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Ethical Stakeholders Assessment DLS Lipa

This document outlines a stakeholder assessment of De La Salle Lipa. It identifies the key stakeholders as students, teachers, parents, staff, and administrators. It then determines the specific moral rights of each stakeholder and the responsibilities De La Salle Lipa has to ensure those rights. Finally, it proposes strategies for De La Salle Lipa to assume its responsibilities to stakeholders, such as addressing stakeholder needs, considering stakeholder input, creating sustainable benefits, and maintaining communication.

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Jere Mae Maranan
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11 views2 pages

Ethical Stakeholders Assessment DLS Lipa

This document outlines a stakeholder assessment of De La Salle Lipa. It identifies the key stakeholders as students, teachers, parents, staff, and administrators. It then determines the specific moral rights of each stakeholder and the responsibilities De La Salle Lipa has to ensure those rights. Finally, it proposes strategies for De La Salle Lipa to assume its responsibilities to stakeholders, such as addressing stakeholder needs, considering stakeholder input, creating sustainable benefits, and maintaining communication.

Uploaded by

Jere Mae Maranan
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Ethical Stakeholders Assessment of De La Salle Lipa

STEP I
IDENTIFY ALL STAKEHOLDERS OF DE LA SALLE LIPA

 Students. They are the primary beneficiaries of the services of De La Salle Lipa
because they are the one who are provided with education.
 Teachers. They have the role of imparting knowledge and helping the students to learn
effectively.
 Parents. They are the one who invest trust and money to the institution for the education
of their children.
 Staff members and Non-teaching staff. They carry out specified work in order to assist
and support the work of teachers.
 Administrators. They monitor the implementation of curriculum and has a significant
role in structuring and developing the school.

STEP II
DETERMINE SPECIFIC MORAL RIGHTS OF EACH STAKEHOLDER AND SPECIFIC
MORAL RESPONSIBILITIES DE LA SALLE LIPA HAS TO EACH STAKEHOLDER

 Students: They have the right to access quality education from the institution and have
the right to be safe within the school community
 Teachers: They have the rights to be free from disruptive behavior and harassment and
to be treated with respect
 Parents: They have the rights to be able to clarify on school matters and have their
feedback and suggestions considered by school management
 Staff members and non-teaching staff: They have the right to enjoy rights and
privileges, to have freedom and privacy and to be treated equally.
 Administration: They have the right to be heard with regard to decision making and
developing the facility at which they are working.

STEP III
DETERMINE MORAL RESPONSIBILITIES THAT RESULT FROM DE LA SALLE LIPA’S
SPECIFIC SOCIETAL FUNCTION AND POSITION WITHIN ITS STAKEHOLDER CONTEXT

De La Salle Lipa has the moral responsibilities to deliver quality education for their students, to
provide and give the rights of each stakeholders and ensure that they are enjoying their own
rights. DLSL is also responsible to assure that their stakeholders are fully involved and engaged
to significant school activities and this institution must function in accordance with their mission
and vision.

STEP IV
DEVELOP STRATEGIES TO ASSUME THE INSTITUTION’S RESPONSIBILITIES IN THE
STAKEHOLDER RELATIONSHIPS

 Address the responsibilities and obligation to stakeholders and provide a positive culture
among the institutions and stakeholders.
 Consider the opinion and suggestions of stakeholders in decision-making.
 The institution must create sustainable developments for the stakeholders to benefit up
until the future.
 The institution must maintain and communication with the stakeholders in order to
promote a good relationship with them.

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