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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
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+)
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)
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?
slide22

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