Made available in DSpace on 2014-07-29T16:17:44Z (GMT). No. of bitstreams: 1 Dissertacao Rafael Borges Historial.pdf: 871990 bytes, checksum: c5c400865ad9fb5b9f5c6ef5f46f28e3 (MD5) Previous issue date: 2009-04-17 / The work proposed herewith, entitled ARCA and Fundação O Boticário: a perspective about the environmental movement contemporary , is an analysis which aims to examine the consolidation of environmental discourse over the last two decades of the twentieth century through a study of the environmental movement in its main characteristics, putting in discussion the insertion of it in the context of substantial changes occurred in the period, concerning to civil associations in network and the scientific-technical development, which form the basis for the emergence of an ethical imperative of responsibility and of a defense of a biological and environmental identity. / O trabalho que ora se apresenta, intitulado ARCA e Fundação O Boticário: uma perspectiva sobre o movimento ambientalista contemporâneo (1980-2000) , é uma análise da consolidação do discurso ambiental nas duas últimas décadas do século XX, a partir de um estudo do movimento ambientalista em suas principais características, problematizando a inserção do mesmo no contexto das mudanças ocorridas no período, referentes ao associativismo civil em rede e ao desenvolvimento técnico-científico, lançando as bases para o surgimento de um imperativo ético calcado na noção de responsabilidade e da defesa de uma identidade biológica e ambiental.

This thesis examines the collaborative development of corporate responsibility (CR) standards from the perspective of organisational learning theory. The author proposes that standards development projects can be understood as Network Learning episodes where learning is reflected in changes in structures, interpretations and practices accompanied by learning processes. Network Learning alone is seen as insufficient to reflect the diverse contributions and outcomes in the special case of CR standards. Concepts from multi-stakeholder learning like the role of dissensus in learning and the empowerment of weaker stakeholders are therefore used to create a synthesis of the two theories in a single conceptual framework. This framework is then tested against a pilot case and three case studies of corporate social responsibility (CSR) standards including the development of the new ISO international standard on social responsibility (SR). The data validates and extended this framework to yield a Multi-Stakeholder Network Learning theory capable of describing the how participants and non-participant stakeholders learn in this context. New concepts are generated from the data, like dislocated learning, which demonstrate how participants in the process and those they represent can experience quite different learning outcomes. Stakeholders whose learning is aligned with the learning of their participant representatives truly have a stake in these influential standards. However, where representatives fail to learn from those represented, the latter's stake is diminished. By shedding light on the mechanisms of effective collaborative learning this work contributes to learning theory, the practice of standardization and the normative stakeholder empowerment agenda.

This thesis examines the collaborative development of corporate responsibility (CR) standards from the perspective of organisational learning theory. The author proposes that standards development projects can be understood as Network Learning episodes where learning is reflected in changes in structures, interpretations and practices accompanied by learning processes. Network Learning alone is seen as insufficient to reflect the diverse contributions and outcomes in the special case of CR standards. Concepts from multi-stakeholder learning like the role of dissensus in learning and the empowerment of weaker stakeholders are therefore used to create a synthesis of the two theories in a single conceptual framework. This framework is then tested against a pilot case and three case studies of corporate social responsibility (CSR) standards including the development of the new ISO international standard on social responsibility (SR). The data validates and extended this framework to yield a Multi-Stakeholder Network Learning theory capable of describing the how participants and non-participant stakeholders learn in this context. New concepts are generated from the data, like dislocated learning, which demonstrate how participants in the process and those they represent can experience quite different learning outcomes. Stakeholders whose learning is aligned with the learning of their participant representatives truly have a stake in these influential standards. However, where representatives fail to learn from those represented, the latter¿s stake is diminished. By shedding light on the mechanisms of effective collaborative learning this work contributes to learning theory, the practice of standardization and the normative stakeholder empowerment agenda. / British Standards Institution