A proposed framework for inclusive business schools

Opportunities for promoting societal inclusion through higher education cultural and creative industries courses: Evidence from UK business schools

“…This aligns with extended perspectives on inclusion, given that students would be exposed to a wide spectrum of talents during their enrolment on the course (Jaeck et al, 2023).…”

“…Turning to course design and content, which corresponds with student learning (Jaeck et al, 2023) and specifically the benefits of co-constructing programs (Pettigrew and Starkey 2016), our findings highlight collaborative course design and advisory input, as illustrated in the following excerpt:…”

“…Furthermore, research on inclusion in business schools stresses their responsibility to enhance inclusion at a societal level by equipping future graduates with the knowledge and skills needed to leverage diversity and join efforts to tackle societal inequalities (Fotaki and Prasad, 2015;Gasparin et al, 2020). Jaeck et al (2023) propose a framework for guiding business schools' efforts towards contributing to societal inclusion, placing the business school at the heart of the societal transition and student inclusion as a key prerequisite for this transformation. The framework is grounded on three pillars: student integrationentailing opening access to students from different backgrounds and enabling them to feel recognized and "develop a sense of belonging to the school"; student learningcomprising offering students opportunities "to develop in all their diversity through interactions with their peers and teachers" and student experienceinvolving the creation of "inclusive campus environments respectful of individualities while valuing common values and being open to various stakeholders both inside and outside the school" (Jaeck et al, 2023: 5).…”

“…To fully realise the potential of diversity, business schools must not accept the presence of a diverse student body as an end, but channel it “to create value and enhance performance” (Jaeck et al, 2023). Our findings suggest that this direction is enacted through regular interaction with course directors, students, and module leaders, through to local and international collaborations in the form of: work-based experience (e.g., opportunities and/or support for students to undertake internships and placements); networking (e.g., the University for the Creative Arts’ “vibrant alumni community”, and Coventry University London’s “Enterprise Hub”, where students can collaborate with professionals); visits and field trips such as virtual museums and galleries on the MA Fashion Design Management at the University of the Arts London, and proximity to creative and cultural organisations and activities, such as Sheffield’s “thriving music and cultural scene”).…”

“…Turning to course design and content, which corresponds with student learning (Jaeck et al, 2023) and specifically the benefits of co-constructing programs (Pettigrew and Starkey 2016), our findings highlight collaborative course design and advisory input, as illustrated in the following excerpt:“Students can also access guest speakers, networking events, industry contacts, mentoring and placement opportunities through our industry partner, the BFI [the British Film Institute]. You will also have the chance to work in conjunction with Regent Street Cinema, gaining valuable experience on real-world film distribution projects.” (University of Westminster, Business of Film MA).…”