Development of MBA with specialisation in sustainable development

Amran, Azlan; Khalid, Siti Nabiha Abdul; Razak, Dzulkifli Abdul; Haron, Hasnah

doi:10.1108/14676371011058550

Cited by 31 publications

(21 citation statements)

References 11 publications

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“…A key strategic area in which business schools can deliver on the sustainability agenda is in the realm of the business school curriculum, and much research suggests that sustainability is on the rise in the curriculum across the world's business schools (Amran, Khalid, Razak & Haron, 2010;Krizek, Newport, White, & Townsend, 2012;Moon & Orlitzky, 2011;Naeem & Neal, 2012;Naeem & Peach, 2011;Scott & Gough, 2006). However, the manner and extent to which sustainability is offered as part of the curriculum differs, and a discussion of how to integrate sustainability into the business school curriculum has ensued.…”

Section: Organizational and Strategic Factors In Business School Decomentioning

confidence: 99%

Business School Legitimacy and the Challenge of Sustainability: A Fuzzy Set Analysis of Institutional Decoupling

Snelson‐Powell

Grosvold

Millington

2016

AMLE

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Business schools face growing institutional pressure to respond to the sustainability agenda, especially since the financial crisis highlighted the need to educate business leaders who engage with issues beyond a profit imperative. While business schools increasingly signal their engagement with global issues, such as sustainability, there are also suggestions that they decouple their espoused commitments from their practices. Rather than institute actual change and include sustainability in organizational activities, business schools may merely indicate that such change is taking place. This study examines the key organizational and strategic conditions under which business schools decouple their sustainability policies from practices. We draw on interviews with 40 deans of UK business schools and analyze the data using fs/QCA, a method that investigates combinations of individual conditions. We find evidence to suggest that tight coupling is associated with small, prestigious business schools and that decoupling is associated with business schools that are large, wealthy or lacking in expertise. We discuss the implications of these findings for business school legitimacy and institutional theory.

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Section: Organizational and Strategic Factors In Business School Decomentioning

confidence: 99%

Business School Legitimacy and the Challenge of Sustainability: A Fuzzy Set Analysis of Institutional Decoupling

Snelson‐Powell

Grosvold

Millington

2016

AMLE

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“…A bold example of such an effort has been the Universiti Sains Malaysia's introduction of an innovative MBA, specializing in SD (Amran et al, 2010). A related pan-institutional initiative has been the development of the Network for the Promotion of Sustainability in Postgraduate Education and Research (ProSPER.Net) consortium of universities committed to the promotion of ESD in the Asia-Pacific region and beyond .…”

Section: Introductionmentioning

confidence: 99%

Sustainability in business education in the Asia Pacific region: a snapshot of the situation

Naeem

Neal

2012

International Journal of Sustainability in Higher Education

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to provide information about the extent to which sustainability is integrated into business school education and learning in the Asia Pacific region. Design/methodology/approach -A survey was developed, and administered to business schools in the Asia Pacific region. In addition to measuring the number of courses and programs integrating sustainability, the study solicited qualitative observations by respondents, to provide information and insight into the issues. Findings -The research found that whereas corporate governance, sustainability and business ethics were quite commonly taught in business schools, they were not generally prioritized. There was also an overall lack of systematic approaches to the integration of sustainability in business curricula, and significant barriers to the integration of sustainability into programs remained. Originality/value -This is the first region-wide survey of sustainability in business education in the Asia Pacific region.

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“…Embedding sustainable practice subjects within disciplinary programs (Tilbury & Wortman, 2004; Amran, Nabiha, Khalid, Razak, & Haron, 2010; Fenner, Ainger, Cruickshank, & Guthrie, 2005; Stubs & Schapper, 2011);…”

Section: Resultsmentioning

confidence: 99%

The Masters of Sustainable Practice: A Review of a Program for Working Professionals

Edirisinghe

Fraser

2014

Aust. J. environ. educ.

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This study sought to distil recommendations and curriculum design principles that could underpin the re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim of the study was to redesign the program to better meet the expectations of contemporary working professionals. Four data sources were used to develop 12 program recommendations: postgraduate sustainability education literature, postgraduate coursework literature, publicly available information for contemporary coursework Masters sustainability programs both in Australia and overseas, and interview data from current and graduate students from the RMIT University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model comprised of six curriculum design principles that the authors argue are essential for the development of curricula for contemporary working professionals. Sustainable practice coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment opportunities; provide significant guidance to achieve individual aspirations and to customise the program for each student; recognise learning through current workplace roles and through continuing professional development opportunities; use integrative assessments to achieve the Australian Qualification Framework knowledge and skills application requirements; incorporate short credit-bearing courses, in particular for the development of employability skills; and support students to transition to professional practice.

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Development of MBA with specialisation in sustainable development

Cited by 31 publications

References 11 publications

Business School Legitimacy and the Challenge of Sustainability: A Fuzzy Set Analysis of Institutional Decoupling

Business School Legitimacy and the Challenge of Sustainability: A Fuzzy Set Analysis of Institutional Decoupling

Sustainability in business education in the Asia Pacific region: a snapshot of the situation

The Masters of Sustainable Practice: A Review of a Program for Working Professionals

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