Driving sustainable banking in Nigeria through responsible management education: The case of Lagos Business School

2020 ◽  
Vol 18 (1) ◽  
pp. 100332 ◽  
Author(s):  
Dr Ijeoma Nwagwu
Keyword(s):  
Business School ◽  
Management Education ◽  
Responsible Management

Responsible management education for a sustainable world

2015 ◽  
Vol 34 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Thomas Dyllick
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Sustainable Business ◽  
Content Type ◽  
Responsible Management ◽  
Body Of Knowledge ◽  
The World ◽  
Diverse Area

Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.

scholarly journals We Are the Champions

2011 ◽  
Vol 36 (3) ◽  
pp. 337-363 ◽  
Author(s):  
Nikodemus Solitander ◽  
Martin Fougère ◽  
André Sobczak ◽  
Heidi Herlin
Keyword(s):  
Organizational Learning ◽  
United Nations ◽  
Business School ◽  
Organizational Context ◽  
Management Education ◽  
Business Schools ◽  
Cultural Barriers ◽  
Responsible Management ◽  
Gradual Transformation

As the number of institutions adopting the United Nations’ Principles for Responsible Management Education (PRME) initiative grows, there is an overhanging risk that many of them will merely add “responsibility” as a topic to the existing curriculum. The authors contend that a serious reading of PRME should instead entail thinking in terms of a gradual transformation of management education. Such a serious reading poses a number of organizational learning (and unlearning) challenges. By relying on their own experiences at two PRME signatory business schools in France and Finland, they describe how faculty champions may face these challenges in implementing PRME, and specifically how they may overcome strategic, structural, and cultural barriers. The authors particularly emphasize political challenges at every level and the role of champions inducing reflexivity in overcoming some of the barriers. They argue that although faculty champions are not the most powerful actors within the business school, they are still well positioned to inspire and instill the needed transformation of management education. They conclude that faculty champions need to creatively “make do” within the constraints imposed by their organizational context.

scholarly journals Engaging with responsible management in development economics using a student-led pedagogic tool

2020 ◽  
Vol 2 ◽  
pp. 63
Author(s):  
Farai Jena
Keyword(s):  
Developing Countries ◽  
United Nations ◽  
Developing Country ◽  
Informal Sector ◽  
Development Economics ◽  
Business School ◽  
Management Education ◽  
Responsible Management ◽  
Pedagogic Tool ◽  
The United Nations

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.

Moving beyond the rhetoric of responsible management education

2015 ◽  
Vol 34 (1) ◽  
pp. 2-15 ◽  
Author(s):  
Eric Cornuel ◽  
Ulrich Hommel
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Learning Needs ◽  
Full Time ◽  
Special Issue ◽  
Content Type ◽  
For Profit ◽  
Responsible Management ◽  
Starting Point

Purpose – Business schools appear to be slow adopters of responsible management education (RME), though the rhetoric of RME is visible throughout the sector. The purpose of this paper and the accompanying ones in this Special Issue is to address this apparent gap between substance and image by analysing the barriers to RME adoption and potential ways of overcoming them. The contributions offer insights from a range of different perspectives that will help encourage an informed debate on how to make RME more of a reality in management education. Design/methodology/approach – This paper analyses the problem within the dominant institutional logic of the business school sector, which is shaped by entrepreneurialism, operational for-profit orientation and externally validated reputation creation. It sets the stage for the other contributions to this Special Issue, which use alternative approaches to analyse the limited progress of RME adoption. Findings – This paper identifies five potential barriers to RME adoption: students, as “customers”, do not sufficiently value the “R” in RME; the switch from full-time to part-time and online provision precludes the use of pedagogical methods particularly suited for RME; the fragmentation of intellectual production in business schools makes it difficult to implement an institution-wide RME-based learning model; the standardization of educational provision combined with a focus on ranking-related performance indicators moves business schools away from addressing RME-specific learning needs; and entrepreneurialism and business school rankings link RME directly and indirectly to financial impact, which is difficult to determine. In the authors’ view the way forward requires a review of the intellectual underpinning of modern management in combination with the adjustment of organizational routines and more explicit forms of faculty development. Originality/value – The existing literature focuses on the differentiating features of RME and how they can help to overcome deficiencies in management education as practiced today. This paper and others in this Special Issue adopt the reverse perspective and analyse the reasons for institutional inertia as a starting point for identifying ways of encouraging more widespread adoption.

Responsible Management Education

2014 ◽  
Vol 43 (7) ◽  
pp. 384-386
Author(s):  
Jasmin Godemann ◽  
Christian Herzig ◽  
Jonas Haertle
Keyword(s):  
Management Education ◽  
Responsible Management

scholarly journals Principles for responsible management education in 2068

Futures ◽  
2019 ◽  
Vol 111 ◽  
pp. 81-89 ◽  
Author(s):  
Lionel Huntley Henderson ◽  
Alec Wersun ◽  
John Wilson ◽  
Shirley Mo-ching Yeung ◽  
Kejing Zhang
Keyword(s):  
Management Education ◽  
Responsible Management

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough 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/approachThrough 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.FindingsAlthough 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/valueThis 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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