Business schools’ transformation towards sustainability: empirical insights from UN PRME signatories

Godemann, Jasmin; Nguyen, Bich-Ngoc; Herzig, Christian

doi:10.1108/ijshe-07-2022-0223

Cited by 7 publications

(2 citation statements)

References 73 publications

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“…For sustainability to manifest in business schools, the twelve identified drivers must be embraced as a strategic approach toward institutionalizing sustainability (Lozano, 2015). Notable strides have been made in the strategies adopted by business schools for sustainability implementation; nevertheless, a comprehensive framework remains lacking for schools to pursue this objective (Godemann et al , 2023).…”

Section: Discussionmentioning

confidence: 99%

Barriers and possible drivers for the implementation of sustainability in Brazilian business schools

Guadagnin,

Pauli,

Ruffatto

et al. 2023

IJSHE

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Purpose For sustainable strategies to be developed in business schools, it is essential to understand which sustainability drivers and barriers are identified by academic managers and coordinators in the implementation of sustainable practices. In this scenario, the study aims to understand the barriers and possible drivers for the implementation of sustainability practices in Brazilian business schools. The subjects are managers and coordinators of business schools that are part of the Principles for Responsible Executive Education Network – Principles for Responsible Management Education (PRME) Chapter Brazil/UN. Design/methodology/approach Descriptive research with a qualitative approach was conducted to achieve this objective. The study included academic managers, responsible for the general management of academic and administrative activities and coordinators, responsible for supervising and coordinating academic activities in a specific area, of schools that are part of PRME Chapter Brazil (interviews). For data analysis, the content analysis technique was used. Findings Taking into account the three pillars of sustainability (economic, environmental and social) as categories of analysis, as well as management, curriculum and teaching as subcategories, the study identified 10 barriers and 12 drivers. Originality/value The results reveal that both the barriers and the drivers are supported by the social pillar, which focuses on the academic community and society as a whole. The “Management” subcategory was also the most mentioned, indicating guidelines for the strategic academic management of these organizations.

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Section: Discussionmentioning

confidence: 99%

Barriers and possible drivers for the implementation of sustainability in Brazilian business schools

Guadagnin,

Pauli,

Ruffatto

et al. 2023

IJSHE

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“…The PRME initiative was officially introduced by the UNGC at a global forum at Case Western Reserve University in the USA. European and North American business schools represented the overwhelming majority of the first institutions to commit to the PRME by submitting their Sharing Information on Progress (SIP) reports (Godemann et al , 2011). For the US-based business schools/programs committing to sustainability through PRME signatory status, this action signaled a shift away from teaching business as usual.…”

Section: Us Business Schools and Management Education For Sustainabilitymentioning

confidence: 99%

Structural drivers and barriers to the strategic integration of sustainability in US B-schools

Abzug

2022

IJSHE

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Purpose The purpose of this paper is to explore structural drivers and barriers that distinguish US business school Principles of Responsible Management Education (PRME) signatories from nonsignatory peer institutions, and identify structural drivers of PRME institution strategic integration of Sustainable Development Goals (SDGs) into their ongoing responsible management education reports. Design/methodology/approach This study uses a case–control method to compare the US PRME signatory sample to a size-matched random sample of US business management programs/schools. This study uses conditional inference tree and correlation analyses to highlight distinctive structural characteristics associated with US PRME signatories and with their strategies to highlight sustainability through the SDGs. Findings There are significant and practically meaningful structural differences between US-based PRME signatories and US programs/schools that have not adopted the PRME principles. Further, PRME schools differentially integrate SDGs in their information sharing based on structural characteristics. Practical implications Understanding school/program characteristics that align with PRME and different sustainability strategies affords a better comprehension of where targeted resources might be most effective in broadening the appeal and adoption of PRME and subsequent sustainability strategy integration. Originality/value While previous work on PRME signatories has depended heavily on case studies of successful implementation and has examined the content of PRME activity by school, the present work compares the population of actual US signatories with a random sample of nonsignatories to determine leverage points for enacting broader PRME adoption. The study also examines the strategies that PRME schools use to integrate the UN SDGs and the structures that support such.

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Unlocking the potential of responsible management education through interdisciplinary approaches

Martins,

Cezarino,

Liboni

et al. 2023

Sustainable Development

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Business schools are crucial to integrating sustainable development into management thought and practices, thereby promoting a paradigm shift toward responsible management education. Despite many business schools pledging to adopt the United Nations' Principles for Responsible Management Education, they have been criticized for failing to develop change agents toward sustainability. To fill this gap, this paper demonstrates how interdisciplinarity can be connected to responsible management education through critical and instrumental perspectives. To this end, we apply an interdisciplinarity model to 37 Principles for Responsible Management Education Schools' Reports, using content analysis, text‐mining, and network theory tools. As a result, our findings suggest: (i) a taxonomy of critical and instrumental interdisciplinary studies and (ii) a framework of Principles for Responsible Management Education schools engaged in critical and instrumental interdisciplinarity. The framework we develop can serve as a diagnostic and prognostic tool for assessing how interdisciplinary can improve responsible management education in business schools. Our findings contribute to theory advancing research on the intersection of responsible management education and interdisciplinary approaches.

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Business schools’ transformation towards sustainability: empirical insights from UN PRME signatories

Cited by 7 publications

References 73 publications

Barriers and possible drivers for the implementation of sustainability in Brazilian business schools

Barriers and possible drivers for the implementation of sustainability in Brazilian business schools

Structural drivers and barriers to the strategic integration of sustainability in US B-schools

Unlocking the potential of responsible management education through interdisciplinary approaches

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