The Principles for Responsible Management Education (PRME): The first decade – What has been achieved? The next decade – Responsible Management Education's challenge for the Sustainable Development Goals (SDGs)

Parkes, Carole; Buono, Anthony F.; Howaidy, Ghada

doi:10.1016/j.ijme.2017.05.003

Cited by 86 publications

(72 citation statements)

References 14 publications

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“…Business schools as an essential arm of the education sector can even train professionals that can champion sustainable business practices (McInnis-Bowers, 2017), and in doing so create sustainable values for both business and society (Parkes et al, 2017). It is perhaps the willingness and timeframe needed to meet this audacious but achievable task of creating a sustainable future (Cortese, 2003).…”

Section: Education For Sustainable Development (Esd)mentioning

confidence: 99%

Capability approach for realising the Sustainable Development Goals through Responsible Management Education: The case of UK business school academics

Ndubuka

Rey-Marmonier

2019

The International Journal of Management Education

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This paper assesses whether RME can help UK business schools that are signatories to the PRME contribute to the realisation of any of the 17 SDGs through the lens of 15 UK business school academics. We found that RME (in the context of this study) can help business schools contribute directly to SDG4 and indirectly to the other goals, except for SDG3. The latter got little or no attention in this study, even though it appears that some business schools claim to be contributing to the realisation of this goal. Sen's Capability Approach is the theoretical framework underpinning the paper. We recommend that business schools (worldwide) and other HEIs ground their educational offerings in the capability approach. It has the potential to empower individuals that will freely choose to live a quality life that they can value and progressively choose sustainable patterns towards sustainable development. We also present a few conceptual frameworks that can serve as a basis for the development of more robust frameworks. Those that can support business schools and universities in their endeavours to promote the SDGs through RME. The paper concludes by providing a few recommendations for further studies and practical implications for diverse stakeholders.

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Section: Education For Sustainable Development (Esd)mentioning

confidence: 99%

Capability approach for realising the Sustainable Development Goals through Responsible Management Education: The case of UK business school academics

Ndubuka

Rey-Marmonier

2019

The International Journal of Management Education

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“…Transdisciplinary education has been applied to complex issues such as healthcare for the poor (Beck 2005;Nandiwada and Dang-Vu 2010) or engineering education for sustainability (Tejedor et al 2018). Similarly, the issues addressed through responsible management education beg for transdisciplinarity (Parkes et al 2017;Storey et al 2017).…”

Section: Educational Practices Fieldmentioning

confidence: 99%

Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

et al. 2020

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The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are 'done' in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines (interdisciplinarity) and sectors (intersectorality) in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field's aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion.

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“…There is strong support for addressing Education for Sustainable Development through the embedding of sustainability into the curricula of different disciplines (Dawe et al, 2005). In several institutions the business disciplines are at the vanguard of embedding sustainability, driven both by macro-level international educational initiatives such as the United Nations Principles of Responsible Management Education, and a micro-level appreciation by individual educators of the potential for business graduates to effect macro-level change throughout their careers (Parkes, 2017). In fact, business schools have long played an important role in social responsibility (Rive et al, 2017) and are increasingly seeking to influence the broader institutions within which many exist.…”

Section: Levels Of Influence On Education For Sustainability In Highementioning

confidence: 99%

“…Following this, the (Forray and Leigh, 2012); this principle-based global engagement platform for academic institutions represents a relationship between the UN and business schools, with the mission of transforming management education, research and thought leadership at a global level (Storey et al, 2017). The aims of Responsible Management Education share many similarities with those of Education for Sustainable Development in equipping students with the requisite knowledge and understanding to deal with sustainability issues within business as well as contributing to progress against the Sustainable Development Goals though business activities (Parkes, 2017). Here Responsible Management Education can be defined as any teaching, research or enterprise activities in the areas of ethics, sustainability and responsible corporate practices, which business schools engage with in order to develop a more responsible strategic focus (Beddewela et al, 2017).…”

Section: Levels Of Influence On Education For Sustainability In Highementioning

confidence: 99%

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

Molthan‐Hill

Robinson

Hope

et al. 2020

The International Journal of Management Education

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There has long been an understanding that to achieve meaningful progress against sustainability challenges, action is required at multiple levels. With regards to education initiatives, these levels range from macro-level international agreements and activities such as the United Nations Sustainable Development Goals and the United Nations Principles of Responsible Management Education, meso-level influences such as the role of national bodies supporting sustainability in higher education, and micro-level influences such as the commitment of individual universities or departments. However, decision makers are individuals and the development and delivery of such initiatives requires action at the level of the individual. This paper explores the impact of working within and across these different levels and how jointly they help to work towards addressing carbon reductions in a partnership setting between a business school and various organisations. The paper explores the case of an educational initiative carried out in the United Kingdom where students conduct a carbon footprint of an organisation and recommend measures to reduce the company's greenhouse gas emissions. The total recommended greenhouse gas emissions savings from two years of the project were 507, 435 kg CO2e, averaging over 10 tonnes per organisation and 2 tonnes per student. If this project was extended over 5 years and taken on by an additional educator, the potential reductions increase to 2,562,418 kg CO2e. It demonstrates that action undertaken at the micro-level can result in significant impact at the macro-level when scaled up and provide significant benefits to actors across all levels from individuals though to all participating organisations.

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The Principles for Responsible Management Education (PRME): The first decade – What has been achieved? The next decade – Responsible Management Education's challenge for the Sustainable Development Goals (SDGs)

Cited by 86 publications

References 14 publications

Capability approach for realising the Sustainable Development Goals through Responsible Management Education: The case of UK business school academics

Capability approach for realising the Sustainable Development Goals through Responsible Management Education: The case of UK business school academics

Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

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