Emerald | Journal of Global Responsibility

Today becomes tomorrow: Re-thinking business practice, education and learning in the context of sustainability

Daniella Tilbury, Alexandra Ryan — 2011-09-27 00:00:00.0

Abstract

Purpose – The present preoccupations of businesses and business educators include the increasing global debt, rising unemployment and expanding carbon footprints, and the societal and governmental pressures to minimise the impact of these challenges. Meanwhile, the urge towards technical fixes and problem solving is shaping the way that business is done today and constraining business practices for tomorrow. The repercussions for business education are serious and systemic, as these responses neglect the need to critically question, innovate and rethink business futures, through our educational processes. The purpose of this paper is to provide context and orientation to this special issue collection which showcases current thinking and practice in higher education aimed at addressing this predicament and finding new responses. Design/methodology/approach – This paper offers a critical review of developments geared towards more sustainable and responsible forms of business education and practice. It takes an inclusive view of “sustainability” that embraces issues such as poverty and inequality, environmental degradation, human rights and access to resources. The concept reaches beyond the practice of “corporate social responsibility” to take into account the complex challenge of reorienting business practice to improve development processes and life chances worldwide, in the context of the inevitable limits to planetary resources. Findings – The paper considers the influences of international movements in ushering in a vision of learning for sustainability in business education. It discusses challenges that have come to light through recent initiatives and in literature on curriculum innovation in this area. The paper calls for a re-envisioning of business practice, education and learning which goes beyond remedies for current symptoms of unsustainable development and unmasks the need to reconnect business with people and planet. Originality/value – This paper foregrounds lessons learned from several areas of thought and practice that have bearing on the communities of practice for business education. It frames and situates the contributions presented in this collection, exploring upcoming agendas in this critically important field.

The UN-Principles for Responsible Management Education: Sharing (and evaluating) information on progress

Jose M. Alcaraz, Magdalena Wiktoria Marcinkowska, Eappen Thiruvattal — 2011-09-27 00:00:00.0

Abstract

Purpose – With more than 332 signatories, the United Nations Principles for Responsible Management Education (PRME) is probably the most solid initiative to inspire and champion responsible business education globally. The purpose of this paper is to examine the activities undertaken by the first intake of signatories – universities and business schools – with regard to each of the six principles (offering a systematic analysis and “distilled” categorization of those initiatives). It also aims to evaluate the difficulties and tensions that may be entailed in integrating PRME in both the strategic intent and daily operations of educational institutions, and how to overcome some of these. Finally, it aims to offer a critical reflection on the “non-compliance and non regulatory/measurement” nature of PRME (the initiative assumes that signatories act on the basis of principled pragmatism), offering suggestions for improving the reporting mechanism on which the whole initiative is based. Design/methodology/approach – The authors analyze the first 100 “Sharing Information on Progress” (SIP) reports uploaded to the PRME web site. These reports are the main mechanism established by the PRME Secretariat to build learning and accountability and allow signatories to communicate their progress. Elements from grounded theory and other qualitative analytical approaches were used to allow themes to emerge from within the (often messy and irregular) data from the reports. Graphical representations are also used. Findings – Activities undertaken by PRME signatories are portrayed for each of the six principles: principle 1 on purpose (capabilities of students); principle 2 on values (incorporated in curriculum and academic activities); principle 3 on learning approaches; principle 4 on research (with sustainable, social, environmental and economic value); principle 5 on partnership (interaction with business managers); and principle 6 on dialogue (among key stakeholders). Tensions regarding ideology, integration and implementation are also identified, as well as possible weaknesses, e.g. on integrity, quality and reporting policies, in the current “SIP” framework. Originality/value – This paper is the first scholarly work depicting comprehensively the activities of PRME signatories worldwide.

Worldly leadership: challenging the hegemony of Western business education

Sharon Turnbull — 2011-09-27 00:00:00.0

Abstract

Purpose – Leadership theories that inform business education have largely been rooted in Western conceptions of leadership. The purpose of this paper is to report on research that seeks to uncover and reflect on how leadership wisdoms originating beyond the Western world can support the radical transformation of global business education toward a more responsible and sustainable template. It argues that indigenous and Eastern ideologies will be needed if we are to change educational mindsets and challenge the obsolete model of Western business school education. Design/methodology/approach – In total, 45 in-depth interviews with leaders from indigenous and non-Western cultures were conducted in order to gain deep insights into how their leadership identities, values and behaviours have been shaped by their societies and the oral wisdoms in their cultures. The author also draws on interviews and observations of 26 executives participating in a class of the International Masters Programme in Practicing Management. The findings from each study were combined to propose how these might challenge and inform a future business school curricula that challenge its orthodoxy of “shareholder value above all else”. Findings – The research identified a number of embedded leadership wisdoms currently overlooked in the current model of business education. Based within a deep-rooted ethic of responsibility, conviction, stewardship and sustainability and reflecting a cosmopolitan mindset, the critical knowledge and values embedded in indigenous communities, transmitted orally across many generations, provides a challenge to Western business schools to embed the knowledge found within those societies and communities toward a more sustainable response to the crisis of our planet. Responsibility, humanity, benevolence, trusteeship, contribution, honesty and conviction are some of the core “wisdoms” uncovered in the research that can inform and frame a radical rethink of the norms of business school curricula. Originality/value – The current model of business education preserves the status quo of twenty-first century capitalism. As globalisation advances, leaders appear to be powerless to act against a dominant ideology that reveres shareholder value above all else. The research builds on De Woot's critique of the shareholder value paradigm to suggest that a new form of business education based on leadership wisdoms in indigenous and oral cultures, and ancient texts has much to contribute to radical mindset change in business education.

Business graduate skills in sustainability

Glyn Mather, Leanne Denby, Leigh N. Wood, Bronwen Harrison — 2011-09-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to review research and strategies in Australian business education that aim to foster graduate capabilities in sustainability concepts and practices, also to present a case study of teaching practice along with ideas for future development. Design/methodology/approach – The authors report on a research project by seven Australian universities, with financial support from the Australian Learning and Teaching Council (ALTC), on how to develop and grade graduate capabilities with sustainability identified as a core graduate skill. An example is presented from the Faculty of Business and Economics of a strategy in action – the use of a case study (centred on sustainability practices at the university) to enhance the skills of merit scholars. Findings – Corporate social responsibility is a well-established concept in business management theory, with sustainability principles emerging as a core feature. In the higher education sector, the spirit may be willing, but training in the application of these principles has been implemented as an add-on rather than an embedded part of the curriculum. Although efforts are being made to find ways of nurturing graduate capabilities in sustainability practice, a significant obstacle is the lack of teaching models and materials. The authors offer findings from the ALTC graduate skills project as well as a case study of implementation. Originality/value – The authors report on practical innovations in fostering business graduate skills in implementing sustainability principles, assess the utility of current education practice and present some suggestions for future learning and teaching strategies.

“Ignorance was bliss, now I'm not ignorant and that is far more difficult”: Transdisciplinary learning and reflexivity in responsible management education

Carole Parkes, John Blewitt — 2011-09-27 00:00:00.0

Abstract

Purpose – The collapse of world economic systems brought the interconnectedness between business and global events sharply into focus. As Starkey points out: “leading business schools need to overcome their fascination with a particular form of finance and economics […] to broaden their intellectual horizons […] (and to) look at the lessons of history and other disciplines”. The purpose of this paper is to provide evidence from three years of research on the Aston MBA suggesting that an emphasis on developing capabilities within a far broader, connected and reflexive business curriculum is what business students and practitioners now recognise as an essential way forward for responsible management education. Design/methodology/approach – This research paper examines the reflective accounts of 300 MBA students undertaking a transdisciplinary Business Ethics, Responsibility and Sustainability core module. Findings – As Klein argues, transdisciplinarity is simultaneously an attitude and a form of action. The student reflections provide powerful discourses of individual learning and report a range of outcomes from finding “the vocabulary or the confidence” to raise issues to acting as “change agents” in the workplace. Originality/value – As responsibility and sustainability requires learners, researchers and educators to engage with real world complexity, uncertainty and risk, conventional disciplinary study, especially within business, often proves inadequate and partial. This paper demonstrates that creative and exploratory frames need to be developed to facilitate the development of more connected knowledge – informed by multiple stakeholders, able to contribute heterogeneous skills, perspectives and expertise.

Criticality by stealth: embedding tools for sustainability in the business curriculum

Peter Redding, Molly Scott Cato — 2011-09-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide a case study which illustrates how specific skills can be embedded within an undergraduate business module thereby promoting wider criticality and an ethos of sustainability. Design/methodology/approach – The paper analyses a pragmatic approach to redesigning a third-year undergraduate module on twenty-first century business topics such as globalisation and sustainability in which students acquire subject-specific knowledge as well as the tools necessary for challenging current approaches. The redesign was guided by a series of emergent paradigms within the pedagogical literature, including student-centred learning, emphasis on skills development and elements of the critical management perspective. “Questioning perceived wisdom” became the subtext for a series of activities linked to continuous assessment. Action research provided a basis for curricular development, and resulted in lectures with multiple viewpoints and a variety of weekly tasks including analyses of in-class debates, surveys, and online discussions in small groups. The new structure also sought to address instrumental attitudes and student engagement. Rich qualitative and quantitative data were generated from the surveys, discussion groups, exam scripts and student feedback. Findings – Data show that students responded well to those activities which implicitly reinforced the skills of “questioning” and judgement based on evidence. The increased engagement may be due to incentivisation of the chosen assessment structure and/or the heuristic nature of the varied activities. Originality/value – This paper invites practitioners to shift away from “teaching” sustainability or criticality as an intellectual topic, and rather to concentrate more on creating those experiential opportunities where the student can develop the skills to question current dogma, whether neo-liberalism or even environmental fundamentalism.

Towards the integration of sustainability in the business curriculum: Perspectives from Indian educators

Tribhuvan Pratap Singh, N.S. Bisht, Megha Rastogi — 2011-09-27 00:00:00.0

Abstract

Purpose – Sustainability may be defined as a concept that activates the inner sense of individuals, companies and societies to initiate, promote and sustain practices to protect and enhance the human and natural resources needed by future generations to enjoy a quality of life equal to or greater than our own. To translate this vision into action, it takes time, efforts and sincere leadership and managerial commitments towards sustainable global development. Therefore, the role of business schools is critical in generating a work force to cater to such needs. The purpose of this paper is to focus on the top business schools in India which promote sustainability issues, exploring the challenges of incorporating sustainability in the business curriculum and practices developed by leading professors and business schools to address these issues. Design/methodology/approach – A sample of 35 faculty members from 17 leading business schools of India forms the basis of this research. Data were collected through on-line questionnaires, telephone interviews and in-depth exploration of teaching plans and course materials. Findings – The findings highlight the importance of sustainability issues within the business curriculum and the value of integrated case studies which provide a wider perspective to students. Faculty members face serious challenges in the conflict between monetary and sustainability orientations of the curriculum, maintaining students' interest, applying new pedagogical tools effectively, and including considerations of social costs and quality of life. Originality/value – This paper contributes to existing knowledge about the practical challenges of designing and teaching sustainability issues through integrated courses. It also explores the effectiveness of innovative pedagogical tools to address such issues.

Responsibility and integrity in the curriculum

Simon Robinson, Paul Dowson — 2011-09-27 00:00:00.0

Abstract

Purpose – The purpose of this paper is to examine the meaning of responsibility and how it might be integrated into the business school and university curriculum. Design/methodology/approach – The paper analyses responsibility in terms of interactive modes, involving imputability (critical agency connecting culture and meaning, through reflection on purpose, values and practice), accountability (involving capacity to give an account and to handle plural accountability), and moral liability (involving responsibility for people, environment and practice, requiring shared and negotiated responsibility). This is related to employability and integrity, and then to practice in the curriculum. Findings – The paper argues that the theory and practice of responsibility is able to integrate cognate concepts, different disciplines, different skills and dispositions and plural roles. The paper then argues that responsibility is most effectively engaged through a pedagogy of reflective practice and critical conversation, focused in personal, professional, civil, corporate and global responsibility, and provides a practical example. Originality/value – The paper is original in the breadth of its view of responsibility, the stress on responsibility as focused in plurality and identity, and in the attempt to develop an integrated approach to teaching that focuses on responsibility.

Special issue on CSR in BRIC (Brazil, Russia, India, China) Countries

2011-09-27 00:00:00.0