Empowering Students to Engage with Responsible Business Thinking and Practices

Murphy, Roger; Sharma, Namrata; Moon, Jeremy

doi:10.5840/bpej201231215

Cited by 20 publications

(13 citation statements)

References 51 publications

(2 reference statements)

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“…The articles in this category are also concerned with RMLE, but mainly in terms of developing it as a capacity within Business Schools (Bendell 2007;Rasche and Escudero 2009;Murphy et al 2012;Prandini et al 2012;Araç and Madran 2014;Burchell et al 2015;Nonet et al 2015). The 'Organizing for Responsible Management Education' category (hereafter ORME) is the largest of all four categories and accounts for 49, or 48% of all articles analysed.…”

Section: Organizing For Responsible Management Education (Orme)mentioning

confidence: 99%

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education (RMLE) confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided into four distinct categories:(1) Teaching Responsible Management; (2) Organizing for Responsible Education; (3) Responsible Individual Learning, and; (4) Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed.

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Section: Organizing For Responsible Management Education (Orme)mentioning

confidence: 99%

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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“…Beyond this strategic choice to build-in or bolt-on, business schools embody a set of organizational characteristics, which may be expected to influence the degree to which this legitimacy building through sustainability takes place. Organizational size, financial resources, expertise and prestige have all been identified as potential determinants in whether business schools decouple or tightly couple their policy from practice Christensen, Pierce, Hartman, & Hoffman, 2007;Edelman, 1992;Matten & Moon, 2004;Moon & Orlitzy, 2011;Murphy, Sharma, & Moon, 2012;Rasche & Gilbert, 2015).…”

Section: Organizational and Strategic Factors In Business School Decomentioning

confidence: 99%

“…With regards to expertise, surveys of business schools introducing sustainability and CSR into the curriculum continue to find that faculty with the right skills and knowledge is crucial to successfully integrate sustainability into the curriculum (Christensen et al, 2007;Matten & Moon, 2004;Moon & Orlitzy, 2011;Murphy et al, 2012). Decoupling is deemed more likely where there is incongruence between business schools' stated goals and the knowledge, skills and resources required to deliver on the stated policy .…”

Section: Organizational and Strategic Factors In Business School Decomentioning

confidence: 99%

“…Integrating sustainability into the business school curriculum has the potential to educate more responsible managers, signal to stakeholders that business schools are aware of and are responding to their broader societal role, and show that business schools can have a positive impact that extends beyond the traditional paradigm of educating profit maximizing managers (Ghoshal, 2005). Earlier research has identified some of the factors that help business schools wishing to integrate sustainability into the curriculum, such as size , financial resources (Rasche & Gilbert, 2015) and expertise (Matten & Moon, 2004;Moon & Orlitzky, 2011;Murphy et al, 2012). However, relatively little is known about the role these factors play when combined, or which sets of factors help facilitate the implementation of sustainability in the curriculum and result in a tightly-coupled or decoupled outcome.…”

Section: Organizational and Strategic Factors In Business School Decomentioning

confidence: 99%

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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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“…Similar observations related to CSR at universities can be seen in the work of researchers from outside Europe. (Vázquez et al, 2014) emphasized the very important role of curriculum and teachers in encouraging and involving students in this important field of modern business thinking (Christensen et al, 2007;Co'rdoba and Campbell, 2007;Kelly and Alam, 2009;Murphy et al, 2012). Segon and Both (2009) examined 280 students of the Royal Melbourne Institute of Technology University to answer the question whether the MBA program should be supplemented with subjects related to business ethics and CSR.…”

Section: Classification Of Categories Using the Ward Methodsmentioning

confidence: 99%

The Application of Correspondence Analysis in Studies of CSR Awareness at Economic Universities in Poland and Croatia

Bąk¹,

Wolska²,

Oesterreich³

2019

ERSJ

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Purpose: The aim of the article is to present and compare the results of actions taken for the education of students of economic faculties about social responsibility of business in Poland and Croatia. Design/Methodology/Approach: The following research methods will be used in the article: descriptive method and selected methods of descriptive statistics (analysis of the structure and interdependencies of variables). Findings: In spite of implementing programs regarding the concept of social responsibility of business at many universities specialising in economics, both in Poland and Croatia, the insufficient knowledge of the assumptions and importance of the idea of social responsibility in business is noticed. Practical Implications: The wider discussion on the idea of social responsibility of business was intensified by the crisis that began in 2008. It caused reflections on discrepancies between socioeconomic practice and the theory of economics to be raised more often in the literature on the subject as well as in practice. As a result of these reflections and discussions, many economists indicate that one of the most beneficial solutions is the collective inclusion of enterprises and institutions in the idea of social responsibility of business. Originality/Value: Comparison of level of knowledge in term of CSR of Polish and Croatian students. Results can be compared with other countries.

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Empowering Students to Engage with Responsible Business Thinking and Practices

Cited by 20 publications

References 51 publications

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

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

The Application of Correspondence Analysis in Studies of CSR Awareness at Economic Universities in Poland and Croatia

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