Reflections and reflective practice to advance responsible management education for sustainability: the case of an Australian MBA programme

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ki-Hoon Lee ◽  
Rob Hales
Keyword(s):  
Content Analysis ◽  
Curriculum Design ◽  
Management Education ◽  
Education For Sustainability ◽  
Small Scale ◽  
Content Type ◽  
Reflective Journals ◽  
Mba Students ◽  
Responsible Management ◽  
Wide Range

Purpose 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. Design/methodology/approach This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments. Findings 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. Research limitations/implications 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. Practical implications Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development. Social implications Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach. Originality/value 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.

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.

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Geri Mason ◽  
Al Rosenbloom
Keyword(s):  
Student Learning ◽  
Management Education ◽  
Future Research ◽  
Threshold Concepts ◽  
Content Type ◽  
Business Context ◽  
Threshold Concept ◽  
Cognitive Frames ◽  
Constructive Alignment ◽  
Responsible Management

Purpose This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built. Design/methodology/approach This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability. Findings Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes. Research limitations/implications Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues. Originality/value This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

Management Education for Sustainability: A Web-Based Content Analysis.

2010 ◽  
Vol 9 (3) ◽  
pp. 520-531 ◽  
Author(s):  
YEN-CHUN JIM WU ◽  
SHIHPING HUANG ◽  
LOPIN KUO ◽  
WEN-HSIUNG WU
Keyword(s):  
Content Analysis ◽  
Management Education ◽  
Education For Sustainability ◽  
Web Based

Typologies and touchpoints: designing multi-channel digital strategies

2015 ◽  
Vol 9 (2) ◽  
pp. 110-128 ◽  
Author(s):  
Karla Straker ◽  
Cara Wrigley ◽  
Michael Rosemann
Keyword(s):  
Content Analysis ◽  
New Technologies ◽  
Channel Model ◽  
Research Question ◽  
Channel Design ◽  
Content Type ◽  
Customer Needs ◽  
Starting Point ◽  
Wide Range ◽  
Digital Channels

Purpose – This study aims to gain a clearer understanding of digital channel design. The emergence of new technologies has revolutionised the way companies interact and engage with customers. The driver for this research was the suggestion that practitioners feel they do not possess the skills to understand and exploit new digital channel opportunities. To gain a clearer understanding of digital channel design, this paper addresses the research question: What digital channels do companies from a wide range of industries and sectors use? Design/methodology/approach – A content analysis of 100 international companies was conducted with multiple data sources to form a typology of digital “touchpoints”. The appropriateness of a digital channel typology for this study was for developing rigorous and useful concepts for clarifying and refining the meaning of digital channels. Findings – This study identifies what digital channels companies globally currently employ and explores the related needs across industries. A total of 34 digital touchpoints and 4 typologies of digital channels were identified across 16 industries. This research helps to identify the relationship between digital channels and enabling the connections with industry. Research limitations/implications – The findings contribute to the growing research area of digital channels. The typology of digital channels is a useful starting point for developing a systematic, theory-based study for enabling the development of broader, comprehensive theories of digital channels. Practical implications – Typologies and touchpoints are outlined in relation to industry, company objectives and customer needs to allow businesses to seize opportunities and optimise performance through individual touchpoints. A digital channel model as a key outcome of this research guides practitioners on what touchpoint to implement through an interrelated understanding of industry, company and customer needs. Originality/value – This is the first paper to explore a range of industries in relation to their use of digital channels using a unique content analysis. Contributions include clarifying and refining digital channel meaning; identifying and refining the hierarchical relations among digital channels (typologies); and establishing typology and industry relationship model.

scholarly journals Meaningful Learning and The Integration of Responsible Management Education in the Business School Courses

2018 ◽  
Vol 2 (1) ◽  
pp. 24
Author(s):  
Gyuzel Gadelshina ◽  
Chandra Vemury ◽  
Arif Attar
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Undergraduate Students ◽  
Management Education ◽  
Meaningful Learning ◽  
Youth Unemployment ◽  
Education For Sustainability ◽  
Responsible Management ◽  
The United Nations ◽  
The Individual

In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business‐related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students’ experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students.

The business case and barriers for responsible management education in business schools

2015 ◽  
Vol 34 (1) ◽  
pp. 34-60 ◽  
Author(s):  
Bob Doherty ◽  
John Meehan ◽  
Adam Richards
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Organisational Change ◽  
Business Case ◽  
Critical Issue ◽  
Institutional Pressures ◽  
Longitudinal Case Study ◽  
Content Type ◽  
Responsible Management ◽  
Depth Study

Purpose – The purpose of this paper is to gain a greater depth of understanding of both the pressures and barriers for embedding responsible management education (RME) within business and management schools. Design/methodology/approach – This paper utilises a longitudinal case study design of six business/management schools. Findings – This research identifies a set of institutional pressures and barriers for RME in the business schools selected. First, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors. Research limitations/implications – RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organisational change at all levels and an organisational change process to bring about implementation. Practical implications – The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy. Originality/value – This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and this research has provided a number of practical recommendations which will help business schools overcome the identified barriers.

Antecedents of graduate student satisfaction through e-portfolio: content analysis

2019 ◽  
Vol 61 (9) ◽  
pp. 1045-1063 ◽  
Author(s):  
Timothy Shea ◽  
Satyanarayana Parayitam
Keyword(s):  
Content Analysis ◽  
Student Satisfaction ◽  
Teaching Method ◽  
Self Report ◽  
Educational Institutions ◽  
Delivery Method ◽  
Content Type ◽  
Teaching Tools ◽  
Mba Students ◽  
The Relationship

Purpose Using content analysis on assessment of a student’s learning, the purpose of this paper is to investigate the effect of teaching on students through self-disclosure in E-portfolios. The antecedents of graduate student satisfaction are studied using a conceptual model. Design/methodology/approach The data from 50 E-portfolios from senior MBA students was analyzed following the steps outlined by Krippendorff (2004). A conceptual model was developed and tested using hierarchical regression. Teaching tools and delivery method by the professors were the moderators in the relationship between learning, professor dedication and teaching tools and student satisfaction. Findings The results suggest learning, professor dedication, course content, faculty engagement and teaching method are positively related to student satisfaction. Results also suggest that teaching tools moderate the relationship between learning and student satisfaction, and delivery method moderates the relationship between faculty engagement, professor dedication and student satisfaction. Research limitations/implications The present research is based on self-report documents from E-portfolios of MBA students from an accredited university in north-eastern part of Massachusetts. Since the authors used content analysis, the limitations of social desirability bias and common method bias are not limitations which are inherent in self-report structured instruments. The research has implications for the higher educational institutions and studies in the field of education. Practical implications In addition to the students and faculty in educational institutions, the present study contributes to literature on E-portfolios and also for Association to Advance Collegiate Schools of Business accreditations. The implications for both academicians and practitioners are discussed. Social implications The findings from the study help in creating a fruitful academic environment in organizations. Originality/value The study provides new insights into the effect of learning, teaching method, delivery method, professor dedication on student satisfaction.

Management Education for Sustainability: A Web-Based Content Analysis

2010 ◽  
Vol 9 (3) ◽  
pp. 520-531 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Shihping Huang ◽  
Lopin Kuo ◽  
Wen-Hsiung Wu
Keyword(s):  
Content Analysis ◽  
Management Education ◽  
Education For Sustainability ◽  
Web Based

An analysis of intensive mode pedagogy in management education in India

2015 ◽  
Vol 29 (4) ◽  
pp. 408-419 ◽  
Author(s):  
Sita Mishra ◽  
Rajendra Nargundkar
Keyword(s):  
Management Education ◽  
Mode Of Delivery ◽  
Developed Countries ◽  
Delivery Mode ◽  
Content Type ◽  
Mba Students ◽  
Education In India ◽  
Speed Up ◽  
Management Institutions ◽  
Intensive Teaching

Purpose – Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools. It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of delivery vs traditional semester-wide teaching of management courses among MBA students of a leading Business School, through one such experiment. Design/methodology/approach – A total of 19 dimensions were used in this study. The questionnaire was tested on two different groups. An independent sample t-test was conducted for each dimension, to find out if the group that was subjected to this experiment had opinions different from the group that did not undergo the accelerated version. Findings – The results indicated perceptions on most of the dimensions disconcerting, barring increase in commitment, engagement, focus, and concentration with intensive mode. Further, this negative perception augmented towards intensive delivery mode, after experiencing traditional delivery. Practical implications – The literature does appear to show controversial outcomes related to intensive mode but more studies are in support of intensive modes of delivery format. The issue of whether students learn better in a semester/trimester of traditional length or with a compressed schedule is a key concern to the innovations in higher education scheduling today. Findings of this study pose a serious threat to all those management institutions which are planning to attempt to speed up the delivery of programmes and courses within them in order to reduce cost or other reasons. Originality/value – In education literature, significant amount of research has been carried out using a time compressed in developed countries. This study is one of the first studies, which focuses on determining the effectiveness of intensive teaching against traditional trimester/semester wide teaching among MBA education in India.

scholarly journals Philosophical assumptions undermining responsible management education

2015 ◽  
Vol 34 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Mollie Painter-Morland
Keyword(s):  
Management Education ◽  
Complex Nature ◽  
Instrumental Approach ◽  
Content Type ◽  
Responsible Management ◽  
Current State ◽  
Tacit Assumptions ◽  
Current Paradigm ◽  
Practical Implications

Purpose – The purpose of this paper is to perform a philosophical interrogation of some assumptions that underpin management education. It offers an analysis of how these assumptions may influence the promotion the responsible management agenda within business schools. Design/methodology/approach – This paper is a theoretical exploration based on a literature review and philosophical analysis. Findings – The ontological and epistemological assumptions that underpin management education pose barriers to responsible management education. A combination of ontological and epistemological assumptions privilege an instrumental approach based on simplistic utilitarian premises. These assumptions make it difficult to engage with the long term, relational and complex nature of the ethics and sustainability concerns that are central to responsible management education. Practical implications – Understanding the assumptions that underpin management education may assist in challenging the current paradigm and rethinking our approaches to responsible management. Originality/value – The paper pursues the tacit assumptions that may underpin empirical findings around the blockages experienced when schools pursue responsible management education. It takes the research into the current state of business school education further by exploring what informs and sustains its current functioning.

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