Business Schools and Responsible Management: A Long Road to Freedom

Nonet, Guénola; Kassel, Kerul; Meijs, Lucas

doi:10.2139/ssrn.2585546

Cited by 3 publications

(8 citation statements)

References 10 publications

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“…Nonet (2013) observed that schools have developed different strategies to legitimize their global responsibility (GR) action, such as leveraging with UN PRME, using Green Labels, Value for Accreditations and Rankings such as Beyond Gray Pin Stripes (Martell and Castineira, 2011; Nonet, 2013). In short, schools need to readapt themselves with respect to stakeholder’s demand for sustainability, which involves students, industry and accreditations (Martell, 2008; Muff, 2013; Nonet, 2013; Sobczak et al , 2006). Important themes emerging from the literature are: Revive intra-organizational change by rethinking sustainability in values, processes and structures of the school.…”

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

“…Important themes emerging from the literature are: Revive intra-organizational change by rethinking sustainability in values, processes and structures of the school. The role of dean, faculty and non-academic staff towards strategizing sustainability agenda (Marrodán et al , 2011; Nonet, 2013); and Repositioning the HEI in society by working on prevalent issues, enlarging the interactions with stakeholders such as businesses, governments and non-governmental organization (NGOs) (Berthoin Antal and Sobczak, 2004; Muff et al , 2013; Schoemaker, 2008). …”

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

“…Revive intra-organizational change by rethinking sustainability in values, processes and structures of the school. The role of dean, faculty and non-academic staff towards strategizing sustainability agenda (Marrodán et al , 2011; Nonet, 2013); and…”

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

“…Examples which come under such themes are critique of management theory propagating neoliberal belief, research rigour versus relevance, lack of sustainability-oriented teaching and research and the sustainability agenda for the institutional transformation itself (Fotaki and Prasad, 2015; Ghoshal, 2005; Henisz, 2011; Rusinko, 2010; Shrivastava, 2010). This is often witnessed via discussions, institutional reports, conferences and special issues in academic journals and books (Nonet, 2013; Perry and Win, 2013). 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.…”

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: Sustainability Issues In Management Educationmentioning

confidence: 99%

Section: Sustainability Issues In Management Educationmentioning

confidence: 99%

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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“…Each individual involved in responsible innovations describes some ten sions regarding their missions (Nonet, Kassel, Meijs, 2014). Acting upon these difficulties, several incremental innovations are developed by different actors to create responsible changes at their BS.…”

Section: )mentioning

confidence: 99%

How do business schools support internal innovation and work on their strategy and their reputation? The case of responsible management

Nonet¹,

Kassel²,

Rodhain³

2015

Journal of Innovation Economics &Amp; Management

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Innovation is a continuous process. Firms constantly make changes to products and processes and collect new knowledge, and it is more difficult to measure a dynamic process than a static activity" (OECD, 2005, p.15). The ambition of this research is to understand and analyze the innovative and incremental processes created to engage the organisation and its stakeholders on issues of responsibility and sustainability. We introduce and analyze a number of incremental strategies created by the same actors to improve sustainability

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Management Information System Role in Preparing Qualified Human Resources to Implement Corporate Social Responsibilities and Governance Approaches

Ajlouni

Basri

2017

Indian Journal of Science and Technology

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Business Schools and Responsible Management: A Long Road to Freedom

Cited by 3 publications

References 10 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

How do business schools support internal innovation and work on their strategy and their reputation? The case of responsible management

Management Information System Role in Preparing Qualified Human Resources to Implement Corporate Social Responsibilities and Governance Approaches

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