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In this chapter, the author underscores the crucial role of the international community in promoting and facilitating responsible management education in business and management schools, as well as higher educational institutions. The chapter highlights the initiative on the Principles of Responsible Management Education (PRME), which has been supported by the United Nations and adopted by hundreds of schools and universities worldwide. The author explains that PRME aims to equip students with the necessary knowledge, skills, mindset and capabilities to bring about rapid and scalable improvements to society. Given that today's students are tomorrow's business leaders, policymakers and organizational heads, investing in responsible management education is crucial. This chapter emphasizes that responsible educational efforts can produce better citizens and future leaders, enabling them to create the world that we aspire to live in. This chapter underscores the importance of global collaboration and commitment to promoting responsible management education. When working together to prioritize ethical and sustainable practices in business and management education, we can foster a new generation of leaders who are equipped to drive positive change in the world.

Reflecting emerging concerns about Principles of Responsible Management Education’s (PRME's) reach beyond the West, the authors provide an analysis of its contribution to responsible management development in the Middle East and North Africa (MENA) region.

Drawing on 18 PRME MENA signatories' Sharing Information on Progress Reports, the authors examine levels of engagement with PRME, as well the practices used in the region to progress its six principles. The authors examine the depth of integration based on Rusinko's (2010) typology and its success in addressing local responsible management challenges.

The analysis revealed modest levels of engagement with PRME in MENA. Consistent with other regions, for those actively participating, the authors identified a wide variation in PRME responses. First, the authors found wide variation in the interpretation of the six principles. Second, the authors found a diversity of practices, especially the extent to which efforts were linked to progressing local management challenges. Third, the authors also found variability relating to the depth of PRME's integration into the curricular of MENA signatories with, most displaying Ruskino's (2010) narrower approaches.

The authors address calls to understand the contribution of PRME beyond Western contexts and offer suggestions for how PRME can be strengthened to facilitate responsible management development in MENA.

The purpose of this paper is to explore structural drivers and barriers that distinguish US business school Principles of Responsible Management Education (PRME) signatories from nonsignatory peer institutions, and identify structural drivers of PRME institution strategic integration of Sustainable Development Goals (SDGs) into their ongoing responsible management education reports.

This study uses a case–control method to compare the US PRME signatory sample to a size-matched random sample of US business management programs/schools. This study uses conditional inference tree and correlation analyses to highlight distinctive structural characteristics associated with US PRME signatories and with their strategies to highlight sustainability through the SDGs.

There are significant and practically meaningful structural differences between US-based PRME signatories and US programs/schools that have not adopted the PRME principles. Further, PRME schools differentially integrate SDGs in their information sharing based on structural characteristics.

Understanding school/program characteristics that align with PRME and different sustainability strategies affords a better comprehension of where targeted resources might be most effective in broadening the appeal and adoption of PRME and subsequent sustainability strategy integration.

While previous work on PRME signatories has depended heavily on case studies of successful implementation and has examined the content of PRME activity by school, the present work compares the population of actual US signatories with a random sample of nonsignatories to determine leverage points for enacting broader PRME adoption. The study also examines the strategies that PRME schools use to integrate the UN SDGs and the structures that support such.

This paper aims to present the progress of the implementation of sustainability in business schools in line with the United Nations Principles for Responsible Management Education (PRME) and its principles of responsible management education.

By analyzing the content of the Sharing of Information on Progress reports from PRME signatories, this study identified significant developments in the strategies business school use to implement sustainability. However, it seems that a framework that business schools can apply to accomplish that goal is still lacking. This paper proposes a framework that addresses four components of the integration process and stresses the important role of stakeholders. The authors discuss the results from 2021 in comparison to the results of a previous analysis of the first 100 signatories from 2010 and analyze the findings in relation to the developed framework.

This study shows that business schools have improved their sustainability engagement in many areas (e.g. education offerings and teaching methods, campus practices and engaging stakeholders). However, less attention has been paid to other aspects, such as reviewing and assessing, capability development or communication, which could slow the transformation process. The authors discuss further implications of the findings for enhancing the PRME signatories’ ability to implement the underrecognized aspects.

While the analysis focuses on the status and progress of the integration of PRME within business schools during the past decade, the framework may enable higher education institutions to analyze their potential to implement change and plan future transformation strategies.

This paper proposes the development of a student-led pedagogic tool in an undergraduate development economics module offered in a UK business school. It uses the developing country informal sector as an illustrative example. The informal sector plays a huge role in contributing towards job creation, income generation, and poverty alleviation in developing countries. The overall goal of the tool is to propose recommendations of mechanisms that can be used to incentivise the informal sector to embed responsible management in their practice. The tool is to be jointly developed with students and other stakeholders in a developing country. Students are expected to acquire skills related to researching pertinent topics in the development economics field, critiquing policies and frameworks developed by global intergovernmental organizations such as the United Nations, and engaging with global stakeholders who are directly and indirectly impacted by these policies and frameworks. The paper highlights the connection between development economics, the 2030 Sustainable Development Goals (SDGs), and the United Nations (UN) Principles for Responsible Management Education (PRME). The development of the tool also provides an avenue for business school students to bridge current gaps in educational institutions in developing countries in engaging with the PRME. The activities discussed in the paper present opportunities for business schools to be innovative and flexible in how they deliver responsible management education. This can ultimately expand the diversity of stakeholder involvement in contributing towards the SDGs and responsible management.

The article gives an overview of responsible management in education using an example of the Almaty Management University (AlmaU) in Kazakhstan. At AlmaU, social responsibility is considered as a core model both from the perspective of managing education and teaching. Several projects and initiatives for staff and students reflect this model in action. The United Nations' Principles for Responsible Management Education initiatives and concepts serve as guiding principles and help benchmark initiatives on the global scale.

For sustainable strategies to be developed in business schools, it is essential to understand which sustainability drivers and barriers are identified by academic managers and coordinators in the implementation of sustainable practices. In this scenario, the study aims to understand the barriers and possible drivers for the implementation of sustainability practices in Brazilian business schools. The subjects are managers and coordinators of business schools that are part of the Principles for Responsible Executive Education Network – Principles for Responsible Management Education (PRME) Chapter Brazil/UN.

Descriptive research with a qualitative approach was conducted to achieve this objective. The study included academic managers, responsible for the general management of academic and administrative activities and coordinators, responsible for supervising and coordinating academic activities in a specific area, of schools that are part of PRME Chapter Brazil (interviews). For data analysis, the content analysis technique was used.

Taking into account the three pillars of sustainability (economic, environmental and social) as categories of analysis, as well as management, curriculum and teaching as subcategories, the study identified 10 barriers and 12 drivers.

The results reveal that both the barriers and the drivers are supported by the social pillar, which focuses on the academic community and society as a whole. The “Management” subcategory was also the most mentioned, indicating guidelines for the strategic academic management of these organizations.

This study aims to clarify how higher educational institutions (HEI now onwards) can engage in organizational learning process to implementing sustainability initiatives. Through the case study of business school in France, it shows how sustainability integration is a longitudinal process, influenced by contextual factors which facilitate and impede the learning process. It aims to contribute to the literature of sustainability in higher education by bringing in insights from organizational learning theory.

This research uses the case study method to analyze the sustainability integration over the specific period. To do so, data was compiled by analyzing internal documents, publicly available sustainability reports. Further data was also complimented by the interviews, which gave intra-organizational level insights.

The case highlights that organizational learning for sustainability is stimulated by deans, faculty and institute of sustainability. It provides insights about how designing and implementing sustainability initiatives within an HEI is not a fixed goal; on the contrary, it is an ongoing learning process. However, this learning is also prone to barriers due to the ambiguous nature of sustainability.

This research was conducted within a specific time, geographical and cultural context; hence, its result may lack generalization. Further comparative research is encouraged to explore similarity and differences within different HEI settings.

This research also gives potential insights for developing contextual awareness to prioritize, design and implement sustainability initiatives. Thus, it may be useful for the HEI administrators such as deans, sustainability managers and faculty members.

This case emphasizes that HEI like business schools need to expand their relevance via social responsibility. This could be done so by encouraging leadership to engage with the United Nations Sustainable Development Goals.

This research uses organizational learning theory to understand determinants of sustainability design and implementation at French HEI. In doing so, this research contributes macro-level process of sustainability integration of an HEI.