• Dark Open Innovation in a Criminal Organizational Context: the Case of Madoff’s Ponzi Fraud

      Manning, Paul; Stokes, Peter; Visser, Max; Rowland, Caroline A.; Tarba, Shlomo Y.; University of Chester; De Montfort University; Radboud University; University of Central Lancashire; University of Birmingham (Emerald, 2018-06-11)
      his paper investigates the processes of open innovation in the context of a fraudulent organization and, using the infamous Bernie L. Madoff Investment Securities (BLMIS) fraud case, introduces and elaborates upon the concept of dark open innovation. The paper’s conceptual framework is drawn from social capital theory, which is grounded on the socio-economics of Bourdieu, Coleman and Putnam and is employed in order to make sense of the processes that occur within dark open innovation. Given the self-evident access issues, this paper is necessarily based on archival and secondary sources taken from the court records of Madoff v New York—including victim impact statements, the defendant’s Plea Allocution, and academic and journalistic commentaries—which enable the identification of the processes involved in dark open innovation. Significantly, this paper also represents an important inter-disciplinary collaboration between academic scholars variously informed by business and history subject domains. Although almost invariably cast as a positive process, innovation can also be evidenced as a negative or dark force. This is particularly relevant in open innovation contexts, which often call for the creation of extended trust and close relationships. This paper outlines a case of dark open innovation. A key implication of this study is that organizational innovation is not automatically synonymous with human flourishing or progress. This paper challenges the automatic assumption of innovation being positive and introduces the notion of dark open innovation. Although this is accomplished by means of an in-depth single case, the findings have the potential to resonate in a wide spectrum of situations. Innovation is a concept that applies across a range of organization and management domains. Criminals also innovate; thus, the paper provides valuable insights into the organizational innovation processes especially involved in relation to dark open innovation contexts. It is important to develop and fully understand the possible wider meanings of innovation and also to recognise that innovation—particularly dark open innovation—does not always create progress. The Caveat Emptor warning is still relevant. The paper introduces the novel notion of dark open innovation.
    • The dark side of social capital: Lessons from the Madoff case

      Manning, Paul; Leeds Metropolitan University
      Book chapter exploring the dark-side of the social capital concept.
    • Decision-making in practice: The use of cognitive heuristics by senior managers

      Warhurst, Russell; Proctor, Tony; Rowland, Caroline; Scanlon, Tom; Crowder, Mark (University of Chester, 2013-06)
      This thesis uses a grounded theory methodology to reveal the processes by which cognitive heuristics are used by senior managers to make decisions in a large UK local authority. The thesis is based on primary data, organisational documentation and an extensive and critical review of the pertinent literature. Primary data was generated over four years and involved detailed observation of 156 senior managers making a total of 513 decisions, together with formal interviews and informal discussions with these managers. The organisation under study provided an ideal context for this research since it offered a rich insight into management decision-making practices in diverse contexts such as social work and highways, and with varying degrees of urgency ranging from procurement decisions lasting several months to instant decisions concerning child protection. Furthermore, UK local government has been subject to drastic change in recent years, such as the introduction of private sector management practices and increased competition. This has been exacerbated by an austerity programme which means that local authorities, in common with much of the world, have to do a lot more with a lot less. The turbulent context of local government is, in Yin’s (2009) terms, an ‘exemplifying’ case study, and hence the issues raised in this study resonate far beyond the scope of this thesis. This thesis makes a number of significant contributions to knowledge. Firstly, original flow charts are developed that allow the underlying processes of heuristic decision-making to be identified, and these reveal that, whereas the academic literature treats heuristics as discrete entities, there is actually considerable interplay between them. Further, a new definition of the moral heuristic is developed, which allows researchers to view this heuristic at a higher, more conceptual level than has hitherto been possible. The thesis also extends the work of Daniel Kahneman and demonstrates that the role of the unconscious in decision-making is more complex than previously thought. For instance, intuitive heuristics can be used consciously and choice-based heuristics can be used unconsciously. It is also argued that the underlying processes of ‘classical’ theory are better explained by the degree of consciousness involved when making a decision, and not by the commonly accepted normative/behavioural distinction made by Herbert Simon and others. As such, this thesis represents an important contribution to the decision-making literature.
    • Delivering distance education for modern government: The F4Gov programme

      Talbot, Jon; University of Chester (2007-05-01)
      This article discusses the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. Three areas for formal evaluation are identified - the implications of employer involvement in the design and management of the programme, the differential nature of the learning experience and factors underlying performance, and the impact of the programme in meeting employer goals.
    • Delivering distance education for modern government: The F4Gov programme at the University of Chester

      Talbot, Jon; University of Chester (2006-11-02)
      The Foundation for Govenment (F4Gov) programme developed for the British Civil Service is an innovative low-cost accredited programme of distance learning using a dedicated Virtual Learning Environment designed to improve individual and hence organisational performance. It is flexible in terms of design and delivery and enables individuals and organisations to devise learning which meets their needs. The emphasis upon theory and practice is designed to reflect practice as well as embed deeper learning associated with higher education. The content of the programme is designed to equip participants with the skills necessary to deliver modern government.
    • Delivering distance education for the Civil Service in the UK: The University of Chester’s Foundation for Government programme

      Talbot, Jon; University of Chester (Information Age Publishing, 2009-04-01)
      This book chapter discusses a distance delivered work based learning programme using a dedicated virtual learning environment for the British Civil Service called 'Foundation for Government'. There are currently about 350 students on the programme and at time of writing, the first learners are completing. The programme is designed to equip the broad mass of Civil Servants with the essential skills for modern government. While the programme has undoubtedly been successful, it has also raised a number of issues requiring further research. These are: the involvement of employers; technological versus educational imperatives; learner experience and progression and the assumption of knowledge transfer.
    • Delivering distance learning for modern government: The F4Gov programme at the University of Chester

      Talbot, Jon; University of Chester (2006-11-30)
      The Foundation for Government (F4Gov) programme developed for the Civil Service is an innovative low cost accredited programme of distance learning using a dedicated Virtual Learning Environment (VLE) designed to improved individual and hence organisational performance. It is flexible in terms of design and delivery and enables individuals and organisations to devise learning which meets their needs. The emphasis upon integrating theory and practice is designed to reflective practice as well as embed deeper learning associated with higher education. The content of the programme is designed to equip participants with the skills neccessary to deliver modern government. Progress with F4Gov is ongoing as new departments participate for the first time and additional HE providers are identified.
    • Demographic factors, personality and entrepreneurial inclination

      Zhou, Jinbo; Tang, Xiao; Lam, Wing; Guangxi Normal University, University of Chester (Guangxi Social Science Association, 2018-06-08)
      This paper looks at the demographic factors of undergraduate and postgraduate students and explore their psychological characteristics in different aspects that related to entrepreneurial intention. 根据选取的335名在校大学生和研究生,探讨4种人口统计学因素[包括性别、年龄、家庭背景、学院 (经管类和非经管类)]及6种心理特征(包括控制点、成就需求、模糊容忍度、风险偏好、自信和创新的)对创 业意愿的影响。结果表明:成就需求、模糊容忍度、自信和创新在区分企业家和非企业家时具有重要意义,而控 制点和风险偏好没有表现出显著差异。除这6种心理特征外,研究结果还强调了家庭背景和学院在创业意愿预 测中起决定作用。这项研究对我国教育体制政策制定产生了巨大影响,同时弥补了中国样本的缺失
    • Determinants of Brand Loyalty: A Study of the Experience-Commitment- Loyalty Constructs

      Maheshwari, Vishwas; Lodorfos, George; Jacobsen, Siril; Univresity of Chester, Leeds Beckett University, Software Innovation Norway (Sciedu Press, 2014-11-16)
      Marketing strategies for brands have shifted its focus on relationships and value creation that directly links to brand loyalty, is the main focus of this paper and two key factors: brand experience and brand commitment, within automotive sector, are investigated to examine relative relationships. These factors have already been established to have a connection to brand loyalty. However, as brand commitment consists of both affective and continuance commitment, it is still somewhat unclear about which of these aspects of commitment has the greatest, or most important impact on brand loyalty. Moreover, the existing research and literature surrounding the brand experience construct is extensive. However, it is not entirely clear regarding this construct’s relationship to brand loyalty. While some authors claim that it affects brand loyalty directly, others have found that it is a dependent variable, which, alone does not have any immediate effect on brand loyalty. This study also investigates a connection between brand experience and brand loyalty as far as automotive sector is concerned, both with and without commitment as a mediator. As a result, continuance commitment was found to not have any considerable impact on the consumer’s loyalty towards a brand, it is assumed that factors such as price and other available alternatives dos not influence this desire to maintain said relationship.
    • Developing a pedagogical model for facilitating situated learning: A study

      Wall, Tony; Leonard, Dilys T.; University of Chester (European Association for Practitioner Research in Improving Learning, 2011-11)
      Learning through workplace activity and workplace projects, as part of a university level qualification, is an increasingly common approach for practitioners to study part-time higher education. In facilitating such ‘learning through work’ approaches, it is appropriate to adopt a learner centred pedagogy which is grounded in that workplace, and which creates ‘situated knowledge’ (Lave and Wenger, 1991). As described by Gibbons et al. (1994), this can create ‘mode 2’ knowledge which is situated, messy, problem-based and trans-disciplinary – rather than ‘mode 1’ knowledge which is academic/theoretical, sequential and organised by disciplinary boundaries. In assessing such ‘learning through work’ approaches, we have identified three recurring practical issues: learners focusing on describing rather than critical reflecting on their work for new insight, learners rejurgitating theory, and/or critically reflecting on practice without reference to mode 1 academic knowledge. As a result, the projects and assessments were considered to hold greater potential for change. This study draws on practice and data from the University of Chester’s Centre for Work Related Studies, one of the largest providers of negotiated, work based university-level learning, globally. In order to develop the facilitation of mode 2, situated knowledge, a pedagogical model was developed and refined over a period of two years – with learners across professional fields and disciplines, across different ‘learning through work’ subject foci including negotiated project learning, stress and stress management, communication skills, coaching practice and skills, academic skills, research skills, and so on. Using a cyclic first person action research methodological approach (see Whitehead and McNiff, 2006), the model was used in group workshop contexts and one-to-one facilitation contexts with professionals studying work based learning degrees at undergraduate and postgraduate levels. Individual feedback was sought after each interaction and learner feedback and grades for assessments were monitored. What are the findings and interpretations? The University’s distinctive pedagogical model (reported by Brodie and Irving, 2007) provided a starting point for the investigation. In trying to develop an effective and practical tool to explain and facilitate learning in mode 2 knowledge generation, another model emerged. Three distinctive aspects emerged based on Gibbons et al’s (1994) conception of mode 1 and mode 2 knowledge, in the shape of a triangle: 1. theoretical knowledge (mode 2 academic ideas, principles, theories), 2. critical reflection (questioning for new insight), and 3. the workplace (activity in it, as a location/space focus). During the development period, we have identified that learners place a high value on the model to structure own thinking and to help them articulate and structure the assessments. For them, it clearly distinguishes three important elements to pay attention to. Teaching staff have also found it easier and quicker to explain the mode of learning and assessments.
    • Developing effective pedagogies for lifelong learning: The Work Based and Integrative Studies program and its impact on the Forum Mobility project

      Talbot, Jon; Meakin, Robert; Jones, Gary; University of Chester, University of Chester, Forum Mobility Centres (NOVA Publishers, 2016-02-01)
      The chapter reviews the way the Work Based and Integrative Studies programme has transformed the forum mobility Centres into a learning organisation
    • Developing new work based learning pathways for housing practitioners whilst participating peripherally and legitimately: The situated learning of work based learning tutors

      Talbot, Jon; Leonard, Dilys T.; University of Chester (2009-04-30)
      This paper discusses the experiences of two work based learning tutors at the University of Chester in the context of developing work based learning for housing practitioners.
    • Digital Marketing and Young Consumers

      Maheshwari, Vishwas; Sinnott, Karl; Morris, Bethan; University of Chester; Staffordshire University (Routledge, 2017-11-22)
      The digitalisation of media fuelled by remarkable technological advancement has changed the landscape of the business environment and the variety of functions within it since the initial development of the Internet. This includes key business operations of marketing and its relative activities such as advertising, direct and personal selling, relationship building, branding and brand development for enhancing communication to serve existing and increasing potential segments in a set market. Moreover, significant development of digital media has led to the establishment of the term digital marketing where traditional models and frameworks of marketing could be applied in a more enhanced manner using a variety of digital platforms, drastically improving the promptness and effectiveness of marketing efforts. This includes use of innovative webpages, social media marketing through prominent platforms such as Facebook, Twitter, Instagram and Snapchat and digital channels such as YouTube and mobile marketing applications. The use of digital marketing mediums have been increasingly popular within all demographic segments, especially for the purpose of information searching, fact-finding and establishing trustworthiness before committing to a particular product or a brand.
    • Do new first year students seek optimal distinctiveness in a new learning environment?

      Pownall, Ian; Kennedy, Victoria; Acquaye, David; University of Chester; Liverpool Hope University (Elsevier, 2019-03-30)
      The learning experience of the first year student joining Higher Education Institutions (HEI) can be examined from a number of perspectives and we focus upon the development of identity within that new learning environment. A conceptual framework is presented to argue that the tension between distinctiveness and social identification of the learner with the environment, contributes to how the learner engages in that environment through their processing style. A supporting empirical analysis explores this argument for a small sample of new first year students in two UK HEIs studying business modules. We determine that students exhibit cognitive dissonance through exercising a dominant processing style that is not primarily seeking to identify with that learning environment whilst also recognising the benefits of a more engaged processing style aligned with greater identification with their peer group. We propose therefore there is a need for the development of social identification capacity within new students.
    • Drama and theatre for health and well-being

      Wall, Tony; Fries, Julia; Rowe, Nick; Malone, Niamh; Österlind, Eva; University of Chester; Stockholm University; York St John University; Liverpool Hope University; Stockholm University (Springer, 2019-10-01)
      The rock art of indigenous communities from 20,000 years ago have been interpreted as early indications of how humans have connected performance, in a broad sense, with the health and well-being of their communities (Fleischer and Grehan, 2016). Now, at a global level, there is increasing recognition that drama and theatre can facilitate a variety of health and wellbeing outcomes for an extensive range of groups, not pre-determined by affluence or socioeconomic status (APPG, 2017). In a broad sense, drama and theatre are a constellation of arts based practices, processes, and spaces, which intentionally work with more or less fictive characters, roles, relationships, and plots, in order to generate a wide range of experiences or outcomes (Wall, Österlind and Fries, 2018, forthcoming). Indeed, theatre and drama have been described as “the most integrative of all the arts: they include singing, dancing, painting, sculpture, storytelling, music, puppetry, poetry and the art of acting” (British Medical Association, 2011, p 10), which can help people to understand and then change how they relate to and then live out their own world.
    • Economic Rationality and Corporate Social Irresponsibility: An Illustrative Review of Social Capital Theory.

      Manning, Paul; Leeds Metropolitan University
      Purpose The purpose of this chapter is to argue that utility maximisa- AU:1 tion, taken from a narrow economic understanding of rationality, frames contemporary business school pedagogy and management theory. The chapter will illustrate this observation by detailing the rational framing assumptions in social capital literature. The chapter will argue that these framing rational notions foster a perspective that inclines towards excessive self-interest as well as a concomitant lack of fellow feeling or morality. Methodology Literature review Findings The chapter demonstrates that the narrow economic understanding of rationality that predominates as the framing notion in management theory tends towards amorality as it privileges individual self-interest. In consequence, the significance of ethics and cooperation are under-reported and under-emphasised which leads to CSI. These AU:2 observations are discussed with reference to social capital theory. Research implications To consider the significance of the underacknowledged rational background or framing perspectives in distorting theory and empirical research in social capital literature, and more generally in contemporary management literatures and business school pedagogy. Social implication There is a need to re-examine and challenge the validity and application of rational notions in contemporary management literatures and pedagogy. Originality The chapter identifies that a narrow utility maximising understanding of rationality frames and therefore inhibits current management literatures and pedagogy, including social capital literature.
    • Educating for the modern world: a report review

      Rowe, Lisa; University of Chester
      Purpose This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice. Design/methodology/approach This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice. Findings There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning. Research limitations/implications As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future. Practical implications There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies. Social implications This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020. Originality/value This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.
    • Effective Management of the Tripartite Relationship of Educational Providers, Participants and Employers in Work Based Learning

      Rowe, Lisa; Moss, Danny; Moore, Neil; University of Chester
      An increasing concern amongst many graduate employers has been the perceived poor quality of graduates entering employment. Some of the most common employer criticisms include a lack of commercial awareness, unrealistic work expectations and poor work readiness (Confederation of British Industry (CBI) 2011; Chartered Association of Business Schools (CABS) 2014). Moreover, many of the skills shortages observed amongst undergraduate students, appear to be equally common amongst postgraduate students, particularly given the forecast that one in seven jobs will require a postgraduate qualifcation by 2022 (Wilson and Homenidou 2012). The inference here is that the UK is likely to face a significant graduate and postgraduate skills gap by 2022 unless corrective action is taken. Growing concerns about business graduate skills are likely to force many universities to re-examine and reconfigure the content of, and their approach to, business education. This chapter focuses on the increasingly problematic and challenging postgraduate marketplace where universities not only face criticism regarding the skills levels of their graduates but where they also have to work hard to attract the most talented students and graduates. Here universities are not only competing against each other, but increasingly face a growing challenge from a range of private sector providers and employer-led graduate schemes. To gain a better understanding of if and how postgraduate provision is evolving to meet the needs of employers in the twenty-first century, we have adopted a ‘360 degree’, tripartite perspective of the postgraduate marketplace, exploring the interaction between the key players—students, employers and universities/educational institutions. Arguably, it is only when all three perspectives are brought together and understood fully, that it is possible to construct a sustainable postgraduate strategy and effectively locate learning in the workplace (Boud and Solomon 2001; Raelin 1997). In addition, this chapter examines the experiences and challenges of developing and managing an innovative 12 month intensive work based Masters programme (the Chester Business Master’s—CBM), which is located in the University’s Centre for Work-Related Studies (CWRS) and draws heavily on the core principles of reflective learning based around a negotiated learning contract. Here the strengths and weaknesses of the programme are examined through the ‘tripartite lens’ of the students, employer and university perspectives. The structure and key features of the Chester Business Master’s (CBM) are explored in more detail in a longitudinal case study presented later in this chapter.
    • Elite interviewing and the role of sector context: An organizational case from the football industry

      Moore, Neil; Stokes, Peter; University of Chester (Emerald, 2012-08-31)
      Purpose – Elite individuals and groups constitute a distinctive, upper echelon and social grouping. In various shapes and forms, elites have been an enduring feature of many societies and in the contemporary era, the concept of elites and the related notion of celebrity have seen fresh interconnected developments. The purpose of the paper is to consider the literature on elite interviewing both generally and more specifically against a backdrop of an organization and management disciplinary setting. Importantly the paper examines and surfaces the role of context in relation to elite interviewing. In order to consider and illustrate this phenomenon the argument engages with the organizational environment and behaviours of the English professional football industry with the intention of offering fresh perspectives into the form and function of context in elite interviewing. Design/methodology/approach – The paper's examination of the literature feeds into the fieldwork stage which employs an inductive and interpretivistic methodology. The key method employed within the methodology is semi‐structured interviews tailored for elites and conjoined with participant observation. The approach is applied within an elite interviewing process in the specific organizational context of the professional football industry. Findings – The paper concludes that in relation to elite interviewing, there is scope to consider a contextualisation and recontextualisation of elite interviewing processes through the development of a potential range of novel conceptual and theoretical models. By engaging with interview frameworks, the paper draws heightened attention to the possibility of generating typologies for, and categorising elites operating within, those given contexts. The paper underlines the established notion of inter‐differences between elites in different sectors, and, more importantly, surfaces intra‐differences in elites within sectors. This issue of diversity of elites is currently not a factor that is clearly acknowledged or addressed in the extant literature. In the case of the present study this novel analysis and illustration are undertaken within the English professional football industry. Therein, the argument exemplifies how elites and elite interviewing may be understood in this specific context through the concepts of process, power and “positionality” and “knownness” identifying, for example, issues of arrogance, amateurism and the phenomenon of insider‐outsider. Social implications – Elites and celebrities constitute longstanding phenomena that have endured into the twenty‐first century and, as a consequence, merit on‐going close analysis. Equally replete in contemporary life are the multifarious organizational and managerial domains and contexts in which given elites reside and operate. Given the potential impact of elites and their actions on people, it would seem worthwhile and important to seek heightened understanding of them. The professional football industry is one particular instance for study given that it is high profile, represents a substantial business sector in its own right, and, plays a central role in the lives of many members of the public. Originality/value – The work is an original study of the contextual issues surrounding interviewing elites in the organizational and management setting of the English professional football industry. In a more specific sense, the paper contributes insights into the issue of typologies within elite interviewing, the role of elites in English professional football and makes progress in redressing a general paucity of commentary on elite in the overall business and management research methodology literature.
    • Embedding Anti-Corruption in the MBA Curriculum: Reflections on a Case History Analysis of Affinity Fraud

      Manning, Paul; University of Chester (Emerald, 2018-02-05)
      Purpose – This paper aims to report a case history delivered to MBA students that developed their understanding of corruption and also enhanced their ability to be able to contribute to the anti-curriculum agenda. This case history method selected was innovative, as it was constructed from multidisciplinary archival sources. The case focus was the egregious affinity fraud of Bernard L. Madoff Investment Securities (BLMIS), with court documents taken from “United States V. Bernard L. Madoff And Related Cases USAO-SDNY”, including court sentencing records, victim impact statements and the defendant’s “Plea Allocution”. The case study aimed to enhance students’ ability and inclination to recognise and oppose corrupt practices. The longer-term ambition of the case was to contribute to developing the students’ moral awareness, character and facility for self-reflection, in terms of responding to corruption. The case study exercise also addressed rising societal expectations for more robust responses to corruption, in terms of illustrating how business school pedagogy can be expanded to emphasise the centrality of ethics and corporate social responsibility (CSR) to economic life. The case history was analysed within Carroll’s CSR pyramid and also with themes derived from the developing area of behavioural ethics, including a deontological, justice for its own sake and focus. Design/methodology/approach – This research used the qualitative case method (Stake, 2000; Yin, 2004, 2010, 2011) to investigate lived experience from the viewpoint of those being studied and to provide the case history “experience”, using an analytical lens developed from Carroll’s CSR pyramid (1991) and from behavioural ethics research. Furthermore, following Chell’s recommendation, the case history of theBLMIS fraud was chosen – “[. . .] for analytical purposes to produce insight into the phenomena in question” (2008). The case was constructed from archival sources, including court records of the sentencing of Bernie Madoff. Findings – The findings of the research are that students gained knowledge and understanding of the nature and practice of corruption, as well as developing their understanding of the anti-corruption agenda. The case also facilitated students to develop their moral awareness, character and facility for self-reflection with reference to corruption. In sum, the findings are that case histories, using archival sources, in this instance taken from the court records, have the potential to enhance teaching and learning in business ethics and responsible management education. Research limitations/implications – A limitation of this research is that it is reporting on one instance of a classroom delivery of the case study. In consequence, a recommendation for future research is for CSR and ethics focussed educationalist to conduct similar case study teaching to add to and complement the conclusions reached in this paper. Originality/value – This paper is original in detailing and reflecting on a case history teaching example of global corruption. This case history teaching method was innovative, as it was constructed from archival sources taken from court records to include victim impact statements and the defendant’s “Plea Allocution”.