Special Issue: Principles of Responsible Management Education (PRME)

2010 ◽  
Vol 34 (5) ◽  
pp. 775-776 ◽  
Author(s):  
Jeanie M. Forray ◽  
Jennifer Leigh
Keyword(s):  
Management Education ◽  
Special Issue ◽  
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.

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.

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