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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 the last decades, the notion that leadership comprises responsible leadership has gained support and the academic debate has shed some light on the antecedents, processes, and multi-level outcomes of responsible leadership. Being at the intersection of the leadership and sustainability discourses, responsible leadership has benefitted from the increasing interests that both fields of study have received. Nevertheless, the debate has left several questions around the nature and development of responsible leadership unanswered. Among these questions we reckon an understanding of “responsible” in the definition of “responsible leadership,” the width of leaders’ responsibility and the depth of their impact including the role of personal alongside formal leadership, and the distinction between “responsible” and “non responsible” leaders. The aim of this theoretical paper is to further the academic discussion on leadership in the context of sustainability and its integration in higher education settings. We review the literature and explore the academic debate while step-by-step building a description of responsible leadership that could form the basis for leadership programmes in higher education. Then, borrowing insights from pro-environmental psychology, we share a tripartite description of responsible leadership, which centres around identity, behaviour and responsiveness. As a final step, we share our experience in building an undergraduate programme based on this tripartite description of responsible leadership. Here, we illustrate how the leadership description can be visualised in a figure and used to develop an undergraduate Liberal Arts and Sciences curriculum centred on the UN Sustainable Development Goals.

The purpose of this paper is to assess the current state of consumer education in the context of responsible gambling in Macao and to suggest ways in which Macao could enhance its consumer education efforts to meet its challenges with regard to responsible gambling.

Exploratory and interpretative approaches have been adopted to suggest why and how Macao should strengthen responsible gambling education. The methodology involved extensive review of relevant academic research, government documents and reports related to Macao's responsible gambling initiatives.

Effective long-term responsible gambling education is needed in Macao to further people's understanding of gambling and gambler's fallacy. The government should take leadership in influencing all stakeholders toward effective initiatives and behaviors related to responsible gambling education.

Although research on responsible gambling education is still in its infancy, its importance in reducing common misconceptions about gambling has already been established. This study contributes to strengthen Macao's responsible gambling practices by proposing several changes needed to provide desired outcomes through consumer education.

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.

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.

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.

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.

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.

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.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale.

This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments.

This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences.

This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts.

Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development.

Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach.

This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

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.

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.

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.

The paper pulls together a multitude of suggestions for higher education in general and business schools in particular.

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.

This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?

The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.

The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.

This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

Entrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.

This paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.

Analysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.

First, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.