Business education for responsible capitalism developments and challenges
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Business Education for Responsible Capitalism: Developments and Challenges. Jeremy Moon Director www.nottingham.ac.uk/business/iccsr . Role of the Business School in Responsible & Sustainable Business . Blame Enron/ Worldcom / Financial Crisis / negative social & environmental impacts

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Business Education for Responsible Capitalism: Developments and Challenges

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Business education for responsible capitalism developments and challenges

Business Education for Responsible Capitalism: Developments and Challenges

Jeremy Moon

Director

www.nottingham.ac.uk/business/iccsr


Role of the business school in responsible sustainable business

Role of the Business School in Responsible & Sustainable Business

  • Blame Enron/ Worldcom/ Financial Crisis / negative social & environmental impacts

  • NB Physics, Engineering & wider education?

  • Wider impacts of education and socialisation on business roles; particularly in-work socialisation?

  • Contribution of BS experience to business behaviour? How has BS experience changed in a decade? What drives BS education? Should BS reflect system or change it?


A decade of progress programmes

A Decade of Progress: Programmes

  • Growth in programmes, modules and enrolments ethics, responsibility, sustainability

  • Key variables:

  • ‘Leading’ schools appear most committed: branding, resources & flexibility

  • Associated with dedicated research centres; faculty-engagement; student mobilisation

  • Continental divide? USA market driven; EU academic driven


A decade of progress research

Maturation of R&SB research field:

Converging ‘conversation’ & replicable studies (but also issue-led, conceptually fluid)

Distinctive theoretical orientations

PhDs; Journal status of CSR as per Entrepreneurship +

Status in academic associations (AoM, EGOS)

Dedicated journals; mainstream journals; conferences & networks; text books, handbooks

A Decade of Progress: Research ?


A closer look at the committed

A Closer Look at ‘the Committed’

  • Analysis of UN PRME Signatory Sharing Information on Progress (SIP) Reports (see ICCSR Working Paper 2011)

  • SIP as mutual learning device; for STK communication; no template or verification

  • Six SIP principles as foundation for integrating R&SB education + 7th ‘operations principle’

  • Analysis of first 100 reports is ostensibly of ‘the committed’ (nb now 400+)


What has been analysed

What has been analysed?


Key messages from the analysis

Key Messages from the analysis

  • Vast majority aim to embed R&SB in all areas; most emphasis on teaching; especially MBAs

  • Although dedicated R&SB research capacity common, little elaboration of understanding of and approach to R&SB research

  • Committed to campus greening/ CO2 reduction and community involvement (reflecting university responsibilities / capabilities)


Strategies for integrating sustainability

Strategies for Integrating Sustainability


Questions remain

Questions Remain

  • Progress beyond the committed?

  • Among the committed how widespread is intra School commitment (R&SB as fad or taste)?

  • Are the committed / leading schools main-streaming R&SB or co-existing with financial business model?

  • ... Given FT Index remains main yardstick of Business Schools

  • How effective is the education for R&SB?


Questions remain1

Questions Remain

  • In light of these questions and surveying the prospects, ‘What sort of business education is appropriate for responsible capitalism’?

  • What we teach?

  • Governance of business education?


What we teach

What we teach?

  • Main barriers to curriculum change are cognitive (given organizational enablers for change e.g. branding; strategy; staffing)?

  • Usually entails budget and time re curriculum revision; staff recruitment, development etc.

  • From learning about R&SB (knowledge) vs. learning for R&SB (capabilities)?

  • What is relationship between four strategies for integrating R&SB?


What we teach1

What we teach?

61 %

10 %

35 %

53 %


What we teach2

What we teach?

  • Innovation easier in new structures than mainstreaming? (Nottingham: mainstream on basis of niche innovation)

  • How to achieve lasting impact on graduates’ knowledge of & capabilities for R&SB?

  • Blended pedagogies: conceptual, evidence-based, tools, experiential, creative (Nottingham)

  • Alumni engagement for longer term impact?

  • Co-learning?


Governance of business education

Responsible capitalism agendas & governance questions for companies & markets … and BS?

As per companies who commit to R&SB, questions of depth of commitment; need for assurance arise

Will new watchdogs emerge? Will existing watchdogs include / prioritise R&SB?

Where are we now? R&SB educators use STK analysis: use on BS?

Governance of business education?


Owners and students

Owners and Students?

  • Owners (oftenUniversities) often see BS as ‘cash cows’ & means of engagement

  • Students (potential, enrolled, alumni)

  • Expect: career development / ‘a ticket to ride’ / ‘finishing school’; salary enhancement - especially MBAs or is this an FT driven myth?

  • Is UK student expectation of ‘education for sustainability’ shared in BS (especially MBA)?


Employers companies in general

Employers & companies in general

  • Expect BS graduates & their skills & knowledge to be conducive for individual / collective business success i.e. sustainable profits

  • Expect information and knowledge for practice

  • Reward schools with internships; research partnerships; recruitment; £$

  • Variable business perspectives on significance of R&SB (sector, national factors; innovators, imitators, laggards)?


Staff

Staff

  • Expect career development; educational / academic standards; excellence in teaching and research; recognition; engagement & impact

  • R&SB agendas have potential here: how are they conveyed / articulated and by who within BS?


Society

Society

  • Expects BS education to reflect / serve broad societal values

  • BS could align responsibility to society & sustainability for society with education

  • Stewardship, citizenship or network models to underpin R&SB strategy and to recognise and take account of business power?


Governance of business education1

Governance of business education?

  • STK analysis locates prospects...

  • Reveals drivers of BS behaviour and weak mechanisms for responsibility to society?

  • Impact of leading R&SB schools on dominant gate-keepers (e.g. FT Index) or graduate employment criteria is modest?

  • Responsible capitalism raises doubts about self regulation in markets


Governance of business education2

Governance of business education?

  • Leading schools can manage this complexity through ‘co-existence’, more challenging for others (resources- & reputation-light) who otherwise reflect logic of STK system

  • Is there a wider challenge to be more like professions (used to be?)? Serving system; themselves; clients (challenge to STK model?)

  • What are mechanisms for more responsible self-regulation or co-regulation?


Governance of business education3

Governance of business education?

  • Can institutions offer opportunity for mutual governance? (accreditors, EABIS, UNPRME, Aspen BGP?

  • Costs to organisations and risk of membership exit?

  • Alternatives?


Business education for responsible capitalism developments and challenges

  • Is progress masking ‘co-existence of R&SB & financial business education?

  • How can we teach R&SB?

  • Are our stakeholder relations / governance systems structured against R&SB?


References

Godemann, J, Herzig, C, Moon, J and Powell, A (2011) ‘Integrating Sustainability into Business Schools: Analysis of 100 UN PRME Sharing Information on Progress (SIP) reports’ ICCSR Research Paper Series No. 58-2011

Lockett, A, Moon, J & Visser, W (2006) ‘Corporate Social Responsibility in Management Research: Focus, Nature, Salience and Sources of Influence’ Journal of Management Studies

Matten, D & Moon, J (2004) ‘Corporate Social Responsibility Education in Europe’ Journal of Business Ethics

References


References1

References

  • Moon, J & M Orlitzky (2011) ‘Corporate social responsibility and sustainability education: A trans-Atlantic comparison’ Journal of Management Education

  • M Orlitzky and J Moon (2010) ‘Corporate Social Responsibility Education’ in D Swanson and D Fisher eds Assessing Business Ethics Education Information Age


Your next steps making the most of your eauc membership

Your next steps – making the most of your EAUC Membership…

  • Resources -

    • visit the dedicated Education for Sustainability section on the EAUC resource bank

    • visit SORTED - the online resource for sustainability in the Learning and Skills sector

  • Networks - Join SHED - the leading cross sector Community of Practice in the UK for Education for Sustainability (EfS). Developed in collaboration with Higher Education Academy.

    • Visit the EAUC stand for more information on this group

  • Recognition - want recognition for your curriculum projects – enter the 2012 Green Gown Awards courses and/or skills categories. Entries open summer 2012

  • Measure and improve - sign up to LiFE for help on embedding ESD into your institution - visit www.thelifeindex.org.uk

    Membership matters at www.eauc.org.uk


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