An Analysis of the Application and Development of Corporate Social Responsibility in Chinese Human Resources Management: A Sustainable Development Theory Perspective

Authors

  • Jieying Liu

DOI:

https://doi.org/10.54097/zmed2s53

Keywords:

Human resources management, corporate social responsibility, Sustainable development, developing countries, psychological contract.

Abstract

The relationship between Corporate Social Responsibility (CSR) and Human Resources management (HRM) is raising researchers' awareness in business studies. CSR is a social science concept that considers social, economic, and human responsibilities. In China’s automotive industry, the transformation to sustainable management is the most challenging and emerging issue. Based on this social issue, the article discusses sustainable HR practices through the case study of Toyota. Most research relevant to CSR is mainly focusing on the environment-oriented approaches. For this study, human-oriented practices are discussed to fill in the blanks in this region. The impact of CSR on organizations and individuals is equally discussed. The data collected is from some developing countries, so it is worth taking a leaf from China’s situation. However, to date, very few CSR studies have considered such micro-level results, so people lack knowledge about the benefits of CSR to individuals. The results found that talent retention is the biggest strength of CSRHRM. As for the employee perspective, the phenomenon of psychological contract occurred based on the social exchange theory. Afterward, suggestions based on Chinese social backgrounds, such as digital transformation and cultural integration, are provided. This study indicates the relationship and combination of CSR and HRM, which is a meaningful discussion in the HRM region.

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Published

25-12-2024

How to Cite

Liu, J. (2024). An Analysis of the Application and Development of Corporate Social Responsibility in Chinese Human Resources Management: A Sustainable Development Theory Perspective. Journal of Education, Humanities and Social Sciences, 43, 240-246. https://doi.org/10.54097/zmed2s53