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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 students’ perspective, and to develop a framework for effective CSR education that meets the Polish students’ expectations.

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.

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.

The chapter provides a conceptual framework for CSR and responsible management education for those business schools operating in the Polish business context.

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.

The Covid-19 crisis has coerced organisations and business schools to rethink and reflect their practices about well-being and purpose individually and collectively. While this discourse was existent within academic and professional sphere, it was rather muted or isolated in the quest of pursuing traditional indicators of progress in terms of economic productivity. It is within this context we revisit our past interaction with the leader who has been advocating for responsible leadership which encompasses well-being and purpose amidst Covid-19. Arianna Huffington is the Founder and CEO of Thrive Global, which is a platform to help corporations in promoting individual and collective well-being. Formerly she was also the Co-founder and the President and Editor-in-Chief of the Huffington Post Media Group. In 2014, she received the Tesla Sustainable Leadership Award, after which one of the authors had an opportunity to interview her for the Sustainable Leadership Blog.¹ A staunch advocate of issues like climate change, gender equality, work-life balance and youth empowerment, Arianna exemplifies the commitment to articulate and implement purpose-led corporations, proposing the People–Planet–Profit approach to leadership . By shedding light on Arianna’s perspective this chapter suggests reflective pointers for decision-makers in management education, these are follows: (a) business schools can lead integrating sustainability in their purpose and practice; (b) relevance of the spiritual dimension and its significance in business schools and organisations; and (c) proposing a holistic view in comparison with a traditional view of business education. Finally, we also posit that her practice as role model for responsible leadership during Covid-19 reflects consistent adherence in her past and present discourse about responsible management issues. Thus, her insights can help leaders of public, private and social organisations to grapple with complex organisational issues arising due to of Covid-19.

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

This chapter discusses the challenges and opportunities that exist in the realm of management and business education. The author provides an in-depth analysis of the history and development of management education, highlighting the changes and evolution that have occurred over time. Furthermore, the author discusses the dominant paradigm that has shaped management education and the issues that have arisen as a result. Specifically, the author identifies the problems that have contributed to financial crises and business failures, demonstrating the inadequacies of the current approach. Finally, the author argues for the need to revolutionize the current management education system. This involves a significant departure from the traditional methods of teaching and learning, and instead emphasizes the development of critical thinking skills, problem-solving abilities and adaptability in a rapidly changing business landscape. This chapter challenges the current state of management education and offers a compelling call to action for reform. By addressing the issues that have plagued the field and proposing innovative solutions, the author aims to pave the way for a more responsible management education system.

The UK government has taken the lead in accelerating the capacity of higher education to engage with sustainability accounting and adopting a novel systematic approach toward a collective implementation of and contribution to Sustainable Development Goals (SDGs). The UN SDG 16 “Peace, Justice & Strong Institutions” promotes the (re)building of effective and accountable institutions. In line with the institutional logics metatheory, we provide empirical evidence on how the alignment between social mechanisms alongside the reputation of higher education institutions (HEIs) and SDGs on transparent and responsible service (SDG 16) affect the students' overall experience. Using a sample of 142 UK HEIs, interpretative content analysis and ordinary least squares, the results show that integrating HEIs' responsible-oriented research agenda proactively with high sustainability reputation adds significantly to greater student satisfaction.

The purpose of this chapter is to present secondary data around how the Principles for Responsible Management Education (PRME) are adopted in a global context whilst making comparisons with the Travel and Tourism Competitiveness Index from the Travel and Tourism Competitiveness Report 2019. The discussion is centred around young adults (Generation Z) and their potential role and importance. In essence, we are trying to examine if tourism sustainability educational practice adopted within countries appears to transition into industry practice. For this, we consider success both from the perspective of tourism sustainability and general economic competitiveness. The findings suggest significant gaps (or current failure) between PRME delivery and achieving tourism sustainability globally, but generally highlight economic success where PRME uptake is strong. Thus, it would appear that PRME is not yet transitioning into industry practice; therefore, more needs to be done or adapted to achieve greater tourism sustainability, and we emphasise the role of Generation Z within this.

In this chapter, the author explores the principles of responsible management education through the lens of Taoism. This chapter begins by introducing the concepts of knowledge-inquiry and wisdom-inquiry and highlights the differences between the two in the context of management education. The author emphasizes the importance of wisdom-inquiry in management education, arguing that it allows individuals to not only understand and analyze information but also to apply ethical considerations when making decisions. This chapter delves into how to synthesize knowledge and wisdom in education, highlighting the need for a balance between technical skills and ethical awareness in management education. This chapter concludes with an examination of the principles of managing talent by balancing competence and character. The author discusses how to hire for character and train for competence in human resources management and development. This approach involves focusing on developing individuals' character traits, such as integrity, compassion and empathy, in addition to their technical skills. This chapter demonstrates the value of incorporating Taoist principles into management education. When the importance of wisdom-inquiry, balancing competence and character, and developing ethical leaders is emphasized, management education can prepare individuals to navigate the complexities of the modern business landscape while promoting responsible business practices.