CityLab

2018 ◽  
Vol 37 (2) ◽  
pp. 213-235 ◽  
Author(s):  
Lindsay Thompson ◽  
Richard G. Milter ◽  

This paper outlines the academic architecture of CityLab as graduate program course initiative and Principles of Responsible Management Education (PRME) capstone exemplar. When the United Nations launched the Millennium Goals in 2000 to focus global development on humanity rather than GDP, the Global Compact was launched as a collateral effort, challenging business, government, and social sector leaders to transform the global economic system. In 2007, the Six PRME focused on business schools, challenging them to reorient their curricula towards preparing students to lead the world in building “an inclusive and sustainable economy.” CityLab is an example of innovating the learning experience and challenging learners to take leadership roles in efforts to enhance the value of livable cities as the foundation of an inclusive and sustainable global economy for the Urban Century.

This volume documents the intellectual influence of the United Nations through its flagship publication, the World Economic and Social Survey (WESS) on its seventieth anniversary. Prepared at the Department of Economic and Social Affairs (DESA) and first published in 1948 as the World Economic Report (subsequently renamed the WESS), it is the oldest continuous post-World War II publication of this kind, recording and analysing the performance of the global economy and social development trends, and offering relevant policy recommendations. This volume highlights how well WESS has tracked global economic and social conditions, and how its analyses have influenced and have been influenced by the prevailing discourse over the past seven decades. The volume critically reflects on its policy recommendations and their influence on actual policymaking and the shaping of the world economy. Although world economic and social conditions have changed significantly over the past seven decades and so have the policy recommendations of the Survey, some of its earlier recommendations remain relevant today; recommendations in WESS provided seven decades ago seem remarkably pertinent as the world currently struggles to regain high levels of employment and economic activity. Thus, in many ways, WESS was ahead of the curve on many substantive issues. Publication of this volume will enhance the interest of the wider community of policymakers, academics, development practitioners, and members of civil society in the analytical work of the UN in general and UN-DESA in particular.


Author(s):  
Malebo Mokoqama ◽  
Ziska Fields

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.


Author(s):  
Malebo Mokoqama ◽  
Ziska Fields

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.


2017 ◽  
Vol 8 (2) ◽  
pp. 53
Author(s):  
Editorial Board

MTC Global is a global think tank in higher education with a special focus on Management Education having presence in over 30+ countries, over 3000 B-Schools, 30,000 + members, 45 national chapters, 32 international chapters and connected with millions of people across the world through its different initiatives. A participant in United National Global Compact program, United Nations Academic Impact and ISO 9001: 2008 certified organization. It is a non-for-profit organization having HQ in Bangalore, India.


2020 ◽  
Vol 1 (1) ◽  
pp. 01-08
Author(s):  
Robert Skopec

'Greening' our current economic system can only take us so far. GTS/Shutterstock You may have missed it, but a recent report declared that the main strategy of world leaders for tackling climate change won’t work. It’s called green growth, and it’s favoured by some of the largest and most influential organisations in the world, including the United Nations and the World Bank.


Author(s):  
Yasmin Ibrahim

The social issue of the “digital divide” has courted much political and scholarly attention in the last decade. There is, however, less consensus over the origin of the term, even though it is generally associated with the advancement and diffusion of information technology. According to Jan Steyaert and Nick Gould (2004), the concept of the digital divide is believed to have gained media and academic currency in the mid-1990s. In 1998, the United Nations labelled the digital divide as a new type of poverty that was dividing the world (cf. Hubregtse, 2005). A UNDP (United Nations Development Programme) report in 1999 (cf. Norris, 2000) stated that “the network society is creating parallel communications systems” that increase the divisions between rich and poor nations (p.3). The term, in effect, captures the social inequality of access to technology, particularly the Internet, as well as the long-term consequences of this inequality for nations and societies. The significance of the term is embedded within the notion of an information society, where information is an important component of the global economy in terms of production, development, and social enrichment of societies and nations. The diffusion of technologies, such as the Internet, has meant the surfacing of various social issues including technology’s impact on society, its relationship with older media forms, and its immediate impact on people’s social and political lives (Robinson, 2003, p. i). New technologies, such as the Internet, are seen as transforming the globe into an information society with the ability to promote new forms of social identity and social networks while decentralizing power (Castells, 1996, p. 2001). Robin and Webster (1999, p. 91), nevertheless, are of the view that the contextualization of the digital divide debates within the issue of information revolution is misleading, for it “politicises the process of technological development by framing it as a matter of shift in the availability of and access of information.” The term digital divide conveys the broader context of international social and economic relations and in particular, the centre-periphery power configuration marked by American dominance over the rest of the world (Chen & Wellman, 2004, p. 41). In fact, rhetoric and literature on technology and information have always emphasized this divide (see Galtung & Ruge, 1965), not to mention the debates that were sparked in the 1980s by UNESCO’s proclamation of the New World Information Order (cf. Norris, 2000). The term has been analysed both at global and regional levels, and has involved the investigation of socioeconomic contexts, global governance, policy issues, as well as cultural elements. The analysis of the digital divide on a global level may entail comparisons of large regions, between developed and developing countries, and between rural and urban areas. In modern consciousness, the phrase captures the disadvantages and inequalities of those who lack access or refrain from using ICTs in their everyday lives (Cullen, 2003).


2017 ◽  
Vol 15 (15) ◽  
pp. 66-89 ◽  
Author(s):  
Tomasz Pawłuszko

Article explores the issue of genesis and development of the „world-system analysis” and focuses on its approach to the proces of globalization. From the point of view of world-system analyses the global economic system has emerged since the sixteenth century. For centuries global economy has been based on the international division of labour. It creates a new kind of „capitalistic civiliation”. This paper aims to discuss the development of theoretical framework of the world-system analysis. Besides, I try to outline contemporary scientific and political-economic challenges for the concept of capitalistic civilization.


2020 ◽  
pp. 251484862090238
Author(s):  
Nicholas Beuret

The only existing plans to arrest dangerous climate change depend on either yet to be invented technologies to keep us below 2°C or on crashing the world economy for decades to come. The political choice appears to be between doing what is scientifically necessary or what is politically realistic; between shifting to an entirely different kind of global socio-economic system or suffering catastrophe. We are thus in a moment of governmental impasse, caught between old and still-emerging political rationalities. Working through the liminal governmental role of environmental non-governmental organisations, this paper explores the shift from governmental regimes centred on biopower to ones that work through the register of geopower, from governing life to governing the conditions of life. Confronted with climate change as an irresolvable problem, what we find emerging are techniques that aim to contain the worst effects of climate change without fundamentally transforming the global economy.


Author(s):  
Richard Devon ◽  
Alan De Pennington ◽  
Alison McKay

How can we understand design in a global economy and prepare engineering students to play creative leadership roles? Further, what can we do through research to re-conceptualize design ideas, methods, and processes in creative ways that raises productivity and improves the lives of people throughout the world? The authors address these questions by discussing the Prestige Consortium that was established to advance global design education through the combined resources of seven universities in four countries.


2021 ◽  
pp. 1-8
Author(s):  
Anna Calori ◽  
Ljubica Spaskovska

The 1975 World Conference on Women marked the beginning of the United Nations Decade for Women. The conference report, written soon afterwards, underlined that ‘the issue of inequality that affects the vast majority of women of the world is closely linked with the problem of under-development which exists as a result not only of unsuitable internal structures but also of a profoundly unjust world economic system’. This type of holistic and more radical understanding of (under)development has usually been lost in mainstream accounts of the history of development as a colonial endeavour or as a Western-imposed set of values and templates rooted in modernisation theory. A recent wave of scholarship, however, has sought to recover the agency of the ‘Global South’ in the history of internationalism and development, uncovering the plurality of internationalisms and the variety of political imaginaries that shaped twentieth-century ideas of development.


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