Case: CSR (Ned: MVO) | La Vie Meeting Center

Way to go, Utrecht?

14-12-2023 572 views 1

CSR (Ned: MVO) | 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.

We are keen to hear your thoughts on La Vie’s CSR policy. What aspects do you find commendable? In your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• An op… Read more, where could there be room for improvement? Let’s debateA debate is a formal discussion where two parties present opposing viewpoints. Each side endeavors to persuade the debate moderator of the validity of their position, utilizing arguments to support th… Read more and find out!

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business ethics

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Assignments for students

Engage in a debateA debate is a formal discussion where two parties present opposing viewpoints. Each side endeavors to persuade the debate moderator of the validity of their position, utilizing arguments to support th… Read more as a proponent or opponent on the following proposition:

This company’s Corporate Social Responsibility is a great example for others!

First: Find (valid) arguments
In a debate, there are proponents and opponents of a proposition. Advocates search for arguments that support the statement, while adversaries seek arguments against it. To discover these arguments, it’s essential to delve into the topic. Read about it (online) or engage in a brainstorming session with your group.
Engage in a debate as a proponent or opponent.

Some useful tips:

Listen attentively and allow each other to express their thoughts.
Support your opinionsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example.
• A fact is something that can be proved to be correct.
• An op… Read more with examples.
Be willing to concede points.
Never attack someone personally; focus on their message.
Accept the decision of the debate moderator.

It doesn’t matter whether you truly support or oppose the proposition. The key is to learn from searching for arguments, even those you might not personally agree with!

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

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

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

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
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.

Edvard Spaapen

Editor of content during development stage