Reflective practice and fieldwork
A US-based university refocuses its efforts on ethics, social responsibility, service and sustainability as part of its issue-centered learning courses. One of their programs strongly encourages students to draw on knowledge and experience from all backgrounds when addressing complex issues, as well as promoting a transdisciplinary approach amongst faculty members and postgraduate students. Institution: Bentley University Country: […]
A University in Canada plans to launch an MBA for a Better Planet. Students will combine a transformative classroom and online learning curriculum with experiential and field-based learning to better understand food systems and supply chains, barriers to a safe and secure food supply, and the role of business in development. The program aims to […]
A business school in Hong Kong sets an example to other institutions with its strong emphasis on ethics, corporate social responsibility and corporate governance to its education and research agenda, which form a core aspect of its transformative learning philosophy. The school conducts wide-ranging community based work in promoting corporate social responsibility by encouraging its […]
The current challenge for management education is one of re-legitimization, particularly in the context of unresolved humanitarian, political and environmental problems. One Swedish business school has already proven itself an admirable institutional role model, given its long-held tradition of collaborating with surrounding society by connecting their faculty and students to the larger scope of community and global contexts, and working on human rights and social sustainability issues in tandem with private, public, and not-for-profit organizations. The business school further employs ‘live cases’ in its courses, where students are placed into the field to solve real problems across different facets of society.
A Canadian Faculty of Management made a module on “The Social Context of Business” compulsory for all undergraduates studying Management. Students are asked to write a “conscious living” journal for 30 days where they take a hard look at how they conduct their lives and why they make the choices they do.
A UK Business School embarked on a journey to evolve both an Undergraduate and Postgraduate a curriculum that is more representative of Responsible Management education. One of their pilot programmes is a module on Sustainable Enterprise Economy. Three critical factors contributed to developing this module; the willingness of a virtual team comprising cross-discipline collaborative colleagues, the flexibility afforded us by Faculty Managers to achieve University accreditation, and critically the UN Global Compact, but more specifically access to PRME initiative as a reference point.