Principles of Responsible Management Education (PRME): Call for Responsible Management Education

Principles of Responsible Management Education (PRME): Call for Responsible Management Education

Malebo Mokoqama (University of KwaZulu-Natal, South Africa) and Ziska Fields (University of KwaZulu-Natal, South Africa)
DOI: 10.4018/978-1-5225-1823-5.ch012
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Abstract

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.
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Background

It is suggested by Muff (2012) that the purpose and vision of business schools is to develop future business leaders who are to deal with complex challenges that society faces. Several critics further note, that the reason for the failure of business schools to adequately develop sustainable business leaders is because of the curriculum (Thomas, Thomas and Wilson, 2013). However, there are several business schools who have made claims that they are integrating sustainability in their course but a few of these business schools actually have core modules in sustainability (Barber, Wilson, Venkatachalam, Cleaves & Garnham, 2014). GSB&L is one of the business schools who do not have a core module on sustainability.

Recent statistics show that there are currently 650 PRME signatories from over 81 countries PRME2015AnnaulReport (2015). PRME, calls for business schools to not only implement sustainability issues in their curriculum but to improve their teaching and research in the aim of global exclusive growth (Ramos, Saiia, Sroufe & Sivasubramaniam, 2015). For business schools not be part of this global networks means that they forfeit the opportunity of improving their teaching and research. They also have the disadvantage of not being able to exchange innovative ideas. This is because Rasche, Unruh, Waddock & Werhane (2009), believe that PRME allows different business schools to exchange ideas that could be beneficial to each other.

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