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1 – 10 of over 40000In this chapter, the author underscores the crucial role of the international community in promoting and facilitating responsible management education in business and management…
Abstract
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.
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The purpose of this chapter is to evaluate the role of business schools in corporate social responsibility (CSR) and responsible management education from the business school…
Abstract
Purpose
The purpose of this chapter is to evaluate the role of business schools in corporate social responsibility (CSR) and responsible management education from the business school students’ perspective, and to develop a framework for effective CSR education that meets the Polish students’ expectations.
Design/methodology/approach
The chapter starts with a review of CSR concept evolution and importance, with a strong focus on Poland. Next, the review of the responsible management education state in Europe and Poland is presented. Then, an evaluation of CSR and responsible management education in Polish business schools from the students’ perspective is conducted. The evaluation is based on a survey amongst business students of a non-public Polish business school. The practical dimension of the chapter takes the form of a framework of effective CSR education in Polish business schools, presented at the end.
Findings
To sum up, the demand for CSR competencies and responsible management is on the rise, both amongst students and employers. The existing international initiatives and accreditation standards give a general idea about the shape of responsible management education, but the exact model must be developed on the regional/country level, as it must include various factors such as the economy, history, culture, academia-business relations or even the dominating teaching model.
Originality/value
The chapter provides a conceptual framework for CSR and responsible management education for those business schools operating in the Polish business context.
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The purpose of this article is to explore what ISO 26000, the global guidance standard for organizations wanting to implement corporate social responsibility (CSR), has to offer…
Abstract
Purpose
The purpose of this article is to explore what ISO 26000, the global guidance standard for organizations wanting to implement corporate social responsibility (CSR), has to offer to improve the principles for responsible management education (PRME) and its implementation by business schools.
Design/methodology/approach
Through an in‐depth analysis of ISO 26000 and beyond the general value of ISO 26000 in providing suggestions for CSR implementation, several insights for management education are derived. These insights are consequently applied to both the principles within the PRME framework and to results from research into the application of the PRME.
Findings
The article argues that ISO 26000 offers insights related to the revival of corporate morality, the importance of idiosyncratic CSR (particularly relating to internal organizational processes), the credibility enhancement of PRME‐based CSR commitments and the importance of engaging in community involvement by business schools. Next to these findings, the value of ISO 26000 may even extend to opening up new avenues for engaged and humanistic forms of scholarship and formulate more comprehensive strategies to secure and strengthen business schools societal license to operate.
Practical implications
The findings lead to conclude that ISO 26000 may complement the PRME in supporting business schools in integrating CSR in their programs and their organization and suggest several adjustments to the PRME framework.
Originality/value
As the first article on this intersection, it provides new insights in how the PRME can be improved and business schools can be supported by ISO 26000 in their endeavours of developing and delivering responsible management education.
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This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and…
Abstract
This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.
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Through a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business…
Abstract
Purpose
Through a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.
Design/methodology/approach
Through addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.
Findings
Although the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.
Originality/value
This paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.
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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…
Abstract
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.
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The governing bodies responsible for drafting and promoting the Principles for Responsible Management Education (PRME) apparently envisioned a completely voluntary initiative…
Abstract
Purpose
The governing bodies responsible for drafting and promoting the Principles for Responsible Management Education (PRME) apparently envisioned a completely voluntary initiative without concern for accountability. Public concern and commentary led to the addition of a reporting requirement in 2010. Two years later, program administrators began to update statuses. As of January 2016, PRME listed 636 signatories on their website. Because the reporting requirement took effect, approximately 86 schools have broken their commitment to comply with the PRME standards. Some schools were de-listed for inaction, whereas others actively left the program. This study aims to understand those who intentionally chose not to comply with PRME.
Design/methodology/approach
This study utilized a heroic quest typology to analyze and understand the behavior of institutions that intentionally chose not to comply with PRME. Narrative analysis of these concluded quests included strategic plans, research summaries, course syllabi and descriptions, press releases, PRME Sharing Information on Progress reports, UNGC letters of commitment, Communication on Progress reports, and internal informants.
Findings
Out of the 15 entities, 4 exhibited dual or quasi-heroic quests. Their experiences offered two viable and practical alternatives for institutions seeking to transcend the business ethics industry limitations of the PRME initiative.
Research limitations/implications
The narrative analysis of this study encompassed a sufficiently large amount of data for confidence in the typological characterization of each institution’s heroic quest. Additional insights from informants would no doubt strengthen the analysis.
Practical implications
The existence of the business ethics industry casts doubt on the ability of business schools and their accreditors to offer substantive change to create a genuine form of responsible management education. This study concludes with two alternative paths taken by schools attempting to escape the narrative of irresponsible management.
Originality/value
The PRME publicly lists signatories in non-compliance. While most of these result from passive inaction, a small number of institutions intentionally choose to leave the PRME. No research has been done to understand these intriguing cases and the heroic quest typology is a unique application in narrative analysis.
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Mohamed Mousa, Hala A. Abdelgaffar and Rami M. Ayoubi
Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised…
Abstract
Purpose
Out of 24 public business schools in Egypt, the purpose of this paper is to focus on three in order to investigate how responsible management education is perceived and exercised by academics there.
Design/methodology/approach
A total of 168 academics were contacted and interviewed in 42 focus groups. The length of each focus group was about 45 min, and all of them were conducted in Arabic because the majority of respondents are not fluent in English. The authors used thematic analysis to determine the main ideas in the transcripts.
Findings
Based on data analysis of the perceptions of academics concerning business education, research and management process at the target business schools, the authors of this paper found that responsible management education is not considered a priority in the work agendas of the Egyptian public business schools. Furthermore, the authors believe that besides issues with the general acceptance of the need for responsible management education, there are functional, procedural and edu-academic barriers that these schools need to overcome first before proceeding with implementation and expecting positive outcomes.
Research limitations/implications
This research maybe subject to criticism because the authors address only the perspectives of academics in the chosen business schools while neglecting other academic partners, particularly those in managerial positions, such as rectors and heads of departments. Future researchers may use the same research questions to investigate a managerial level perspective to depict a more holistic picture of the situation. Moreover, including Egyptian private business schools may also enrich the findings. In fact, the authors suggest that scholars from different academic disciplines such as sustainability management, business ethics, higher education, sustainability and cultural diversity work together to produce more interdisciplinary and trans-disciplinary research on the global responsibility themes business schools have to manage.
Originality/value
This paper contributes by filling a gap in sustainability, HR management, business ethics and higher education literature in which empirical studies on responsible management education and the responsible practices of academics have been limited so far.
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Rasha Goumaa, Amanda Hay and Lamia El Ayouby
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Francesca Pucciarelli and Andreas Kaplan
This paper aims to investigate how the COVID-19 health crisis could help business schools move towards more responsible management education (RME). Business schools have been…
Abstract
Purpose
This paper aims to investigate how the COVID-19 health crisis could help business schools move towards more responsible management education (RME). Business schools have been extensively blamed in previous crises for not educating their students in a responsible way. The COVID-19 pandemic could be the pivotal opportunity for business schools to regain legitimacy and a wake-up call to accelerate their journey towards RME. The authors aim to outline an illustration of the transition to a hybrid teaching model and how such educational reconfiguration might lead to more sustainable and RME, also beyond COVID-19.
Design/methodology/approach
A qualitative approach is proposed to analyse and decrypt the challenges and opportunities of a hybrid approach, its implications for the transformation of business schools and RME. This study also includes a state-of-the-art literature review, a specific investigation of the case of ESCP, the European cross-border multi-campus business school, and in-depth interviews with stakeholders impacted by the crisis.
Findings
The health crisis demonstrated the unprecedented capability of higher education to embrace rapid and profound change. Furthermore, the pandemic served as a wake-up call in that it may even have caused the progress of business schools, previously somewhat reluctant, towards more socially responsible and sustainable thinking. Thus, the schools have used the COVID-19 crisis as an opportunity to regain legitimacy and be part of the solution rather than part of the problem.
Practical implications
The paper pulls together a multitude of suggestions for higher education in general and business schools in particular.
Originality/value
Combining two of higher education’s main challenges, namely, digitalisation and sustainability and applying the principles for responsible management education framework to map and analyse the pandemic’s implications, this paper provides a new, compelling and inspiring resource for business schools on their path to a more responsible management approach and education.
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