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Amann, Wolfgang; Pirson, Michael; Dierksmeier, Claus; Kimakowitz, Ernst von; Khan, Shiban; Spitzeck, Heiko

doi:10.1057/9780230353855_34

Cited by 6 publications

(7 citation statements)

References 6 publications

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“…Management education has witnessed surging demand in recent years, yet business schools that are at the core of providing this form of education have invited considerable attention and critique from stakeholders inside and outside of academia, especially regarding their responsibility in society (Caulkin, 2014;Ghoshal, 2005;Hay, 2008;Morsing and Rovira, 2011;Pfeffer and Fong, 2002). Articles, books and conferences featuring such critiques have used different called on business schools to deal with various aspects of sustainability (Amann et al, 2011;Marshall et al, 2010;Morsing and Rovira, 2011). The repercussion of financial crisis also led to the institutional foundation of UN PRME in 2007, which has mobilized academic community for RME by putting pressure on accreditation mechanisms, faculty and deans for rethinking the role of teaching and research (Perry and Win, 2013).…”

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

“…Contrarily, it is also observed that sustainability debate, at least within business school, has been contained relatively within the scholarly community, thereby leading only to academic discussion and insights. These are related to why business schools should pursue RME or how can business schools support UN PRME agenda, such as United Nations Sustainable Development Goals (UN SDGs) (Weybrecht, 2022;Amann et al, 2011;Muff et al, 2013;Perry and Win, 2013). As a result, whereas the research addressing the implementation of sustainability has reached scholarly consensus, which remains normative and critical in nature.…”

Section: Introductionmentioning

confidence: 99%

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Implementing sustainability via organizational learning: case study of a French business school

Mukhi

2022

IJSHE

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Purpose This study aims to clarify how higher educational institutions (HEI now onwards) can engage in organizational learning process to implementing sustainability initiatives. Through the case study of business school in France, it shows how sustainability integration is a longitudinal process, influenced by contextual factors which facilitate and impede the learning process. It aims to contribute to the literature of sustainability in higher education by bringing in insights from organizational learning theory. Design/methodology/approach This research uses the case study method to analyze the sustainability integration over the specific period. To do so, data was compiled by analyzing internal documents, publicly available sustainability reports. Further data was also complimented by the interviews, which gave intra-organizational level insights. Findings The case highlights that organizational learning for sustainability is stimulated by deans, faculty and institute of sustainability. It provides insights about how designing and implementing sustainability initiatives within an HEI is not a fixed goal; on the contrary, it is an ongoing learning process. However, this learning is also prone to barriers due to the ambiguous nature of sustainability. Research limitations/implications This research was conducted within a specific time, geographical and cultural context; hence, its result may lack generalization. Further comparative research is encouraged to explore similarity and differences within different HEI settings. Practical implications This research also gives potential insights for developing contextual awareness to prioritize, design and implement sustainability initiatives. Thus, it may be useful for the HEI administrators such as deans, sustainability managers and faculty members. Social implications This case emphasizes that HEI like business schools need to expand their relevance via social responsibility. This could be done so by encouraging leadership to engage with the United Nations Sustainable Development Goals. Originality/value This research uses organizational learning theory to understand determinants of sustainability design and implementation at French HEI. In doing so, this research contributes macro-level process of sustainability integration of an HEI.

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Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing sustainability via organizational learning: case study of a French business school

Mukhi

2022

IJSHE

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“…High-level initiatives like the United Nation’s Principles for Responsible Management Education promote a reorientation in management education and a professional ethos closely tied to humanistic values and global citizenship (Alcaraz & Thiruvattal, 2010; Amann et al, 2011). History suggests, however, that such change can be slow to take effect systemically.…”

Section: Introductionmentioning

confidence: 99%

In Search of Responsible Career Guidance: Career Capital and Personal Purpose in Restless Times

Wohlgezogen,

Cotronei-Baird

2023

Journal of Management Education

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Management educators have developed a wide variety of approaches to ensure students develop job-ready skills, resilience, and other forms of career capital to gain and retain employment in an ever-changing, competitive job market. Yet, concerns about the employability agenda’s consequences for students’ self-concept and wellbeing have gained urgency amid a crisis of confidence in capitalism. Humanistic approaches to management education map an alternative path, starting from students’ unique values, voices, and experiences, and leading to the pursuit of a personal purpose. In this essay, we explore the tensions and potential synergies of the career capital and personal purpose approaches to career preparation and support. Building on our experiences at the University of Melbourne’s Faculty of Business and Economics, we discuss how integrative learning experiences can combine these two approaches to (1) encourage students to recognize the mutual influence of career capital and personal purpose; and (2) provide rich opportunities for external stakeholder involvement to contribute to students’ career capital and personal purpose development efforts. We believe that our proposals for embracing both career capital and personal purpose considerations can help management educators recalibrate their efforts to help students develop personally meaningful and sustainable careers.

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“…(More contextual detail is given below.) Most of our faculty are familiar with the tensions over the role of the university (Barnett, 2011;Collini, 2012;Readings, 1996;Rolfe, 2013), the need for business schools to revise their roles and purpose (Amann et al, 2011;Dameron and Durand, 2011;Datar et al, 2010;Morsing and Rovira, 2011) and specific debates over the MBA (Baruch, 2009;Brocklehurst et al, 2007;Gabriel, 2005;Mintzberg, 2004;Pfeffer and Fong, 2002). It made sense since we were asking ourselves what universities were for, what business schools were for and what management education was for, to engage students in these debates.…”

Section: Introductionmentioning

confidence: 99%

What is your MBA for? What’s the story?

Ruth

2016

Management Learning

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This article shows how the MBA plays a role in some students' lives that goes beyond conscious cost-benefit analyses and instrumental value and engages the personal and intimate. It presents a thematic analysis of essays written by MBA students exploring what their MBA was for. The analysis revealed that the MBA functioned as an element or character in a life story and how, in some instances, doing the MBA was not about the MBA as such. The article advances our understanding of the MBA as an element in a life story, as a rite of passage, and as part of the intersection of boundaryless careers and changeable life patterns. Enhancing the awareness of this on the part of students may improve their understanding of what they are doing by embarking on an MBA and could enhance the ability of faculty and business schools to address the sometimes less explicit interests of their students. The article also confirms the value of a qualitative 'storied' approach to the study of the MBA.

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Cited by 6 publications

References 6 publications

Implementing sustainability via organizational learning: case study of a French business school

Implementing sustainability via organizational learning: case study of a French business school

In Search of Responsible Career Guidance: Career Capital and Personal Purpose in Restless Times

What is your MBA for? What’s the story?

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