Responsible management education in UK business schools: Critically examining the role of the United Nations Principles for Responsible Management Education as a driver for change

2014 ◽  
Vol 46 (4) ◽  
pp. 479-497 ◽  
Author(s):  
Jon Burchell ◽  
Steve Kennedy ◽  
Alan Murray
Keyword(s):  
United Nations ◽  
Management Education ◽  
Business Schools ◽  
Responsible Management ◽  
The United Nations

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.

A Methodology for Building Faculty Support for the United Nations Principles for Responsible Management Education

2011 ◽  
Vol 36 (3) ◽  
pp. 312-336 ◽  
Author(s):  
Michael J. Maloni ◽  
Shane D. Smith ◽  
Stuart Napshin
Keyword(s):  
United Nations ◽  
Structural Model ◽  
Management Education ◽  
Faculty Support ◽  
Business Faculty ◽  
Extant Literature ◽  
Responsible Management ◽  
The United Nations ◽  
Insight Into

Evidence from extant literature indicates that faculty support is a critical driver for implementing the United Nations Principles for Responsible Management Education (PRME), particularly for schools pursuing an advanced, cross-disciplinary level of sustainability integration. However, there is limited existing research offering insight into how to build faculty support for sustainability programs. Addressing this gap, the authors present an exploratory methodology using a survey and structural model to measure differential faculty support for sustainability. The methodology also increases awareness of the underlying drivers of and barriers to expanding the reach of sustainability across business faculty, ultimately allowing PRME institutions to address their distinct needs. The authors describe application of the methodology at a recent PRME signatory institution, including actions taken as a result of intriguing findings that identified difficulties in gaining broad faculty acceptance of PRME.

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.

scholarly journals Exploring Responsible Project Management Education

2018 ◽  
Vol 9 (1) ◽  
pp. 2 ◽  
Author(s):  
Gilbert Silvius ◽  
Ron Schipper
Keyword(s):  
Project Management ◽  
United Nations ◽  
Empirical Research ◽  
Management Education ◽  
Academic Programs ◽  
Responsible Management ◽  
Starting Point ◽  
The United Nations

As projects are evolving from tactical level ‘tasks’ to societally-relevant ‘instruments of change’, the theories, methods, and practices of project management need to evolve, too. Academic programs on project management, logically, should be frontrunners in this development, which calls for societally-relevant and ‘responsible’ project management education. Following the model of the United Nations Principles for Responsible Management Education, some first ideas on what Responsible Project Management Education should entail developed. The study presented in this article uses meta-synthesis to explore the meaning and characteristics of responsible project management education. The study concludes nine characteristics that provide a conceptual starting point for more empirical research on the topic.

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 Reflection on the implementation of the United Nations’ Principles for Responsible Management Education in academia: case of the Almaty Management University in Kazakhstan

2020 ◽  
Vol 2 ◽  
pp. 6
Author(s):  
Aigerim Kaumenova
Keyword(s):  
Social Responsibility ◽  
United Nations ◽  
Management Education ◽  
Global Scale ◽  
Core Model ◽  
Responsible Management ◽  
Guiding Principles ◽  
The United Nations ◽  
Education Initiatives

The article gives an overview of responsible management in education using an example of the Almaty Management University (AlmaU) in Kazakhstan. At AlmaU, social responsibility is considered as a core model both from the perspective of managing education and teaching. Several projects and initiatives for staff and students reflect this model in action. The United Nations’ Principles for Responsible Management Education initiatives and concepts serve as guiding principles and help benchmark initiatives on the global scale.

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