Case: La Vie Meeting Center

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Way to go, Utrecht?

06-11-2024 595 views 1

La Vie Meeting Center

La Vie Utrecht is a well-known event venue in Utrecht.

Driven by a sense of social responsibility, La Vie has published a Corporate Social Responsibility (CSR) statement (Ned: MVO).
Several examples are featured on the company’s website.

The management team (MT) seeks your advice and is keen to hear your thoughts on La Vie’s CSR policy.

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sustainability

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Assignments for students

La Vie has demonstrated its commitment to social responsibility by publishing a Corporate Social Responsibility (CSR) statement. Several practical examples are featured on the company’s website.

The management team (MT) seeks your advice on the following questions:

What are the positive aspects of La Vie’s CSR policy?
How relevant are the examples provided, in the eyes of the target audience?
How credible are the examples, from your perspective as a student advisor?
What improvements would likely fit with La Vie’s current policy?

What to do?
Answer each of these four parts step by step by clicking on the ‘Core’ tab. It is recommended to first create a draft version. Remember, the form can only be submitted once, so make sure your answers are thorough.

Practical guidelines:
Provide well-reasoned answers that showcase critical thinking. Ensure your draft covers all points before submitting.

Criteria

Completeness

- Pass: All questions are answered with brief, relevant explanations.
- Merit/Distinction: All questions are answered with comprehensive and well-developed explanations that include examples and detailed analysis.

Quality of Argumentation:

- Pass: Explanations are supported by valid, logical arguments.
- Merit/Distinction: Explanations are enriched with strong, evidence-based arguments that reflect a clear understanding of CSR and its implications.

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Recommended by teachers

Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Learning discussion (or evaluation or discussion method) | Dialogue

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Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Student-led class discussion | Dialogue

A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.

Teacher-led class discussion | Dialogue

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

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Edvard Spaapen

Editor of content during development stage