Activities per year
Abstract
Purpose:
The aim of this research is to gain a greater depth of understanding of both the pressures and barriers for embedding RME within business and management schools.
Design/methodology :
This article utilizes a longitudinal case study design centering on six business/management schools based in the United Kingdom.
Findings:
This research identifies a set of institutional pressures and barriers for RME in the business schools selected. Firstly, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors.
Research Implications:
The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy.
Practical implications:
RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organizational change at all levels and a systemic change process to bring about implementation.
Social Implications:
This systemic change process will require both top down and bottom-up stakeholder involvement.
Originality/value:
This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and the research has provided a number of practical recommendations which can be implemented to help schools overcome the identified barriers.
The aim of this research is to gain a greater depth of understanding of both the pressures and barriers for embedding RME within business and management schools.
Design/methodology :
This article utilizes a longitudinal case study design centering on six business/management schools based in the United Kingdom.
Findings:
This research identifies a set of institutional pressures and barriers for RME in the business schools selected. Firstly, the pressures appear to come from a number of external business school sources and the barriers from a series of organisational resource and individual factors.
Research Implications:
The results clearly show these market pressures are no passing fad. Failure to respond in a systemic way will mean business schools will run into serious problems with legitimacy.
Practical implications:
RME cannot be seen as just a bolt on. The orientation needs to change to view RME as requiring a shift in culture/purpose/identity. Due to the barriers this will require systemic organizational change at all levels and a systemic change process to bring about implementation.
Social Implications:
This systemic change process will require both top down and bottom-up stakeholder involvement.
Originality/value:
This paper fulfils a need for an in depth study of a number of business schools to identify the barriers to RME. This is now a critical issue for schools and the research has provided a number of practical recommendations which can be implemented to help schools overcome the identified barriers.
| Original language | English |
|---|---|
| Journal | Journal of Management Development |
| Volume | 34 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2015 |
Keywords
- Institutional theory
- Business schools
- Education for sustainable development (ESD)
- Higher education (HE)
- Responsible management education (RME)
Activities
- 1 Conference
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Sheffield Hallam University Business School Annual Staff Conference
Doherty, B. (Participant)
15 Jan 2015Activity: Participating in or organising an event › Conference