Details for Penn State Great Valley

Participant Status


Type of Organization


Type of Education

Undergraduate, Post Graduate, Doctoral, Executive

Institution is part of

The Pennsylvania State University


Malvern, PA, United States


Sign Up Date to PRME

18 Mar 2016

Current Sharing Information on Progress Report Submission

18 Jun 2018

Sharing Information on Progress (2018)

Penn State Great Valley Management Division SIP - View Report

Period Covered: Mar 2016 to Mar 2018

Penn State Great Valley Management Division Sharing Information on Progress (SIP) Report. The report details progress made in the past two years since the Division became a signatory to PRME in areas related to curricula, research and engagement with the business community addressing ethics, sustainability and social responsibility.

Achievements Curriculum Integration in the Field of Corporate Responsibility and Sustainability

Penn State Great Valley offers a number of courses in which ethics and sustainability appear as either standalone subjects or are integrated across the curriculum. Five of the courses were developed specifically for a twelve-credit Graduate Certificate in Sustainable Management Practices. Students must take BUSAD 802 Cornerstones of Sustainability and then may choose nine-additional credits from among the following three credit courses: Triple Bottom Line Accounting, Finance and Investment for Sustainable Growth, Sustainable Marketing, Sustainable Supply Chain Management, Social Entrepreneurship and Community Leadership, Positive Organizational Behavior and Well Being, Systems Thinking. A nine-credit concentration in Sustainable Management Practices is also available to MBA students.
Ethics/Sustainability Issues Addressed in Standalone Courses:
o Business, Ethics, and Society (BUSAD 551): Students will explore and analyze the challenging issues that lie at the intersection of business, government, and society through a lens of business ethics. Topics covered include the importance of ethics in the business decision process and the types of ethical issues business practitioners face in the business environment; consequentialist and nonconsequentialist ethics principles and their application to business decision-making; the role of personal and organizational values in business decision-making and the impact that organizational culture has on the ethical dimension of decision making. Students will evaluate and analyze the ethical dimension of decision-making; become familiar with the stakeholder concept and utilize it in the business decision-making process; identify the constraints societal values place upon the firm; examine the role government plays in the marketplace; explore the social and ethical dilemmas that arise from the globalization of business; and understand and explain the process through which corporations attempt to influence societal and government institutions.
o Cornerstones of Sustainability (BUSAD 802): This graduate course provides students with an overview of the social, environmental, and organizational sustainability challenges facing 21st century business leaders. The course seeks to develop students’ critical capacities for reflection and action based on a systems thinking framework. Topics include: the history of the sustainability movement; an overview of pressing environmental and social issues; and alternative perspectives on the local and global economy. The course addresses local and global issues surrounding sustainable management and reviews the major frameworks of sustainability that provide the scientific foundations and economic principles of how sustainability can help organizational leaders to achieve a natural competitive advantage. Students will apply theoretical and practitioner frameworks to real-world cases.
o Finance and Investment for Sustainable Growth (BUSAD 824): This graduate course provides students with an in-depth exploration of the theories and the applications that financial professionals can leverage to simultaneously earn a profit and have a positive impact on society. The specific financial sectors examined include: Capital Markets (to address environmental issues), Commercial Banking (to create sustainable economic development), Project Finance (to reduce poverty and create infrastructure development), and Investment Management (to understand and employ socially responsible investing).
o Positive Organizational Behavior and Wellbeing (MGMT 507) Exploration of positive organizational behavior and wellbeing concepts for developing the "human sustainability" factor in organizations.
o Sustainable Supply Chain Management (BUSAD 879): This graduate course provides students a set of tools and skills to identify, evaluate, and improve the sustainability of manufacturing and supply chain operations. This course enables students to understand the core concepts related to both supply chain and sustainability. After taking this course, students will be able to design sustainable manufacturing, transportation and supply chain operations. The emphasis in this course is on the design and operations of supply chains to minimize their environmental footprint. Students will also learn how to evaluate suppliers’ sustainability to assign purchasing contracts to minimize the environmental impact. Other important concepts such as product re-manufacturability design and techniques to reduce energy usage and raw materials will also be discussed.
o Sustainable Marketing (BUSAD 8XX): Provides students with the opportunity to explore the creation and development of sustainable products and services. The course merges theory and practice, investigates the linkages between products and services, examines historic, current, and potential examples of sustainable products and services, and guides students toward practical tools of inquiry and application that will serve them in their careers. The emphasis in this course is on the process of new product innovation, development and commercialization. The term “product” will be treated in its most general sense in which service may be an important component or the “product” might be entirely a “service”. For example, a software product may have no other function than to provide a service. Students will examine how requirements for sustainable development affect the process of product development and will assess how sustainable products contribute to the firm’s competitive advantage and to its entrepreneurial opportunities. Students will study various sustainability frameworks in integrating the environment and societal externalities in the traditional product design process.
o Social Entrepreneurship & Community Leadership (BUSAD 582): This graduate course uses entrepreneurial skills to craft innovative responses to social needs. Entrepreneurs are particularly good at recognizing opportunities, exploring innovative approaches, mobilizing resources, managing risks, and building viable, sustainable enterprises. Entrepreneurial skills are just as valuable in the social sector as they are in business. Social entrepreneurship aims at social impact but does not exclude economic wealth creation; therefore, it is not limited to the non-profit sector. Despite a sustained economic boom in this country, numerous social problems remain and some seem to be getting worse. The course will focus on introducing business leadership and entrepreneurship principles to both profit and non-profit organizations whose products and services are designed to create social value.
o Triple Bottom Line Accounting (BUSAD 809): This graduate course expands the traditional financial and managerial accounting topics to encompass economic, social, and environmental impacts. Students will investigate the strategic linkages between sustainability and the value of the organization; define true costs and become familiar with alternative cost measurement systems; and assess the impact of social risk. Other topics include the design and implementation of management performance evaluation and reward systems that align with social and environmental, as well as economic goals, and global reporting standards and best practices.
Ethics/Sustainability Issues Integrated Across the Curriculum in the Following Courses:
o Diversity Leadership (LEAD 555): Ethical implications of diversity issues are integrated throughout the readings, case studies, lectures.
o Financial and Managerial Accounting (ACCTG 511): Incorporate important corporate governance issues, such as executive compensation and board independence, into the classroom discussion and online forums.
o Full Range Leadership Development (LEAD 555): Social responsibility topics integrated.
o Human Resource Management (MGMT 541): Discuss sustainable HRM and the issues associated with establishing and balancing people-profit-planet goals.
o Managerial Accounting (ACCTG 524): Integrates sustainability metrics in extended value chain, balanced scorecard; ethical issues including Foreign Corrupt Practices Act, IMA Code of Ethics, ethics case study.
o Marketing Management (MKTG 500): Ethical decision making in marketing; marketing strategy that is more sustainable.
o Operations Management (OPMGT 510): Discuss sustainability and socially responsible sourcing.

Achievements Research Development in the Field of Corporate Responsibility and Sustainability

• Byus, k., Deis, D., Ouyang, B. (2010). Doing well by doing good: Corporate responsibility and profitability. Advanced Management Journal, 75(1), 44-55.
• de Boyrie, M. E., Pak, S. J., & Zdanowicz, J. S. (2005). The impact of Switzerland's money laundering law on capital flows through abnormal pricing in international trade. Applied Financial Economics, 15(4), 217-230.
• de Boyrie, M. E., Pak, S. J., & Zdanowicz, J. S. (2005). Money laundering and income tax evasion: the determination of optimal audits and inspections to detect abnormal prices in international trade. Journal of Financial Crime, 12(2), 123-130.
• Dreachslin J.L., Weech-Maldonado R, Epane J, Gail J, Wainio J. Diversity Leadership: Key findings from the NCHL National Diversity Demonstration Project. Targeted journal: Health Care Management Review, submitted July 2015.
• Dreachslin J.L., Gail J, Weech-Maldonado R, Epane J, Wainio J. Blueprint for sustainable change in diversity management and cultural competence: Lessons from the NCHL Diversity Demonstration Project. Targeted journal: Journal of Health Care Management, submitted July 2015.
• Dreachslin, J.L., Gilbert M.J., Malone B. (2013). Diversity and cultural competence in health care: A systems approach. San Francisco: Wiley/Jossey-Bass.
• Sosik, J. J., Chun, J. U., & Ete, Z. (In press). Character and leadership. In R. Riggio, & J. S. Mio (Eds.), The Wiley Encyclopedia of Personality and Individual Differences. New York: John Wiley & Sons.
• Felo, A.J., Merriman, K.K., Sen, S., & Litzky, B.E. (forthcoming). Encouraging mid-level managers to support sustainability initiatives. Management Accounting Quarterly.
• Gentry, W. A., Cullen, K., Sosik, J. J., Chun, J. U., Leopold, C., & Tonidandel, S. (2013). Integrity’s place in the character strengths of middle-level managers and top-level executives. The Leadership Quarterly, 24(3), 395-404.
• Litzky, B. E. (2012). Review of EthicsGame simulation. Journal of Business Ethics Education, 9, 485-488.
• Litzky, B.E., Godshalk, V.M., & Walton-Bongers, C. (2010). Social entrepreneurship and community leadership: A service-learning model for management education. Journal of Management Education, 34(1), 142-162.
• Litzky, B. E., & MacLean, T. L. (2010). Assessing business ethics coverage at top U.S. business schools. In D. G. Fisher & D. L. Swanson (Eds.), Toward assessing business ethics education. (pp. 133-142). Charlotte: Information Age Publishing.
• Litzky, B. E., & Oz, E. (2008). Ethical issues in information technology: Does education make a difference? International Journal of Information and Communication Technology Education, 4(2), 67-83.
• Litzky, B. E., Eddleston, K. A., & Kidder, D. L. (2006). The good, the bad, and the misguided: How managers inadvertently encourage deviant behaviors. Academy of Management Perspectives, 20(1), 91-103.
• Lunasin, D. M., Auchey, J. D., Slagel, L. M., Sosik, J. J., & Koul, R. (2014). Effects of gender and school context on social responsibility in Thai high schools: A person versus situation analysis. Presented at the international meetings of the American Educational Research Association conference, Philadelphia, PA, April 3-7, 2014.
• MacLean, T., Litzky, B. E., & Holderness Jr, D. K. (2014). When organizations don’t walk their talk: A cross-level examination of how decoupling formal ethics programs affects organizational members. Journal of Business Ethics, 128(2), 351-368.
• Merriman, K. and Sen, S., (2012). Incenting managers towards the Triple Bottom Line: An agency and social norm perspective, Human Resource Management, 51(6), 851–871.
• Sosik, J. J. (2015). Leading with character: Stories of valor and virtue and the principles they teach (2nd edition). Charlotte, NC: Information Age Publishing.
• Sosik, J. J., Chun, J. U., & Zhu, W. (2014). Hang on to your ego: The influence of destructive and constructive narcissism of charismatic leaders on follower psychological empowerment and moral identity. Journal of Business Ethics, 120(1), 65-80.
• Sosik, J. J., Gentry, W. A., & Chun, J. U. (2012). The value of virtue in the upper echelons: A multisource examination of executive character strengths and performance. The Leadership Quarterly, 23(3), 367-382.
• Sosik, J. J., & Jung, D. I. (2010). Full range leadership development: Pathways for people, profit and planet. New York: Psychology Press/Routledge.
• Stein, E. W., & Ahmad, N. (2009). Using the analytical hierarchy process (AHP) to construct a measure of the magnitude of consequences component of moral intensity. Journal of business ethics, 89(3), 391-407.
• Stein, E.W. (1996). Solutions to trusting computers too much: No silver bullet. Peer commentary of Why We Trust Computers Too Much by M. Lafrance appearing in Technology Studies Special Issue on Technology and Ethics, Technology Studies, 2, 192-195.
• Stein, E.W. (2013). A comprehensive multi-criteria model to rank electric energy production technologies. Renewable and Sustainable Energy Reviews, 22, 640-654
• Q. Qiang. (In Press). The Closed-loop supply chain network with competition and design for remanufactureability. Journal of Cleaner Production.
• Q. Qiang, Z. Huang, K. Ke, Y. Yang. (Forthcoming). Overview of supply chain risk management and the current issues of closed-loop supply chain in China. Invited paper for the special issue on Business Continuity and Risk Management in China for International Journal of Business Continuity and Risk Management.
• Qiang, Q., Ke, K., Anderson, T. & Dong, J. (2013). The closed-loop supply chain network with competition, distribution channel investment, and uncertainties. Omega, The International Journal of Management Science, 41, 186-194.
• Qiang, Q., Ke, K. & Hu, Y. (2013). Financial networks with socially responsible investing. Computational Management Science, 10, 231-252.
• Pak, S.J, de Boyrie, M.E. & Nelson, J.A. (2007). Capital Movement through Trade Misinvoicing: The Case of Africa. Journal of Financial Crime, 14(4), 474 – 489.
• Pak, S.J., Hong, K. & Pak, C.H. (2014). Measuring abnormal pricing – An alternative approach. The case of U.S. banana trade with Latin American and Caribbean Countries. Journal of Money Laundering Control, 17(2), 203-218.
• Weech-Maldonado, R., Elliott M.N., Pradhan, R., Schiller, C, Dreachslin, J.L. Hays, R.D. (2012). Moving toward culturally competent health systems: Organizational and market factors. Social Science and Medicine, 75(5), 815-822.
• Weech-Maldonado, R., Dreachslin, J.L., Brown J., Pradhan, R, Rubin, K.L.; Schiller, C, Hays, R.D. (2012). Cultural competency assessment tool for hospitals: Evaluating hospitals’ adherence to the culturally and linguistically appropriate care standards. Health Care Management Review, 37(1), 54-66.

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