Sustainable Development.

(n.d.). Retrieved from https://www.un.org/sustainabledevelopment/sustainable-
development-goals/
Page 10 of 18
Podcasts

Outrage + Optimism http://www.outrageandoptimism.org/

CLASS POLICIES:
CLASS BEHAVIOR
1. Students must observe proper and professional behavior in class by listening attentively
and paying attention to the person/s talking or making a presentation.
2. Respect for other's opinions or views during discussions should always be observed.
3. Cell phones must be turned off or put in silent mode. If this is an online class, please
mute mics to avoid interruption of background noises.
4. The attendance policy will follow the student's handbook guidelines. In the case of the
online case, it will follow the latest Help Desk Announcement provided by the school
administrators.
5. Refer to other guidelines in the student's handbook (e.g., proper attire in class, others).

ACADEMIC INTEGRITY POLICY

It is the mission of MOD to train its students in the highest levels of professionalism and
integrity. In support of this goal, academic integrity is highly valued, and violations are considered
serious offenses.

Examples of violations of academic integrity include, but are not limited to, the following:
• Plagiarism - using ideas, data, or language of another without specific or proper
acknowledgment. Example: Copying text from a website without quoting or properly
citing the page URL, using a crib sheet during an examination. For a clear description of
what constitutes plagiarism as well as strategies for avoiding it, students may refer to the
Writing Tutorial Services website at Indiana University using the following link:
http://www.indiana.edu/~wts/wts/plagiarism.html. For citation styles, students may refer
to http://www.uwsp.edu/psych/apa4b.html.
• Cheating - using or attempting to use unauthorized assistance, materials, or study aids
during an examination or other academic work. Examples: using a cheat sheet in a quiz or
exam, altering a grade exam, and resubmitting it for a better grade
• Fabrication - submitting contrived or improperly altered information in any academic
requirements. Examples: Making up data for a research project, changing data to bias its
interpretation, citing nonexistent articles, contriving sources.

Reference: Reference: Code of Academic Integrity and Charter of the Student Disciplinary System
of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html

LATE SUBMISSIONS
Two dates are given in Canvas for deadlines, the due date, and the open until date (before
the submission portal closes). Please make sure to submit before the open until date. Late work

Page 11 of 18
will be accepted with deductions. Assignments are given enough time to be accomplished before
the deadline. If you have an extenuating circumstance, please contact me by private message
before the assignment is due to make alternate arrangements.

This course is made possible by the Management and Organization Department (MOD) in
partnership with the following units in De La Salle University:
● Center for Business Research and Development (CBRD) - https://cbrd.dlsu.edu.ph/
● Business for Human Development Network (CBRD-BHDN) -
https://cbrd.dlsu.edu.ph/sub-centers/cbrd-bhdn/
● Social Enterprise Research Network (CBRD-SERN) - https://cbrd.dlsu.edu.ph/sub-
centers/cbrd-sern/
● Lasallian Social Enterprise for Economic Development (LSEED) -
https://www.facebook.com/lseedph/

RUBRICS FOR ASSESSMENT:

E- Service Learning Project Presentation and Deliverable – 100 points

Criteria Exemplary Accomplished Developing Beginning Score
10 points 8 points 6 points 4 points
Project The project was unique The project was creative The project was simple The project was too
conceptualization and challenging. It and fully utilized the skills and barely met the simple, uncreative, and
showed the group was and talents of the group. requirements of the unchallenging.
willing to stretch and walk course.
the extra mile.
20 points 15 points 10 point 5 points
Project proposal Project proposal was Project proposal was Project proposal was Project proposal was
and approval submitted and approved submitted and approved on submitted and submitted and approved
at least a week prior to time. approved no later than past 3 weeks of deadline
the deadline. 3 weeks after the
deadline.
10 points 8 points 6 points 4 points
Group The project was The project was well- The project was The project was ill-
organization and professionally organized. organized. There were adequately organized. planned. Members were
logistics Problems were minor logistical problems There were minor confused about their
anticipated and timely and delays. logistical problems. roles. There was a lot of
addressed, presenting delay.
minor delays.

20 points 15 points 10 points 5 points

Impact of project The project made a
significant difference in
the operations of the
community organization.
There is great evidence
of the impact of the
project.
10 points
Time element The project was
accomplished within the
60-day allotment,
including time to follow-up
and wrap-up operations
The project made a
difference in the operations
of the community
organization.
There was evidence of the
impact of the project.
8 points
The project fully utilized the The project barely
60-day allotment.
The project made some The project barely made
difference in the a difference in the
operations of the operations of the
community community organization.
organization. There There was no evidence
was barely any of the impact of the
evidence of the impact project.
of the project.
6 points 4 points
The project required too
made the 60-day little or too much time.
allotment.

Oral Presentation 30 points 24 points 18 points 12 points

Demonstrates a strong, Occasionally shows Shows some negativity Shows absolutely no
positive feeling about the positive feelings about the toward the topic interest in the topic
topic during the entire topic. presented. presented.

Page 12 of 18
 Criteria Exemplary Accomplished Developing Beginning Score
presentation.
Student's voice is clear. Student's voice is low. Student mumbles,
Student uses a clear Student pronounces most Student incorrectly incorrectly
voice words correctly. Most pronounces terms. pronounces terms, and
and correct, precise audience members can Audience speaks too quietly for a
pronunciation of terms so hear members have difficulty majority of students to
that all audience and presentation. hearing presentation. hear.
members can hear the
presentation. Student is at ease with Student is Student does not have
expected answers to all uncomfortable grasp
Student demonstrates full questions, without with information and is of information; student
knowledge by answering elaboration. able cannot answer
all to answer only questions
class questions with rudimentary about subject
explanations and questions.
elaboration.

TOTAL

Service Learning Reflection Paper – 10 points

CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTO Score
Score 2 1.5 1 0.5 RY
0

Writing Quality Strong writing Good writing Writing style Difficulty Considerable
style with style with conveys expressing ideas, difficulty
clear ability to solid ability to meaning feelings or expressing ideas
express convey adequately. descriptions. or
thoughts and meaning. Very Some Limited syntax. descriptions. Many
point of view. good grammar, syntax, Needs to grammatical,
Excellent grammar, and work on grammar, syntactical,
grammar, syntax, spelling errors. spelling, and spelling
syntax, spelling, etc. errors.
spelling, etc. etc.

Service- A clear incisive A solid Factual A brief or general Little description at

Learning and description description description of statement all, or
Class that reveals the that fully a sequence of with few details. brief, perfunctory
Session(s) situation and discloses the events with Little if statements
dynamics vividly. scene. Some little "texture" or any sense of glossing over the
Excellent interpretation interpretation. meaning. event(s). The
use of of events, Not reader has
adjectives, meanings, etc. fully developed. little idea what
metaphors, etc. transpired
Sensitive
and perceptive.

Insights and Definite insights Some insights Some sense of Gains effectively Doing the
Understanding into issues into complexity. from the assignment.
and implications situations, A positive 'experience' but Neutral experience
of events issues and experience at an insights without
for self and personal intuitive or based on personal
students. Aware change/growth emotive level. conscious resonance or
of the increased . reflection are few impact.
complexity of Making or Rigid attitude.
issues and connections simplistic. Resistant to
situations. with change in
implications for established point
self or of view.
students.

Commitment Creates a Creates a 'next Committed to Somewhat Unchallenged.

and personal plan of step' based class through committed to Not committed to
Challenge action or on previous rapport or class and/or the class

Page 13 of 18
 CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTO Score
Score 2 1.5 1 0.5 RY
0

personal events or personal caring. teaching. or teaching. Not

challenge progress in Notes class’ exerting self to a
based on a teaching. progress. level of
commitment to commitment.
class or insights
into
teaching.

Progress and Significant Increased Steady course. No progress. Losing ground.

Leadership growth or sensitivity, Incremental Repetitious Bored or
Development personal change of Progress. experience and frustrated. A
development. attitude, and reflection. negative attitude
Evidence of awareness of in reflection.
synthesis of connections.
experience into
goals or
plan of action,
with
implications for
the future.

Total

Created by Dr. David Burton

Case Analysis – 25 Points

Criteria Excellent Competent Slightly Inadequate Completely Score
Inadequate

Problem 4 Points 3 Points 2 Points 1 Point

identification Accurately identifies main
ethical issues; Shows
good understanding of
why different approaches
may be taken to this
problem, and why
stakeholders may
disagree.
Some success Some difficulties in Fails to identify the
identifying the main identifying the main main ethical issues;
ethical issues; Shows ethical issues; some Does not show
some understanding difficulties understanding of why
of why different understanding why different approaches
approaches may be different approaches may be taken to this
taken to this problem may be taken to this problem and why
and why problem and why stakeholders may
stakeholders may stakeholders may disagree.
disagree disagree.

Providing 4 Points 3 Points 2 Points Some 1 Point

empirical Accurately identifies
information sufficient and relevant
and use of empirical information,
sources and draws on support
from sufficient and
reliable sources.
Some success in difficulties in identifying Fails to provide any,
making sufficient and sufficient or relevant or accurate empirical
relevant empirical information; insufficient information; makes
claims and in support for empirical empirical claims with
providing sufficient claims from reliable no evidence to back
support for them from sources; use of few or them up; uses no or
a reasonable number somewhat inappropriate sources.
of reliable sources. inappropriate sources.

Engages 5 Points 4 Points 3 Points 1 Point

with the Successfully discusses a Some success in Discusses a very Fails to discuss a
appropriate range of appropriate discussing a range of limited range of range of appropriate
range of values that might be at appropriate values appropriate values that values that might be
value stake (eg justice, that might be at stake may be at stake (e.g. at stake (e.g. justice,
concerns suffering, liberty, privacy, (e.g. justice, justice, suffering, suffering, privacy,
naturalness). suffering, liberty, liberty, privacy, liberty, naturalness).
privacy, naturalness). naturalness).

Page 14 of 18
 Criteria Excellent Competent Slightly Inadequate Completely Score
Inadequate

Open- 4 Points 3 Points 2 Points 1 Point

minded and Basic position effectively
fair justified; fair presentation
discussion of others' positions;
charitable interpretation
of others' arguments.
Sufficient reasons to The basic position is Assumes basic
support basic only partially defended; position without
position; no biases some biases evident; arguing for it; shows
evident; no occasional unfairness obvious bias; is unfair
unfairness in in argument; a in argument; sets up
argument; no tendency to caricature straw man arguments.
caricature of others' others' arguments
arguments

Thinking 4 Points 3 Points Some 2 Points 1 Point

critically Engages critically with degree of critical Insufficient degree of Points Complete lack
about own sources and arguments thinking about critical thinking about of critical thinking
and others' used, and offers plausible sources and sources and about sources and
views objections to his or her arguments used; arguments used; arguments used;
argument. some objections to considers limited doesn't offer an
own argument objections to own objection to own
argument. argument.

Makes an 4 Points 3 Points A 2 Points 1 Point

appropriate A clear and rigorously
argument developed argument is
present; the argument
directly addresses ethical
questions and responds
to the prompt; the
argument displays
creativity where relevant.
comprehensible The argument is weak Fails to make an
argument is present; and difficult to follow; argument at all; fails
the argument makes the argument doesn't to make an ethical
an ethical case and draw on ethical ideas; argument; argument
addresses the some disassociation fails to answer the
prompt; some between prompt and prompt; no creativity is
creativity is response; little expressed.
expressed where creativity is expressed.
relevant.

TOTAL

Peer Evaluation – 20 Points

Criteria Rating

Excellent Competent Slightly Inadequate Completely Inadequate Score

4 3 2 1

Participation Group member Group member Group member Group member did
participated fully participated most of participated but not participate,
and was always the time and was on wasted time wasted time, or
on task in class. task most of the regularly or was worked on unrelated
time. rarely on task. material.

Listening Group member Group member Group member Group member did
listened carefully usually listened to sometimes did not not listen to others
to others’ ideas. others’ ideas. listen to others’ and often interrupted
ideas. them.

Feedback Group member Group member Group member Group member did
offered detailed, offered constructive occasionally offered not offer constructive
constructive feedback when constructive or useful feedback.
feedback when appropriate. feedback, but
appropriate. sometimes the
comments were
inappropriate or not

Page 15 of 18
 Criteria Rating

Excellent Competent Slightly Inadequate Completely Inadequate Score

4 3 2 1

Participation Group member Group member Group member Group member did
participated fully participated most of participated but not participate,
and was always the time and was on wasted time wasted time, or
on task in class. task most of the regularly or was worked on unrelated
time. rarely on task. material.

useful.

Cooperation Group member Group member Group member Group member often
treated others usually treated sometimes treated
respectfully and others treated others others disrespectfully
shared the respectfully and disrespectfully or did not share
workload fairly. shared the workload or did not share the workload fairly.
fairly. the workload fairly.

Time Group member Group member Group member often Group member did
Management completed usually did not complete not complete most of
assigned tasks completed assigned assigned tasks the assigned tasks on
on tasks on time, and held up time and often forced
time. on time and did not completion of the group to make
hold up project work. last minute
progress on the adjustments and
projects because of changes to
incomplete accommodate
work. missing work.

Total 20

RVR COB Code of Ethics

As a business leader, I recognize my role in society.
• My purpose is to lead people and manage resources to promote human development and
the common good and to create value that no single individual can create alone.
• My decisions affect the well-being of individuals inside and outside my enterprise, today
and tomorrow.
Therefore, I promise that:
• I will manage with loyalty and care, and will not advance my personal interests at the
expense of my enterprise or society
• I will promote socially useful products and services which serve human development,
keeping in mind reasonable access for the poor and underprivileged.
• I will understand and uphold, in letter and spirit, the laws and contracts governing my
conduct and that of my enterprise.
• I will refrain from corruption, unfair competition, or business practices harmful to society.
• I will respect the human rights and dignity of all people affected by my enterprise, and I
will oppose discrimination and exploitation.

Page 16 of 18
 • I will promote a humane and enabling work community within my organization.
• I will promote the just allocation of resources for all stakeholders of the company.
• I will respect the right of future generations to advance their standard of living and enjoy a
healthy planet.
• I will report the performance and risks of my enterprise accurately and honestly.
• I will invest in developing myself and others, helping the management profession continue
to advance and create sustainable and inclusive prosperity.
• In exercising my professional duties according to these principles, I recognize that my
behavior must set an example of integrity, eliciting trust and esteem from those I serve. I
will remain accountable to my peers and to society for my actions and for upholding these
standards.

Adapted from:
The Global Business Oath (http://theoathproject.org/?page_id=47)
Vocation of the Business Leader
(http://www.stthomas.edu/cathstudies/cst/VocationBusinessLead/)

THE COVENANT FOR SHARED PROSPERITY

The COVID-19 pandemic has shaken the very foundations of our society and economy. It has already
claimed hundreds of Filipino lives and threatens so many more. The resulting government-imposed
quarantines and lockdowns have shut down businesses providing services and products needed by
citizens. This, in turn, has led to devastating loss of income for the many whom we depend on for our
businesses and organizations to function but who are also the most vulnerable in our communities. Many
of these people are now fearful for their lives not just from the virus but from hunger and starvation.
Hence, the current national health crisis, while terrible and disruptive for all of us, also leads us to look
with compassionate eyes at poverty and inequality as core problems plaguing Philippine society that
demand attention from us as the country’s business leaders -- during the pandemic and after.

The Philippine Business Groups (PBGs) support the vision of the government, articulated in Ambisyon
2040, which states that “the Philippines shall be a country where all citizens are free from hunger and
poverty, have equal opportunities, enabled by a fair and just society that is governed with order and
unity. A nation where families live together, thriving in vibrant, culturally diverse and resilient
communities.” We have 20 years to make this happen.

The PBGs realize that our country, like many other countries around the world, is suffering from gross
inequality not only in economic and financial terms but also in the social, environmental and political
aspects of our national life. This gross inequality in our society has been with us for generations fueled
by greed; illegal and unethical practices; callousness to the needs of our communities, especially those
at the bottom of the pyramid; and indifference to Mother Earth by some among us. We seek to end these
practices.

We believe that a way to address inequality in all its forms in our society and to enhance the dignity of
human beings and, thus, achieve inclusive development is for MAP members and member-companies
to collectively mobilize their human, technical, economic and financial resources to ensure ethical
wealth creation and the sharing of prosperity with all their stakeholders.

Page 17 of 18
 We also encourage all the colleges and universities offering business and business-related courses to
inculcate and emphasize among their students -- current and next generation of managers -- the
principles and practices of sharing prosperity.

We therefore pledge and commit to:

1. Recruit, train and develop our employees and managers to be the best that they can be
irrespective of gender, alma mater, age, ethnicity and religion; provide just compensation and
benefits; promote meritocracy and encourage work-life harmony;

2. Provide only quality products and services that are of continuing value to our customers;

3. Treat our goods, service and funds providers fairly, ethically and with respect as we expect them
to treat their own workers in their supply chain the same way;

4. Be actively involved in the communities where we operate in with particular attention to the
needs of the disadvantaged in those communities;

5. Protect and preserve the environment for the benefit of current and future generations by
employing environment friendly technologies in all aspects of business operations; and

6. Deliver reasonable and just returns to and fair treatment of our controlling and non-controlling
shareholders.

We pledge to do all these and sign this Covenant for Shared Prosperity on this 5th day of November
2020.

Reference: Management Association of the Philippines (MAP) MAP Circular No. 120 - 2020
YouTube: https://youtu.be/aqUCgfm-NXM

Prepared by:

Angelique C. Blasa-Cheng

Noted by:

Dr. Maria Paquita Diongon – Bonnet Dr. Emilina Sarreal

Chair Dean – RVRCOB

Page 18 of 18