Context and the institutionalisation of PRME: The case of the University for the Common Good

Wersun, Alec

doi:10.1016/j.ijme.2017.02.012

Cited by 20 publications

(17 citation statements)

References 18 publications

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“…Abueg et al (2014) propose a socially responsible (as opposed to entirely profit-driven) model of a firm and present a set of future research objectives which involve testing and developing this model. Wersun (2017) reinforces that top management support for any change initiative also applies to responsible management education initiatives such as PRME; for responsible management learning to occur it needs to be endorsed by the organization at the most senior levels. Sampere (2015) discusses how certain events in the life of an organization can result in transformation and discusses this in the context of business schools and responsible management education.…”

Section: Responsible Organizational Learning (Rol)mentioning

confidence: 95%

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education (RMLE) confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided into four distinct categories:(1) Teaching Responsible Management; (2) Organizing for Responsible Education; (3) Responsible Individual Learning, and; (4) Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed.

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Section: Responsible Organizational Learning (Rol)mentioning

confidence: 95%

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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“…Greenberg et al (2017) argue that to integrate RME into a university's ethos, the change process must be tailored to the university's past experiences with pedagogical change, and that reflection is an important step in the implementation of RME and can be useful for uncovering hidden assumptions that may be blocking systemic implementation of RME. In a case study of a Scottish PRME signatory institution Wersun (2017) argues that top-down commitment is a key driver of the implementation of PRME, and that understanding of local context and prevailing organizational circumstances explains the timing and nature of institutional commitment to PRME. Beddewela, Warin, Hesselden, and Coslet (2017) explore the PRME complexity in a UK business school and find that the misalignment between faculty skills and institutional bureaucracy, together with an inconsistent focus on responsible management across the curriculum raises key challenges for its adoption.…”

Section: Challenges To Integrating Sustainability Into Management Edumentioning

confidence: 99%

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Massoud

Ayoubi

Abdelgaffar

2020

The International Journal of Management Education

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In this paper we investigate why responsible management education (RME) should become a necessity in Egyptian public business schools. A total of 80 academics from three universities were contacted and interviewed in six different focus groups. Three types of motives were identified from the interviews: extrinsic local, intrinsic school and extrinsic global, which inspired academics to believe in the importance of implementing RME in their business schools. Most respondents consider implementing RME is crucial to rebuilding their schools' legitimate and ethical role. Focusing only on academics rather than the executives of the selected business schools, is perceived to be a limitation. Moreover, addressing only public business schools and excluding private ones may limit the authors' ability to generalize results. Thus, the authors of this paper invite researchers from the fields of cultural diversity, CSR, sustainability and higher education (HE) to collaborate in producing more interdisciplinary and/or trans-disciplinary papers on the same topic. Future researchers may seek to investigate the perceptions of management in the addressed business schools. Replicating this study with private business schools in Egypt may be considered another research opportunity. The educational authorities need to develop a framework for implementing and assessing RME in public business schools. This paper contributes by filling a gap in HE management, responsible leadership, and sustainability literature in which empirical studies on RME and the responsible practices of academics have been limited so far.

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“…Yeung's (2014) reference to Cajazereira's seven dimensions of CSR suggests that the discussion about the merits of complying with ISO 26000 is ongoing and a gap still exists in relation to sustainability standards not being fully implemented. Recently, as PRME celebrated a decade of institutional existence, Wersun (2017) outlined the challenges of overcoming the barriers to implementing PRME initiatives. The work of Yeung (2014) and Wersun (2017) suggests a practitioner-scholar dilemma for PRME signatory institutes and a need for refinement.…”

Section: Researchmentioning

confidence: 99%

“…Recently, as PRME celebrated a decade of institutional existence, Wersun (2017) outlined the challenges of overcoming the barriers to implementing PRME initiatives. The work of Yeung (2014) and Wersun (2017) suggests a practitioner-scholar dilemma for PRME signatory institutes and a need for refinement.…”

Section: Researchmentioning

confidence: 99%

Principles for responsible management education in 2068

Henderson¹,

Wersun

Wilson

et al. 2019

Futures

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The authors explore the potential relevance of the United Nations initiative Principles for Responsible Management Education (PRME) in 50 years' time, including whether, and how, the six Principles on which it is based will change in any way.More than 10 years' after the launch of PRME, the need to address sustainability in management education is perhaps becoming even more acute, in part due to indirect and contextual issues, including those relating to the environment and geopolitics, and in part due to more direct factors, such as the trends in artificial intelligence. In this context, the authors consider whether PRME might still exist in 2068 and, if so, what it might look like. The research is based on semi-structured discussions, based on the seven questions approach, involving the authors and participants who were senior managers, academics and students based in PRME signatory higher education institutions in China and/or had academic expertise in the area of corporate social responsibility (CSR). The principal results are the imagined institutional, educational, and occupational changes that may have an impact on the future of PRME. The main conclusions are an ongoing investigation of the 'wicked problems' as identified in the findings.

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Context and the institutionalisation of PRME: The case of the University for the Common Good

Cited by 20 publications

References 18 publications

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Should responsible management education become a priority? A qualitative study of academics in Egyptian public business schools

Principles for responsible management education in 2068

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