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UN-Supported Principles for Responsible Management Education (PRME): Global Context, Regional Implementation, and the Role of Signatories

The UN Global Compact: Fair Competition and Environmental and Labour Justice in International Markets

ISBN: 978-1-78441-295-1, eISBN: 978-1-78441-294-4

ISSN: 2051-5030

Publication date: 28 January 2015

Abstract

Purpose

The chapter examines the role of the UN Global Compact inspired Principles for Responsible Management Education (PRME) initiative, how it operates, and the role that signatory schools and regional chapters play in its continued development and evolution.

Design/methodology/approach

The chapter conceptualizes the PRME engagement model (a learning network, reporting to stakeholders, commitment to continuous improvement), and uses three case vignettes to illustrate the type of programs and activities that signatory schools and regional chapters have developed and how these endeavors contribute to PRME’s evolution and development.

Findings

As a way of thinking about the ability of PRME to achieve its intended goals, it is important to look at higher education (thought leadership) within the context of the world of practice in both business (practice leadership) and civil society (practice leadership). PRME signatories and regional chapters need to more fully engage in this “sustainable praxis triad,” extending the growing network of signatories and chapters within the academic community to include businesses and civil society organizations.

Research limitations/implications

The chapter focuses on three vignettes to illustrate different activities and involvement in PRME signatory schools and regional chapters. More extensive comparative analysis across business schools and regional chapters throughout the world is needed to ensure broader dissemination of current practices and innovations.

Practical implications

Beyond teaching and a focus on the current generation of students, PRME has the potential for more immediate impact through student-based consulting activities, the transfer of research results to the business community and larger society, and ensuring that university campuses and operations are exemplars of sustainable practice. PRME signatories and regional chapters can work to ensure that relevance and rigor in research are not polar extremes but rather as praxis – the integration of academic thought leadership with needed stewardship and practice leadership in the larger society.

Social implications

Transparency and communication are important first steps for change. As business schools and universities openly share their research, curricula and pedagogical innovations, and best practices for their campus operations, they contribute to a vivid and stimulating intellectual climate, through which society and all stakeholders will benefit. PRME can facilitate the ability of higher education to serve as a nucleus and crystallization for innovative solutions for a more sustainable future.

Originality/value

PRME is still a relatively young initiative. First evidence shows that the PRME initiative is successfully contributing to educating a new generation of managers who are better prepared for the global challenges of sustainable development.

Keywords

Citation

Buono, A.F., Haertle, J. and Kurz, R. (2015), "UN-Supported Principles for Responsible Management Education (PRME): Global Context, Regional Implementation, and the Role of Signatories", The UN Global Compact: Fair Competition and Environmental and Labour Justice in International Markets (Advances in Sustainability and Environmental Justice, Vol. 16), Emerald Group Publishing Limited, Bingley, pp. 1-15. https://doi.org/10.1108/S2051-503020140000016001

Publisher

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Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited