A review of responsible management education: practices, outcomes and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hala A. Abdelgaffar
Keyword(s):  
Management Education ◽  
Descriptive Analysis ◽  
Implementation Strategies ◽  
Bottom Line ◽  
Content Type ◽  
Stakeholder Groups ◽  
The Past ◽  
Responsible Management ◽  
Current Economic Situation ◽  
Level Of Concern

PurposeResearch on management education (ME) over the past 2 decades signals a growing level of concern in response to increasing societal demands for ethical, responsible and sustainable considerations in management decisions in light of the current economic situation. The purpose of this paper is to review extant literature on responsible management education (RME) over the past decade.Design/methodology/approachThe author carried out a systematic literature review of peer-reviewed publications, which were mapped and analysed according to the following six categories: (1) types of papers, (2) geographical context, (3) RME purpose, (4) strategies, (5) intended outcomes and (6) challenges. The analysis resulted in a descriptive overview of article content and synthesis of review data categorised by topical focus.FindingsAnalysis of the review sample reveals how scholarly interest in RME has accelerated over the last decade. This is accompanied by a growing institutionalisation and development of RME. The descriptive analysis indicates that the vast majority of publications focus on RME implementation strategies, mostly focussing on on-campus – curricular, pedagogical and operational – changes and the unique experiences of particular schools. Recent publications reveal interest in how RME can respond to triple bottom line (TBL) concerns that benefit the wider society and to sustainable development (SD) goals that target the local and global community. A budding interest is revealed in examining the perceptions of diverse stakeholder groups of sustainability requirements in RME curricula to create relevant and practical content.Originality/valueThis paper contributes to the adoption and/or development of RME.

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.

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.

Graduate leadership students’ perspective on including spiritual topics

2015 ◽  
Vol 23 (1) ◽  
pp. 142-153 ◽  
Author(s):  
Stuart Allen ◽  
Peter Williams
Keyword(s):  
Student Perceptions ◽  
Rating Scale ◽  
Management Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Student Perspective ◽  
Diversity Awareness ◽  
Context Analysis ◽  
Leadership And Management ◽  
Content Type

Purpose – The purpose of this study is to explore working students’ perspectives on the inclusion of spiritual topics in graduate leadership and management programs at secular, nonreligious, and multifaith universities. The growth in interest in spiritual issues at work and in leadership and management education suggests that spiritual topics have a role to play in leadership and management education, but this has not been systematically researched from a student perspective. Design/methodology/approach – A total of 128 graduate students in leadership and management programs were surveyed using a 22-item rating scale-based questionnaire, with three additional open-ended items. Questions were developed from a survey of the literature. Findings – Descriptive analysis suggests support for the inclusion of spiritual components in courses but emphasizes students’ desire for an unbiased learning experience. Factor analysis not only revealed student perceptions being influenced by openness to and interest in the topic but also identified concern or fear when engaging others in the educational context. Analysis of qualitative results supported the quantitative findings but provided a richer understanding of students’ perceptions of benefits (e.g. diversity awareness) and concerns (e.g. student and instructor bias). Practical implications – This research suggests a role for spiritual topics in management and leadership programs, with appropriate caution, classroom facilitation skill and control of bias by instructors. Originality/value – This study provides a systematic exploration of students’ perspectives on the inclusion of spirituality in graduate leadership and management programs.

Revisiting upcycling phenomena: a concept in clothing industry

2018 ◽  
Vol 22 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Manoj Kumar Paras ◽  
Antonela Curteza
Keyword(s):  
Design Methodology ◽  
Significant Contribution ◽  
Scientific Literature ◽  
Descriptive Analysis ◽  
Clothing Industry ◽  
Content Type ◽  
The Past ◽  
Material Evaluation ◽  
Current State ◽  
Review Current

Purpose The purpose of this study is to review the literature and practice of upcycling. In particular, the objective of this study is threefold: to comprehend the concept of upcycling and, subsequently, understanding the prominent terminologies used in the literature; to understand the process of upcycling and problem associated with it; and to review current literature and practice of upcycling for clothes. Design/methodology/approach A scientific literature review procedure proposed by Mayring (2002) was adopted to select and screen the paper that comprises the following steps: material collection, descriptive analysis and material evaluation. Findings Upcycling literature has witnessed significant contribution in the past one decade. The paper has identified various terminologies and definitions such as recycling, down-cycling, upcycling and redesign, which are used in the literature. Research limitations/implications The present study may help the scholars to understand the current state of literature. A practitioner of upcycling can use the findings to improve and standardise the existing process. Originality/value The process of redesigning is one of the important steps in upcycling, which comprises ideation, reconstruction and fitting. The limitation of redesigning is variability in size and pattern. This can be overcome through various techniques such as craftsmanship, time, innovation, provenance, desire and narrative.

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.

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.

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.

Contribution of PRME in education, research, and outreach in Brazilian higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aline Bento Ambrósio Avelar ◽  
Keilla Dayane da Silva-Oliveira ◽  
Milton Carlos Farina ◽  
Raquel da Silva Pereira
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Local Community ◽  
Management Education ◽  
Higher Education Institutions ◽  
Hierarchical Classification ◽  
Content Type ◽  
Responsible Management ◽  
Teachers And Students ◽  
Development Goals

Purpose This paper aims to assess the contribution of the UN’s Principles for Responsible Management Education (PRME) in higher education, covering education, research and outreach in Brazilian higher education institutions (HEIs) after becoming signatories. Design/methodology/approach Teachers representing Brazilian HEI signatories to the PRME were interviewed. The IRAMUTEQ software was used for content analysis, descending hierarchical classification and similarity tree, allowing to quantify the quality variables originating from the professors’ beliefs and opinions. Findings The PRME helps Brazilian HEIs to review or create disciplines related to responsible management education and adopt transdisciplinarity for sustainability. The signatories’ PRME-influenced research is interdisciplinary, focusing on the UN’s Sustainable Development Goals (SDGs). Social responsibility is promoted through local-community projects, while partnerships, initiatives and innovative pedagogies from foreign-signatory HEIs provide international experiences for teachers and students. However, within one initiative, which had 170 signatories in 2008 and over 800 in 2020, indicators should be formulated to analyze and enhance HEIs’ sustainability profile. The PRME contributes to educating young people and adults in Brazil via education, research or outreach; however, this contribution needs to be assessed. Originality/value Prior studies have not collected data through interviews to consider professors’ perspectives on the PRME’s contribution to signatory HEIs in Brazil. This study interviewed professors involved with the PRME to broaden their understanding beyond bibliometrics and assess the alignment of the PRME and UN SDGs.

Digital athletics in analogue stadiums

2020 ◽  
Vol 30 (3) ◽  
pp. 713-735
Author(s):  
Max Sjöblom ◽  
Joseph Macey ◽  
Juho Hamari
Keyword(s):  
Physical Attractiveness ◽  
Human Interaction ◽  
Data Sets ◽  
Content Type ◽  
Stakeholder Groups ◽  
The Past ◽  
Sports Events ◽  
Multiple Stakeholder ◽  
Behavioural Patterns ◽  
Traditional Sports

Purpose Esports (electronic sports) are watched by hundreds of millions of people every year and many esports have overtaken large traditional sports in spectator numbers. The purpose of this paper is to investigate spectating differences between online spectating of esports and live attendance of esports events. This is done in order to further understand attendance behaviour for a cultural phenomenon that is primarily mediated through internet technologies, and to be able to predict behavioural patterns. Design/methodology/approach This study employs the Motivation Scale for Sports Consumption to investigate the gratifications spectators derive from esports, both from attending tournaments physically and spectating online, in order to explore which factors may explain the esports spectating behaviour. The authors investigate how these gratifications lead into continued spectatorship online and offline, as well as the likelihood of recommending esports to others. The authors employ two data sets, one collected from online spectators (n=888), the other from live attendees (n=221). Findings The results indicate that online spectators rate drama, acquisition of knowledge, appreciation of skill, novelty, aesthetics and enjoyment of aggression higher than live attendees. Correspondingly, social interaction and physical attractiveness were rated higher by live attendees. Vicarious achievement and physical attractiveness positively predicted intention to attend live sports events while vicarious achievement and novelty positively predicted future online consumption of esports. Finally, vicarious achievement and novelty positively predicted recommending esports to others. Originality/value During the past years, esports has emerged as a new form of culture and entertainment, that is unique in comparison to other forms of entertainment, as it is almost fully reliant on computer-human interaction and the internet. This study offers one of the first attempts to compare online spectating and live attendance, in order to better understand the phenomenon and the consumers involved. As the growth of esports is predicted to continue in the coming years, further understanding of this phenomenon is pivotal for multiple stakeholder groups.

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