Business Schools, Leadership and Sustainable Development Goals: The Future of Responsible Management Education

Cover
Half Title
Series Page
Title Page
Copyright Page
Contents
Tables
Figures
Contributors
Preface
Introduction
The role of the Sustainable Development Goals
Set-up and contents
References
Part I: Visions and responses
1. The responsible management education paradox: Applying the conceptual lens of Organisational Ambidexterity
Introduction
The paradoxical premise
PRME
Critically reflecting on PRME
What is Organisational Ambidexterity?
Applying the conceptual lens of Organisational Ambidexterity to RME
Tension 1: Shareholders versus stakeholders versus sustainable development
Tension 2: Transactional leadership versus transformational leadership versus responsible leadership
Tension 3: Traditional education versus RME
The difficulty of implementing and delivering on responsible management principles
Competencies - an enabling tool for ambidextrous responsible management learning
Organisational context
Embedding RME
Final reflections
Where next?
References
2. Emotional competency in the interdisciplinary classroom: A systems thinking perspective
Introduction
Evolving perspectives on sustainability leadership
Linking the collective agency leadership model with systems thinking
The role of empathy in sustainability leadership
The course: Unintended consequences - At the interface of business and the environment
A foundation in systems thinking
Reflection paper 1 prompt: Cannot see the forest for the trees
Reflection paper 2 prompt: Boom, bust, and you
Emerging themes on business-environment interactions from reflective writing
Lessons learned
Inclusivity facilitates emotional explorations intrinsic to sustainability challenges
Modelling empathy and collaboration through guest speakers
The value and tension of interdisciplinary teaching
Meeting the moment - our class in the context of the Covid-19 pandemic
Conclusion
Note
References
3. Managing emotions in responsible management education courses and promoting the leadership of the Sustainable Development Goals
Introduction
Managing emotions: from elementary and secondary schools to universities
Teachers' emotions in universities
Students' emotions in universities
Managing emotions in the classroom
Teachers' management of their emotions
Teachers' management of students' emotions
Conclusion
Notes
References
4. Shaping sustainability leadership from the start: Educating for sustainable development in undergraduate business and management programmes
Introduction
The RME challenge
Blueprint for RME and SDG integration
Stage 1: Mobilise students and staff
Enactus
Oikos international
Students organising for sustainability (SOS)
Stage 2: Join existing initiatives
PRME
Global Compact
BITC
The SDG Accord
Accrediting bodies
Stage 3: Get institutional buy-in
Stage 4: Make use of existing resources
PRME Champions Blueprint
PRME Curriculum Tree
SDG Compass
Giving Voice to Values
The Sustainability Literacy Test
Carbon Literacy Training
Textbooks
Stage 5: Integrate into the curriculum
Develop a baseline
Curriculum design
Pedagogy
Embedding in practice
Conclusion
References
Part II: Critical and personal reflections
5. Balancing the scales: Changing perceptions of gender stereotypes among students in a PRME champion business school
Introduction
Gender inequality
The role of business schools in promoting gender equality
Unequal gender representation in academia
Gender role stereotypes among students
Our study
Implication of these findings
Implication of these findings from a student perspective
Implication of these findings from a business school perspective
Implication of these findings from an organisation's perspective
Conclusions
References
6. Between criticism and optimism: The derailment and rehabilitation of business schools
Introduction
Understanding what happened to the business school
What is the problem?
Finding solutions
Learning process
Curriculum
Community
Conclusion
References
7. Reflections of an engaged marketing scholar: An SDG-guided journey towards being a 'called professional'
Introduction
Hopelessness and hopefulness of business education
Called Professional framework
My discernment journey towards a destiny
My parents
My daughters
My kidney donor
Introspection
Living into a calling with legitimacy and authenticity
Crafting personal authenticity
Achieving professional legitimacy
Poverty Alleviation and Profitability (Master of Management, CEMS)
Marketing and Sustainable Development (Bachelor of Commerce)
Responsible Business Mindset (Master of Commerce)
Research
Key learnings and conclusions
Learning 1: Why am I a scholar?
Learning 2: Why should I sacrifice?
Learning 3: Why should I talk about my life experiences with my students?
Learning 4: Why are so many people resisting my ideas?
Learning 5: Why are some people helping me on my journey to be a called SDG-marketing Scholar?
References
Part III: Creative pedagogies and assessments
8. The use of news articles as a pedagogical tool for responsible management education
Introduction
The use of news articles in the classroom
Learning collaboratively with news articles
Activity design
Suitable news item identification
Development of discussion questions or final result
Suggested and supportive literature
Time determination
Delivery of materials
Steps during classroom teaching
Students read the news item individually
Team composition
Instructions
Teamwork
Students present their answers and results
Examples of the use of news for RME
Food waste example
Use of animal fur example
Conclusions
Acknowledgements
References
9. Supporting transformation towards sustainable development: The use of Appreciative Inquiry in responsible management education
Introduction
AI - a transformative approach
AI in RME - in theory
AI in RME - in practice
TIAS School for Business and Society
AIM2Flourish
AIM2Flourish at TIAS
Considerations
Positive/negative duality
Educational disconnect
Language and metaphors
Words create worlds
Dealing with anxiety and transformation
Conclusion
Notes
References
10. Applying authentic assessment to teaching the Sustainable Development Goals
Introduction
Using authentic assessment for RME
Evolving versions of adopting the SDGs as a teaching framework
April to August 2020
September 2020 to January 2021
February 2021 to April 2022
SDG teaching framework
Final reflections on the use of the SDGs in authentic assessment
Conclusion
References
11. Matters of measuring: Student learning and success in sustainability education
Introduction
Conceptions of learning
Competency development
Transformative learning
The function of assessment
Assessment in sustainability education: the missing link
Moving forward: focus on learning rather than metrics
Concluding remarks
References
Index