Crafting Responsible Management Practices in Business School Learning Outcomes: An Indian Case Study

Singhal, Neeraj; Suryawanshi, Preeti; Mittal, Garima

doi:10.1177/0972262916681249

Cited by 14 publications

(12 citation statements)

References 99 publications

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“…More studies on the practical implementation of PRME in Business Schools, and the reasons for why some Business Schools resisted the initiative were called for (Arruda Filho 2017). The geographical context in which PRME works was an important factor in articulating future forms of research (Alcaraz and Thiruvattal 2010;Young and Nagpal 2013;Barber et al 2014;Louw 2015;Oranges Cezarino et al 2016;Arruda Filho 2017;Beddewela et al 2017;Décamps et al 2017;Gentile 2017;Greenberg et al 2017;Kolb et al 2017;Singhal et al 2017;Millar and Price 2018). Studies on PRME outside wealthy, western business school contexts were called for (Verbos and Humphries 2015a, b;Painter-Morland et al 2016).…”

Section: Organizing For Responsible Management Education (Orme)mentioning

confidence: 99%

“…Others were concerned with critically appraising the nature of business curricula in order to determine the hidden challenges which emerge from trying to embed RIL in a management programme. Whereas some attempt to integrate PRME principles when drafting student learning outcomes (Singhal et al 2017), others have highlighted the 'profitfirst' mindset that is embedded in much entrepreneurship education can influence how the benefits of sustainabilityoriented programmes are perceived (Lourenco et al 2013). This concern is perhaps best articulated in Blasco's (2012) study of how the 'hidden curriculum' of management education problematizes attempts to mainstream responsible management learning.…”

Section: Responsible Individual Learning (Ril)mentioning

confidence: 99%

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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: Organizing For Responsible Management Education (Orme)mentioning

confidence: 99%

Section: Responsible Individual Learning (Ril)mentioning

confidence: 99%

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

Cullen

2019

J Bus Ethics

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“…Filho (2017) found that the integration of SD into academic curricula of a Brazilian business school, as suggested by the PRME and the UN Sustainable Development Agenda 2030, requires greater involvement of students to raise awareness about their role in society and participation as protagonists in the changes the world needs. Singhal et al (2017) aimed at understanding the PRME implementation process and the challenges they posed to the institutions. They looked, in particular, into a management course in an HEI in north India.…”

Section: Teaching About Sustainable Development In Business Sciencesaccounting and Managementmentioning

confidence: 99%

Teaching sustainable development in business sciences degrees: evidence from Portugal

Gomes

Jorge

Eugénio

2020

SAMPJ

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Purpose This paper aims to analyze the current state of integration of sustainable development (SD), in the academic curricula of Business Sciences degrees, including matters about Ethics, Corporate Social Responsibility and Sustainability. In this way, the paper explores how Portuguese public higher education institutions (HEI) contribute to teaching about sustainable development (TSD). Design/methodology/approach The study focuses on Business Sciences degrees. The webpages of all public HEI with BSc and MSc degrees in those areas in Portugal were analyzed, to obtain curricular plans and syllabus. Content analysis was performed on each of these elements of Accounting and Taxation and Management and Business Administration courses. Findings There is already some concern about addressing SD in Business Sciences, inasmuch as SD-related topics are taught in Accounting and Taxation and in Management and Business Administration degrees and courses. However, the analysis shows that TSD was integrated into the academic curricula in only 95 degrees (48.5%). Additionally, in these, there are only 79 compulsory curricular units that address this theme. Given the fact that the subject of SD is increasingly relevant, the paper evidence still much room for improvement, indicating that TSD is yet a big challenge for HEI. Originality/value TSD is increasingly important because of the growing globalization that requires skilled professionals able to assess the complex and controversial issues related to the topic, to achieve and implement the SD goals in 2030. The literature evidence lack of studies addressing the integration of the SD theme in academic curricula. This paper makes here a contribution by showing what HEI is teaching in the area of business studies. It also brings good implications for society, while showing that sustainability content is becoming more apparent within certain HEI courses. This could be used to create follow up research on what type of sustainability content is being included within the courses and the learning that is happening in students in regard to this sustainability content.

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“…This was also due to use of ‘responsible management’ as one of the important criteria in the international accreditation process and thus leading to greater acceptability among its target audience. The UN-supported PRME initiative is an important catalyst for the transformation of management education in this direction (Singhal, Suryawanshi, & Mittal, 2017).…”

Section: Sustainability In Management Educationmentioning

confidence: 99%

Importance-performance Analysis to Identify Effective Learning Approaches for Sustainability in an Indian Business School

Singhal

Gupta

Mittal

2018

Vision: The Journal of Business Perspective

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Sustainability and sustainable development have become a crucial keyword in today’s environment. It is now being felt that incorporation of sustainable practices should not be followed only by different sectors (public or private) but these concepts should also be taught at business schools to embed the concepts of sustainable practices right from the very beginning. There are 37 learning approaches identified on the basis of Principles for Responsible Management Education (PRME), which forms the core of the work presented in this study. To implement the proposed analysis, responses were collected from the students of a top public management institute of India on the basis of importance and performance parameters of the learning approaches for sustainability. The responses were than analysed through importance-performance analysis (IPA). It was observed that most effective learning approaches for learning the concepts of sustainability issues include case studies, lectures by experts, internships on sustainability etc. Students also perceived the significance of sustainability in business management and also showed preference to work with those companies, which actually holds sustainability as a core value.

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Crafting Responsible Management Practices in Business School Learning Outcomes: An Indian Case Study

Cited by 14 publications

References 99 publications

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

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

Teaching sustainable development in business sciences degrees: evidence from Portugal

Importance-performance Analysis to Identify Effective Learning Approaches for Sustainability in an Indian Business School

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