Abstract
The world faces imminent environmental challenges, with businesses and society consuming resources at an un-sustainable pace. Carbon emissions into the natural atmosphere are at an all-time high (USDC, 2022) and are expected to have not yet peaked (IPCC, 2022; Mitchell et al., 2000). Climate change is heading for an increase of at least + 2.7 to + 3.1 degrees against a target of + 1.5 degrees (Samset et al., 2020). Societies challenge lies in effectively engaging stakeholders, particularly students and employers, who hold diverse perspectives on responsible and ethical management education.
Higher Education (HE) institutions and Business Schools are under pressure to do more and to be the change they wish to see in the world (Cortese, 2003). The United Nations (UN) have introduced The Principles of Responsible Management Initiative (PRME) to encourage Business Schools to be more sustainable in action and education (PRME, 2020). Scholars argue that the time is ripe for HE institutions to lead change and stakeholders demand change (Moore, 2005), students are increasingly from Generation Z are said to be the most demanding generation yet for climate change response and calling for change in institutions. Greenberg (2017) highlights the significant challenges associated with creating meaningful and lasting change in Business Schools in relation to PRME.
While PRME creates a structure to embed sustainability into curricula, often missing from this process is practical engagement with, and obtaining the buy-in from wider stakeholders, including student bodies and employers. This is increasingly important when the two stakeholders are combined in the case of employee-sponsored degree apprenticeships. In particular, the diverse perspectives from business in relation to their present challenges is often overlooked.
Russo et al., (2023) point out that while institutions are beginning to harbour ‘positive feelings’ towards PRME, the work still rests with individual academics. Cortese (2003) argues that HE should embed PRME into all areas of campus life.
This presentation will demonstrate the process of how the PRME Lead engaged with (1) students to assess their understanding of and expectations in responsible management education (PRME), (2) the Course leaderships team to assess their expectations at course level, (3) the leadership of the university and (4) the employers to assess their expectations and needs from graduates in this area.
The literature suggests that Generation Z view ‘the environment’ as the number one issue facing society, and they believe that business have a significant role to play in addressing these grand challenges (Cone, 2019). This multi-dimensional and multi-faceted stakeholder approach at UUBS facilitated the creation of two new PRME modules in our flagship undergraduate programme at UUBS, accounting for 40 credits in total at Levels 4 and 5 that were created ‘with’ stakeholders as opposed to ‘for’ stakeholders.
Higher Education (HE) institutions and Business Schools are under pressure to do more and to be the change they wish to see in the world (Cortese, 2003). The United Nations (UN) have introduced The Principles of Responsible Management Initiative (PRME) to encourage Business Schools to be more sustainable in action and education (PRME, 2020). Scholars argue that the time is ripe for HE institutions to lead change and stakeholders demand change (Moore, 2005), students are increasingly from Generation Z are said to be the most demanding generation yet for climate change response and calling for change in institutions. Greenberg (2017) highlights the significant challenges associated with creating meaningful and lasting change in Business Schools in relation to PRME.
While PRME creates a structure to embed sustainability into curricula, often missing from this process is practical engagement with, and obtaining the buy-in from wider stakeholders, including student bodies and employers. This is increasingly important when the two stakeholders are combined in the case of employee-sponsored degree apprenticeships. In particular, the diverse perspectives from business in relation to their present challenges is often overlooked.
Russo et al., (2023) point out that while institutions are beginning to harbour ‘positive feelings’ towards PRME, the work still rests with individual academics. Cortese (2003) argues that HE should embed PRME into all areas of campus life.
This presentation will demonstrate the process of how the PRME Lead engaged with (1) students to assess their understanding of and expectations in responsible management education (PRME), (2) the Course leaderships team to assess their expectations at course level, (3) the leadership of the university and (4) the employers to assess their expectations and needs from graduates in this area.
The literature suggests that Generation Z view ‘the environment’ as the number one issue facing society, and they believe that business have a significant role to play in addressing these grand challenges (Cone, 2019). This multi-dimensional and multi-faceted stakeholder approach at UUBS facilitated the creation of two new PRME modules in our flagship undergraduate programme at UUBS, accounting for 40 credits in total at Levels 4 and 5 that were created ‘with’ stakeholders as opposed to ‘for’ stakeholders.
| Original language | English |
|---|---|
| Title of host publication | AEST |
| Subtitle of host publication | AEST, The Placement and Employability Professionals' Conference Evolving Practices, Embracing Innovation in Work Based and Placement Learning Conference. Ulster University, Belfast Campus |
| Publication status | Published (in print/issue) - 5 Aug 2024 |
