UN Global Compact and Principles for Responsible Management Education – the next decades

Kell, Georg; Haertle, Jonas

doi:10.5848/efmd.978-1-909201-16-3_7

Cited by 7 publications

(5 citation statements)

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“…Second, there is considerable external employer-led pressure to change the ideological orientation of business school curricula. Kell and Haertle (2011) report that, since its inception in 2000, over 6,000 businesses from 130+ countries have signed up to the United Nations Global Compact. A 2010 UN Global Compact/Accenture CEO study found that 93 per cent of the 766 CEOs surveyed considered sustainability to be vitally important in the future success of their companies, with education expected to play a role in equipping executives with the appropriate knowledge and skills (Accenture, 2010).…”

Section: Pressures To Conformdrivers Of Esd/rme In Business Schoolsmentioning

confidence: 99%

The business case and barriers for responsible management education in business schools

Doherty

Meehan

Richards

2015

Journal of Management Development

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Purpose – The purpose of this paper is to gain a greater depth of understanding of both the pressures and barriers for embedding responsible management education (RME) within business and management schools. Design/methodology/approach – This paper utilises a longitudinal case study design of six business/management schools. Findings – This research identifies a set of institutional pressures and barriers for RME in the business schools selected. First, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors. Research limitations/implications – RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organisational change at all levels and an organisational change process to bring about implementation. Practical implications – The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy. Originality/value – This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and this research has provided a number of practical recommendations which will help business schools overcome the identified barriers.

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Section: Pressures To Conformdrivers Of Esd/rme In Business Schoolsmentioning

confidence: 99%

The business case and barriers for responsible management education in business schools

Doherty

Meehan

Richards

2015

Journal of Management Development

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“…Discussing whether schools walk their talk helps us to better understand the necessary conditions for changing educational practices. While there is often widespread agreement that we need more responsible management education (Kell & Haertle, 2011), much less is known about the conditions under which business schools are becoming engaged in implementation activities.…”

Section: Conclusion and Further Researchmentioning

confidence: 99%

Decoupling Responsible Management Education

Rasche

Gilbert

2015

Journal of Management Inquiry

135

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Abstract:Business schools increasingly aim to embed corporate responsibility, sustainability, and ethics into their curricular and extracurricular activities. This paper examines under what conditions business schools may decouple the structural effects of t heir engagement in responsible management education from organizational practices. We argue that schools may be unable to match rising institutional pressures to publicly commit to responsible management education with their internal capacity for change. Our analysis proposes that decoupling is likely if schools (1) are exposed to resource stringency, (2) face overt or covert resistance against change processes, (3) are confronted with competing institutional pressures, and (4) perceive institutional demands as ambiguous. The discussion points to two implications. While decoupling may give rise to the illusion that responsible management education is progressing, it is also possible that an inconsistency between talk and action can help schools to articulate ambitions for responsible management education, which, over time, inspire recoupling effects.

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“…The Principles for Responsible Management Education (PRME), another UN initiative, was launched in 2007 as a result of the recognition that the integration of the 10 principles in strategy and operations is good for business and society (Kell & Haertle, 2011), making it necessary for management education to adapt to this new reality. Now it is endorsed by more than 498 business schools and management-related academic institutions from more than 70 countries.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The United Nations Global Compact Progress Reports as Management Control Instruments for Social Responsibility at Spanish Universities

Wigmore-Álvarez

Lozano

2014

Sage Open

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Sustainability and social responsibility (SR) have emerged as a new way of managing all types of organizations. It is necessary that the resulting policy be integrated transversely in the control processes. The environment is especially demanding of higher education institutions (HEIs) and universities when it comes to behaving in a socially responsible manner due to their great influence in society. Many universities have adhered to the United Nations Global Compact (UNGC) principles to prove their commitment and gain legitimacy. The Communication on Progress (COP) is a management tool that helps to understand the level of implementation of the principles. Furthermore, COP analysis aids in establishing a process of continuous improvement in the management of the impacts that institutions have on their stakeholders. The aim of this study was to analyze the Spanish universities that have joined the Global Compact. Through a descriptive methodology, we identified the aspects that reflect this commitment and how this is integrated into their operational and educational processes. The results have shown that it is necessary to promote the integration of different international initiatives to guide the SR of universities. There are deficiencies in their SR management systems that prevent them from being more transparent, and it was found that in some cases, they are not aware of the implications the commitment can have in developed countries.

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UN Global Compact and Principles for Responsible Management Education – the next decades

Cited by 7 publications

References 0 publications

The business case and barriers for responsible management education in business schools

The business case and barriers for responsible management education in business schools

Decoupling Responsible Management Education

The United Nations Global Compact Progress Reports as Management Control Instruments for Social Responsibility at Spanish Universities

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