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.

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 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.

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.

scholarly journals New Zealand and climate change: what are the stakes and what can New Zealand do?

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Ian Bailey ◽  
Tor Hakon Jackson Inderberg
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
United Nations ◽  
Emissions Reduction ◽  
United Nations Framework Convention ◽  
Global Average ◽  
Starting Point ◽  
The World ◽  
Nationally Determined Contributions ◽  
The United Nations

Following the 21st Conference of the Parties (COP21) to the United Nations Framework Convention on Climate Change (UNFCCC) in December 2015, governments around the world now face the task of developing strategies to meet their Intended Nationally Determined Contributions (INDCs) – UN terminology for emissions reduction goals to 2030 – and their broader contributions to the Paris Agreement’s goal of maintaining global average temperatures to well below 2°C above pre-industrial levels (UNFCCC, 2015a, article 2.1(a)). Paris represented a crucial starting point, but the decisions by Paula Bennett, New Zealand’s new minister for climate change issues, and her international counterparts will determine whether COP21 produced just warm words or genuinely charted a course to avoid the worst impacts of human-induced climate change.

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