Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education

Millar, Jill; Price, Margaret

doi:10.1177/1350507618759828

Cited by 56 publications

(65 citation statements)

References 33 publications

(51 reference statements)

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“…Within the responsible management education literature, there have been discussions regarding the barriers to change and transformation, particularly in the context of Principles of Responsible Management Education (PRME) and Business School curricula (Solitander et al 2012;Cornuel and Hommel 2015a;Rasche and Gilbert 2015;Millar and Price 2018). However, there has been relatively less work assessing responsible management learning within the workplace, resulting in a "skewed focus on responsible management education" (Laasch and Gherardi 2019, p. 2) and has led to calls for "a shift in emphasis of future research on responsible management and responsible management learning" (Laasch and Gherardi 2019, p. 2).…”

Section: Introductionmentioning

confidence: 99%

Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

et al. 2019

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Proclaimed the "greenest television programme in the world," the award-winning soap opera Coronation Street is seen as an industry success story. This paper explores how the integration of carbon literacy training (CLT) led to a widespread transformational change of practice within Coronation Street. Using the theoretical lens of Communities of Practice (CoP), this study examines the nature of social learning and the enablers and barriers to change within the organization. Specifically, how boundary spanning practices, objects and people led to the transformation on both a personal and group level. Based on a qualitative analysis of 22 interviews with Heads of Departments and other staff, the paper argues that CLT is a boundary practice which has evolved into a boundary spanning CoP. The importance of infrastructures supporting boundary objects and practices is highlighted as reinforcers of the CLT, both as a boundary object and a community, with the "ultimate" boundary spanning object being the show. A significant enabler in social learning and change in practice is the creation of discursive and creative space, both within CoP and across the boundaries. Findings also highlight the role of "self" in the process of social learning and organizational change. Distinct patterns emerged in the relationship between self-identity, social learning and change across a range of boundary objects, practices and communities both in the CLT and CoP. This suggests that in a diverse social learning setting such as CLT there are different transformational catalysts within the CoP and these identities can influence how knowledge is translated into practice.

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Section: Introductionmentioning

confidence: 99%

Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

et al. 2019

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“…Burchell, Murray & Kennedy (2014), also in the UK business school context, questioned the existence of direct evidence of PRME in driving changes in curricula. These themes were further amplified in recent work by Millar and Konig (2018) and Millar and Price (2018), also focusing on the UK PRME signatory context, that found that PRME reproduced a dominant market ethic and was not able to produce a critical reflexivity necessary to drive fundamental transformations in management education, respectively. These critical studies point us toward contextual variables that may adversely impact or even sabotage PRME implementation.…”

Section: Scholarly Literature About Prmementioning

confidence: 97%

“…& Herlin, 2012;Young and Nagpal, 2013), barriers to implementation (for initial statements, see: Maloni, Smith & Napshin, 2012;Solitander, Fougère, Sobczak. & Herlin, 2012;and Cornuel & Hommel, 2015), and also critiques of PRME and its implementation in various business schools (Louw, 2014;Millar and Konig, 2018;and Millar & Price, 2018). What has been less well studied, at least systematically, has been predictors and/or correlates of PRME commitment and involvement across individual faculty.…”

Section: Introductionmentioning

confidence: 99%

Who Supports PRME Implementation? An Analysis of Influences on Individual Faculty Commitment to PRME

2019

JHETP

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A sizable scholarly literature has developed which examines initiation and implementation of the Principles for Responsible Management Education (PRME) in higher education. Moving beyond schoollevel work previously done, we develop a model of predictors for individual faculty PRME commitment. We test our model in a small regional business school via a survey of faculty, a review of faculty research interests, and a content analysis of course syllabi. Our findings point to faculty discipline and gender as key predictors of PRME engagement. Implications of these findings for PRME implementation are discussed.

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“…The varying interpretations of RME are illustrated by the inconsistent ways in which RME is being institutionalised in Business Schools (Burchell, Kennedy, and Murray 2015;Doherty, Meehan, and Richards 2015). While some business schools have undertaken substantive changes, including making strategic commitments to the RME agenda (Millar and Price 2018), others have engaged in RME in an ad hoc manner (Khurana and Spender 2012;Nonet, Kassel, and Meijs 2016;Warin and Beddewela, 2016) thereby adopting more 'reactive' strategies (Cornelius, Wallace, and Tassabehji 2007;Jamali, Abdallah, and Matar 2016). This further complicates the ability to replicate a constructive process of change for RME institutionalisation at the intra-organisational level, or follow one elsewhere, with any degree of success (Doh and Tashman 2014).…”

Section: Responsible Management Educationmentioning

confidence: 99%

“…Although there is a spectrum of views on these matters, there is widespread acknowledgement by academicians that a major transformation is required of business schools if they are to create managers who are prepared to deal with the critical global challenges facing business and society in the twenty-first century, including sustainability and social justice (Millar and Price 2018;Doherty, Meehan, and Richards 2015). One proposed solution is for business schools to reposition themselves by adopting a more human-centred worldview, which recognises the interconnectedness of a larger societal system in which business represents only one component (Nonet, Kassel, and Meijs 2016;Giacalone and Thompson 2006).…”

Section: Introductionmentioning

confidence: 99%

Institutionalising intra-organisational change for responsible management education

Beddewela

Anchor

Warin

2020

Studies in Higher Education

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Higher education institutions are attempting to incorporate responsible management education (RME) into both their philosophies and their curricula. This phenomenon is most pertinent to and most prevalent in business schools. This paper proposes a six-stage model, derived from relevant change management and institutionalisation models and literature, which business schools could adopt to institutionalise RME as an intra-organisational practice. It identifies various endogenous and exogenous factors which influence RME institutionalisation and proposes specific change management practices which could be adopted by business schools to overcome challenges, including resistance, to such change efforts. The model acknowledges the complex and diverse nature of RME itself, which has made it difficult for business schools to adopt a unified approach to its institutionalisation. The need for such a model stems from the ever-increasing salience of RME, resulting from a number of drivers, including the pervasiveness of corporate scandals over time, which has led to growing calls to develop 'ethical' business managers. Our proposed model extends our understanding of RME institutionalisation within business schools by adopting a change management approach. It also provides a practical way forward for business schools to change their institutional DNA, through the adoption of a six-stage systematic solution for RME institutionalisation.

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Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education

Abstract: Imagining management education: a critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education.

Cited by 56 publications

References 33 publications

Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry

Who Supports PRME Implementation? An Analysis of Influences on Individual Faculty Commitment to PRME

Institutionalising intra-organisational change for responsible management education

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