Educating global citizens in business schools

Abstract

2012),"The art and science of finding the right CEO (how Procter & Gamble built a programme to produce candidates for the post of chief executive officer)", Human Resource Management International Digest, Vol. 20 Iss 2 pp. -http://dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Global citizenship, social responsibility and sustainability are constructs increasingly used in business schools. Yet, there is no widely accepted definition or conceptualization of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper aims to conceptualize the global citizen in higher education broadly and more specifically in regard to business schools. Design/methodology/approach -International higher education, social science and business literature has been reviewed to present an integrated understanding of the global citizen; contextualized to higher education generally and business schools specifically. Findings -It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes "global citizen learning" underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students' global business mindset for complexity and ambiguity.Research limitations/implications -The interdisciplinary literature reviewed in this paper brings a focus to moral reasoning, sensitivity and values-based teaching. These aspects create new ways for the global citizen to be more explicitly integrated into business ethos and curricula. Practical implications -Global citizen learning provides the "conceptual glue", needed to link social responsibility, sustainability and ethical principles to business curricula. Also, the paper outlines how "global citizen learning" can be utilized in existing curricula from a practical perspective. Originality/value -This paper discusses values and moral reasoning in business education. It is proposed that the global citizen conceptualized through moral and transformative cosmopolitanism provides a humanistic buffer to the neoliberal growth paradigm.

From Classroom to Boardroom and Ward

“…Far more attention has been given to the development of global perspectives and internationalization of the curriculum (IoC) in Business studies than perhaps any other discipline (Caruana & Ploner, 2012; Lilley, Barker, & Harris, in press). The reasons why Business has led the way include the drivers of the global business environment, and the comparatively higher enrolment of international students in business courses.…”

El Puntapié Inesperado Preguntas sobre el futuro de las Escuelas de Negocios en Chile

“…verticales de la educación superior -y que rozan lo patronal en el caso de las escuelas de negocios-han retrasado este avance durante más de una década. De hecho, las voces solicitando revisar, modernizar, y/o redefinir el rol de las escuelas de negocios comenzaron hace ya muchos años (Alvesson & Willmott, 1992;French & Grey, 1996), se han robustecido durante décadas de desarrollo teórico (Alvesson & Willmott, 2003;Grey, 2004;Steyaert, Beyes, & Parker, 2016), y han dado paso a una gran diversidad de enfoques; sostenibilidad (Beusch, 2014), responsabilidad (Blasco, 2011), justicia social (Fotaki & Prasad, 2014;Toubiana, 2014), ciudadanía global (Lilley, Barker, & Harris, 2014), humanismo (Von Kimakowitz, Pirson, Spitzeck, Dierksmeier, & Amann, 2011), e incluso, liberalismo (Harney & Thomas, 2013). Las escuelas de negocios en Chile, sin embargo, se han mantenido mayormente ajenas a estos desarrollos.…”

Globalizing HRD Academic Practice: Developing a Global Mindset for Teaching and Research

“…As we develop our own global mindset, we become role models for our students and communities. Exhibiting this mindset “promotes systemic, transformative and adaptive thinking about the impacts of globalisation and fosters moral reasoning and social responsibility in students’ mindsets” (Lilley et al, 2014, p. 73).…”