A holistic learning approach for responsible management education

2016 ◽  
pp. 159-184 ◽  
Author(s):  
Isabel Rimanoczy ◽  
Roger Saillant ◽  
Craig Teal
Keyword(s):  
Management Education ◽  
Learning Approach ◽  
Holistic Learning ◽  
Responsible Management

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.

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.

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