Cet ouvrage propose une présentation complète mais non exhaustive de l'état actuel de la recherche sur l'éthique d'entreprises en France. Ce thème apparaît selon deux axes principaux : l'éthique en tant que courant de recherche ; l'éthique comme outil ou méthode de gestion et de direction, qui traite de questions stratégiques, mais aussi de questions managériales au travers des dispositifs qui doivent être mobilisés pour définir et orienter des comportements éthiques. Cet ouvrage présente également un état des lieux des principes et pratiques rassemblés sous la notion d'éthique d'entreprise.
New standards of corporate behaviour have been established in developed countries, obliging them to record information about the 'triple bottom line' in their annual reports. Corporations, especially multinational companies, have had to develop new strategic orientations. Research on social, environmental and overall ethical behaviour of companies has been developed. The concept of stakeholder has simultaneously gained a kind of 'metaphoric evidence'. The book comments on the American theoretical foundations of the notion of Corporate Social Responsibility, and more specifically, the concept of the stakeholder, and it defines a European perspective.
Trois parties. La première présente une typologie de l'éthique de l'entreprise élaborée par Michel Dion. L'auteur applique ensuite cette typologie à seize études de cas (onze de plus que dans l'édition de 1994). La dernière partie réunit six allocations sur les diverses facettes de l'éthique des affaires prononcées lors du congrès de 1993. [SDM].
Innovate Bristol highlights and celebrates those companies and individuals that are actively working at building a better tomorrow for all. Innovation Ecosystems thrive through the involvement and support of companies and individuals from all industries, which is why the Innovate series not only focuses on the innovators but also those people whom the Innovation Ecosystem, would not be able to thrive without.
Experiments in architectural education in the post–World War II era that challenged and transformed architectural discourse and practice. In the decades after World War II, new forms of learning transformed architectural education. These radical experiments sought to upend disciplinary foundations and conventional assumptions about the nature of architecture as much as they challenged modernist and colonial norms, decentered building, imagined new roles for the architect, and envisioned participatory forms of practice. Although many of the experimental programs were subsequently abandoned, terminated, or assimilated, they nevertheless helped shape and in some sense define architectural discourse and practice. This book explores and documents these radical pedagogies and efforts to defy architecture’s status quo. The experiments include the adaptation of Bauhaus pedagogy as a means of “unlearning” under the conditions of decolonization in Africa; a movement to design for “every body,” including the disabled, by architecture students and faculty at the University of California, Berkeley; the founding of a support network for women interested in the built environment, regardless of their academic backgrounds; and a design studio in the USSR that offered an alternative to the widespread functionalist approach in Soviet design. Viewed through their dissolution and afterlife as well as through their founding stories, these projects from the last century raise provocative questions about architecture’s role in the new century.
