Signing to living PRME: Learning from a journey towards responsible management education

Greenberg, Danna; Deets, Stephen; Erzurumlu, S. Sinan; Hunt, James M.; Manwaring, Melissa; Rodgers, Vikki; Swanson, Elizabeth

doi:10.1016/j.ijme.2017.02.007

Cited by 25 publications

(42 citation statements)

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“…In proposing a framework to business schools to engage in SDGs, Weybrecht (2017) found that business schools still need to be more adaptable to maximize their impact on the SDGs. Greenberg et al (2017) argue that to integrate RME into a university's ethos, the change process must be tailored to the university's past experiences with pedagogical change, and that reflection is an important step in the implementation of RME and can be useful for uncovering hidden assumptions that may be blocking systemic implementation of RME. In a case study of a Scottish PRME signatory institution Wersun (2017) argues that top-down commitment is a key driver of the implementation of PRME, and that understanding of local context and prevailing organizational circumstances explains the timing and nature of institutional commitment to PRME.…”

Section: Challenges To Integrating Sustainability Into Management Edumentioning

confidence: 99%

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Massoud

Ayoubi

Abdelgaffar

2020

The International Journal of Management Education

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In this paper we investigate why responsible management education (RME) should become a necessity in Egyptian public business schools. A total of 80 academics from three universities were contacted and interviewed in six different focus groups. Three types of motives were identified from the interviews: extrinsic local, intrinsic school and extrinsic global, which inspired academics to believe in the importance of implementing RME in their business schools. Most respondents consider implementing RME is crucial to rebuilding their schools' legitimate and ethical role. Focusing only on academics rather than the executives of the selected business schools, is perceived to be a limitation. Moreover, addressing only public business schools and excluding private ones may limit the authors' ability to generalize results. Thus, the authors of this paper invite researchers from the fields of cultural diversity, CSR, sustainability and higher education (HE) to collaborate in producing more interdisciplinary and/or trans-disciplinary papers on the same topic. Future researchers may seek to investigate the perceptions of management in the addressed business schools. Replicating this study with private business schools in Egypt may be considered another research opportunity. The educational authorities need to develop a framework for implementing and assessing RME in public business schools. This paper contributes by filling a gap in HE management, responsible leadership, and sustainability literature in which empirical studies on RME and the responsible practices of academics have been limited so far.

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Section: Challenges To Integrating Sustainability Into Management Edumentioning

confidence: 99%

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Massoud

Ayoubi

Abdelgaffar

2020

The International Journal of Management Education

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“…Business Schools have responded to criticism that they do not teach responsible management practice. According to Greenberg et al (2017), more than 600 institutions in 85 countries have signed-up to the “Principles of Responsible Management Education” (PRME) project. The PRME principles are viewed as statements of intent in reshaping the curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

Practical Heutagogy: Promoting Personalized Learning in Management Education

Stoten

2020

Adult Learning

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The purpose of this article is to highlight the benefits to both organizations and individuals in adopting heutagogy within management education to develop individual capability. This conceptual paper is based on a systematic review of the literature relating to heutagogy and learning theory. This article calls for the adoption of heutagogic learning within management education alongside traditional pedagogy and andragogy. It provides a number of practical examples of how heutagogy may be implemented in a variety of contexts, ranging from undergraduate study to senior leadership positions within organizations. This article contributes to the growing interest and literature related to new forms of student-centered learning and, in particular, heutagogy. This article is an original contribution to the discourse on student-centered learning and the contribution that heutagogy may make to the professional development of individuals.

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“…A number of studies have discussed PRME implementation in the context of single institutions (Cicmil et al, 2017;Escudero et al, 2017;Fougére et al, 2014;Greenberg et al, 2017;Kolb et al, 2017;Nhamo & Nhamo, 2014;Solitander et al, 2011;Warin & Beddewela, 2016;Young & Nagpal, 2013). Solitander et al (2011) reported how implementation was organized in two PRME signatory schools in France and Finland.…”

Section: Implementing the Principles For Responsible Management Educamentioning

confidence: 99%

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

et al. 2019

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Signing to living PRME: Learning from a journey towards responsible management education

Cited by 25 publications

References 24 publications

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Practical Heutagogy: Promoting Personalized Learning in Management Education

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education

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