Stakeholders Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Programs

2020 ◽  
Vol 17 ◽  
pp. 47-74
Author(s):  
Abdalla Khidir Abdalla ◽  
Saud Ben Khudair ◽  
Abuzar El Jelly ◽  
Ilham Mansour ◽  
Keyword(s):  
Management Education ◽  
Business Students ◽  
Developed Countries ◽  
Business Leaders ◽  
Postgraduate Students ◽  
Responsible Management ◽  
Perceptions And Attitudes ◽  
Postgraduate Level ◽  
Corporate Social ◽  
Comprehensive Framework

Contributing to the efforts to foster business postgraduate students development toward becoming responsible business leaders is the goal of this study by examining the state of responsible management education in business postgraduate programs in Sudan. We examined perceptions and attitudes toward responsible management and its education among postgraduate-level students and constructed a comprehensive framework appropriate for developing responsible management education programs in under-developed countries. This study’s data were gathered via a structured questionnaire answered by 106 postgraduate business students from the largest four Sudanese business schools and facilities. The students were distributed among the management, finance, and marketing fields. The students exhibited affirmative corporate social responsibility (CSR) perceptions and attitudes with a heightened focus on acting ethically and a diminished focus on financial considerations. A key lesson learned from this study is the need for the continued development of CSR and general ethics across business school curriculums in Sudan.

scholarly journals “More Than a University”

2019 ◽  
pp. 110-130
Author(s):  
Marilena Antoniadou
Keyword(s):  
Corporate Social Responsibility ◽  
Ethics Education ◽  
Management Education ◽  
Business Students ◽  
Social Practices ◽  
Responsible Management ◽  
University Curriculum ◽  
Award Winning ◽  
Sustainability Practices ◽  
Corporate Social

Given that research into attitudes to responsible management in education is still in its infancy, this chapter explored business students' experiences in relation to award-winning corporate social responsibility (CSR) practices of their university and mandatory curriculum on responsible management, based on the United Nations Principles of Responsible Management Education (PRME). Drawing on a qualitative study, focus groups were conducted with 107 students who were asked about their awareness, perceptions, and impact of the ethical, environmental, and social practices that their university implements. The findings suggested strong awareness and pride of its ethical standards, while many students' choice of university was influenced by their institution's sustainability practices. However, while students enjoy an immersive experience in CSR and ethics education, some doubted that this prepares them to face ethical quandaries in the real world. The chapter highlights a number of important orientations for the future development of university curriculum in relation to CSR.

“More Than a University”

2021 ◽  
pp. 1270-1290
Author(s):  
Marilena Antoniadou
Keyword(s):  
Corporate Social Responsibility ◽  
Ethics Education ◽  
Management Education ◽  
Business Students ◽  
Social Practices ◽  
Responsible Management ◽  
University Curriculum ◽  
Award Winning ◽  
Sustainability Practices ◽  
Corporate Social

Given that research into attitudes to responsible management in education is still in its infancy, this chapter explored business students' experiences in relation to award-winning corporate social responsibility (CSR) practices of their university and mandatory curriculum on responsible management, based on the United Nations Principles of Responsible Management Education (PRME). Drawing on a qualitative study, focus groups were conducted with 107 students who were asked about their awareness, perceptions, and impact of the ethical, environmental, and social practices that their university implements. The findings suggested strong awareness and pride of its ethical standards, while many students' choice of university was influenced by their institution's sustainability practices. However, while students enjoy an immersive experience in CSR and ethics education, some doubted that this prepares them to face ethical quandaries in the real world. The chapter highlights a number of important orientations for the future development of university curriculum in relation to CSR.

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.

Educating for Responsible Management

2009 ◽  
Author(s):  
Duane Windsor
Keyword(s):  
United States ◽  
Corporate Social Responsibility ◽  
Management Education ◽  
The United States ◽  
The State ◽  
Corporate Scandals ◽  
Responsible Management ◽  
Corporate Social ◽  
Profit Incentives ◽  
Responsibility Education

This article reviews theories of management education and current coverage of corporate social responsibility (CSR) concepts in the United States, Europe, and elsewhere. It then examines prospects for responsible management education in the 21st century. It proceeds in four main sections. First, it addresses management education theories. Second, it assesses the state of knowledge concerning responsible management. Third, it examines the state of knowledge concerning education for responsible management. Views range from the impossibility of changing the moral character of adults and the uselessness of responsibility education through the identification of profit incentives for responsibility activities to demands for business schools and corporations to try harder in the wake of recent corporate scandals. Fourth, this article discusses the effect of the Association to Advance Collegiate Schools of Business international accreditation standards on responsibility education. A concluding section summarizes the chief points.

The Golden Rule and the global agenda

2014 ◽  
Vol 30 (8) ◽  
pp. 18-21
Keyword(s):  
Leadership Development ◽  
Social Responsibility ◽  
Management Education ◽  
Business Leaders ◽  
Host Institution ◽  
Content Type ◽  
Responsible Management ◽  
Benevolent Leadership ◽  
Global Agenda ◽  
Future Business

Purpose – The purpose of this paper is to consider the skills and capabilities required for global leadership, present a model of benevolent leadership and describe its deployment as the basis for leadership development courses. Design/methodology/approach – It explains how the UN Principles for Responsible Management Education provided the basis for a leadership development course entitled “Benevolent leadership and the global agenda”. It also discusses the methods used to increase ethical and social awareness and the demands that such a course makes of participants and the host institution. Findings – There is a crisis of confidence in business leadership. Ethical scandals, corruption and organizational mistreatment have been widely reported. Financial problems have produced a worldwide economic recession and corporate lay-offs. The issues facing contemporary organizational leaders are complex – and in a globally connected economy, there are few simple solutions. Today’s leaders have to deal with growing demands for greater corporate social responsibility, rather than focusing exclusively on shareholder returns. So they need skills that go beyond analytical problem-solving, raising questions about how well management education prepares future business leaders for the ethical and social challenges that await them. Practical implications – It lists the variety of organizations where students undertook projects in countries around the world, noting the extent to which they were able to accomplish lasting change for the common good. Social implications – It gives examples showing how course participants developed their awareness of ethics, sustainability and global social responsibility. Original/value – It provides a template for socially responsible management education that can be used as a basis for developing a wide range of leadership skills, helping to equip future business leaders for the complexities of global management.

scholarly journals A PRiME perspective on economics curriculum design

2020 ◽  
Vol 2 ◽  
pp. 38
Author(s):  
C. Rashaad Shabab
Keyword(s):  
Curriculum Design ◽  
Management Education ◽  
Profit Maximization ◽  
Business Leaders ◽  
Business And Society ◽  
Market Failures ◽  
Responsible Management ◽  
Role Of The State ◽  
Sustainable Value

The United Nations’ Principles of Responsible Management Education initiative aspires to transform the relationship between business and society by ensuring that the next generation of business leaders are shaped by management education that conceptualises businesses as generators of sustainable value. Simplistic economic models overemphasize the role of narrow profit maximization on the part of firms in generating broader economic wellbeing. More nuanced views of the relationships between firms and the societies in which they operate, such as those that allow for market power in product and labour markets, for the presence of externalities in the production of goods and services, for a role of the state in the provision of public goods, and for the existence of market failures more generally, offer profoundly different advice to aspiring practitioners of responsible management. This article proposes an introductory economics curriculum for management students that gives due emphasis to these more nuanced perspectives and thus equips aspiring business leaders with the skills they will need to build profitable enterprises that also fulfil the objective of generating sustainable value as envisioned by the Principles of Responsible Management Education.

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