We Are the Champions

Abstract

As the number of institutions adopting the United Nations’ Principles for Responsible Management Education (PRME) initiative grows, there is an overhanging risk that many of them will merely add “responsibility” as a topic to the existing curriculum. The authors contend that a serious reading of PRME should instead entail thinking in terms of a gradual transformation of management education. Such a serious reading poses a number of organizational learning (and unlearning) challenges. By relying on their own experiences at two PRME signatory business schools in France and Finland, they describe how faculty champions may face these challenges in implementing PRME, and specifically how they may overcome strategic, structural, and cultural barriers. The authors particularly emphasize political challenges at every level and the role of champions inducing reflexivity in overcoming some of the barriers. They argue that although faculty champions are not the most powerful actors within the business school, they are still well positioned to inspire and instill the needed transformation of management education. They conclude that faculty champions need to creatively “make do” within the constraints imposed by their organizational context.

Exploring Responsible Project Management Education

“…The PMRE encourage management education to actively address, and continuously refine: clarity of purpose and values, effectiveness of teaching methods, relevance of research, diversity of partnerships with relevant groups and open and critical dialogue. Adopting the PMRE, therefore, impacts the pedagogy of management studies as much as its content [29].…”

“…Responsible education of project management refers to the pedagogy and educational methods that are used in project management education. As mentioned earlier, the United Nations PRME principles also explicitly mention the pedagogical aspects of management education by referring to the effectiveness of teaching methods, and the open and critical dialogue with diverse relevant groups [29]. On the pedagogical aspects of responsible management education, Holman [51] suggests that in order to prepare managers for the real world, in which managerial practice is often complex and non-mechanistic, management education should include epistemological plurality and alternative pedagogies, such as experiental learning and reflextion.…”

“…[11,13,31] Method (6) Uses pedagogical methods that stimulate and encourage students to critically review and reflect on project management models, theories, and practices. [13,29,51] (7) Uses assessment forms which foster theorizing and knowledge creation through reflection on the lived experience and awareness of situational ethics in a concrete project context. [13,49] Research (8) Contributes to relevant and sound research that advances the practices of project management within the context of society and sustainable development.…”

“…Partnership and Dialogue (9) Engages in dialogue with practitioners, students, academic researchers, and professional bodies on the challenges and practices with acting in an economically sound, environmentally friendly and socially responsible way in (complex) project environments. [11,13,29,31,48] In these nine characteristics, the PRME principles are chosen as the main structure, in order to simplify implementation.…”

Efetividade no nível interorganizacional de uma rede para a educação em gestão responsável

“…A demanda crescente da sociedade e do mercado sobre as organizações para o oferecimento de produtos e serviços sustentáveis, assim como uma postura organizacional austera diante da responsabilidade social, ambiental e ética reflete na necessidade de formação de profissionais com competências bem desenvolvidas nesses campos (Hibbert & Cunliffe, 2015), no entanto, as Instituições de Ensino Superior (IES) encontram resistências contra a mudança para o ensino em gestão responsável (Godemann et al, 2014;Rasche & Gilbert, 2015;Solitander, Fougere, Sobczak, & Herlin, 2012).…”