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Journal articles on the topic 'Principles for Responsible Management Education (PRME)'

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Published: 3 June 2025

Last updated: 19 July 2025

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1

Forray, Jeanie M., and Jennifer Leigh. "Principles of Responsible Management Education (PRME)." Journal of Management Education 33, no. 6 (2009): 795–96. http://dx.doi.org/10.1177/1052562909352173.

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Forray, Jeanie M., and Jennifer Leigh. "Principles of Responsible Management Education (PRME)." Journal of Management Education 34, no. 1 (2010): 184–85. http://dx.doi.org/10.1177/1052562909359398.

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Forray, Jeanie M., and Jennifer Leigh. "Special Issue: Principles of Responsible Management Education (PRME)." Journal of Management Education 34, no. 2 (2010): 327–28. http://dx.doi.org/10.1177/1052562910364759.

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Forray, Jeanie M., and Jennifer Leigh. "Special Issue: Principles of Responsible Management Education (PRME)." Journal of Management Education 34, no. 3 (2010): 477–78. http://dx.doi.org/10.1177/1052562910371088.

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Forray, Jeanie M., and Jennifer Leigh. "Special Issue: Principles of Responsible Management Education (PRME)." Journal of Management Education 34, no. 4 (2010): 632–33. http://dx.doi.org/10.1177/1052562910376504.

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Forray, Jeanie M., and Jennifer Leigh. "Special Issue: Principles of Responsible Management Education (PRME)." Journal of Management Education 34, no. 5 (2010): 775–76. http://dx.doi.org/10.1177/1052562910380658.

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Dr., Shraddha Kulkarni*1 &. Dr. Natashaa Kaul2. ".A CASE STUDY ON RESPONSIBLE LEADERSHIP IN THE EDUCATION SECTOR: THE WAY FORWARD." INTERNATIONAL JOURNAL OF RESEARCH SCIENCE & MANAGEMENT 5, no. 3 (2018): 42–51. https://doi.org/10.5281/zenodo.1209321.

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The case study revolves around Indira School of Business Studies, a B-school that is a signatory of Principles of Responsible Management Education (PRME). And in light of the principles that are associated with PRME, the institute wanted to launch new initiatives to become a more advanced signatory. In light of this objective the institute formed a student committee (PRME Ambassadors) to drive the implementation of the ideas.

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Avelar, Aline Bento Ambrosio, Milton Carlos Farina, and Raquel da Silva Pereira. "Principles for responsible management education - PRME: Collaboration among researchers." International Journal of Management Education 20, no. 2 (2022): 100642. http://dx.doi.org/10.1016/j.ijme.2022.100642.

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Pagan, Victoria, and Ellie McGuigan. "Lecturer-Student Collaboration as Responsible Management Education." Journal of Business Ethics Education 16 (2019): 25–40. http://dx.doi.org/10.5840/jbee2019163.

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This article contributes to the conversation on the implementation of the Principles of Responsible Management Education (PRME) by reflecting the authors’ specific experiences of being lecturer and student in delivering/engaging with the Principles. It gives voice to these roles, which is largely absent from the extant literature that instead focuses most frequently on macrolevel, institutional motivation and programme development. The work provided outcomes that met institutional performance development requirements, teaching and research outputs. It provided an integrated learning and employ

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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics’ Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2 (2017): 174. http://dx.doi.org/10.22610/jebs.v9i2.1659.

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In light of business leaders’ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutions’ ability to ensure responsible and sustainable management education. This paper seeks to assess academics’ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Principl

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Singhal, Neeraj, Preeti Suryawanshi, and Garima Mittal. "Crafting Responsible Management Practices in Business School Learning Outcomes: An Indian Case Study." Vision: The Journal of Business Perspective 21, no. 1 (2017): 46–62. http://dx.doi.org/10.1177/0972262916681249.

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Management education is increasingly facing societal demands for becoming responsible business. Many management institutions have therefore become involved in embedding sustainable development as part of responsible management education into their academic system. This was also due to use of ‘responsible management’ as one of the important criteria in the international accreditation process and thus leading to greater acceptability amongst its target audience. The United Nations (UN)-supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the tr

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Boodhoo, Suvera, and Sanjana Brijball Parumasur. "Academics' Perceptions of the Principles for Responsible Management Education (PRME) for Sustainable Development." Journal of Economics and Behavioral Studies 9, no. 2(J) (2017): 174–88. http://dx.doi.org/10.22610/jebs.v9i2(j).1659.

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In light of business leadersâ€™ failings, including corporate corruption, the financial crisis and various ecological system crises there is a growing expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability. Therefore, there is a need to ascertain management education institutionsâ€™ ability to ensure responsible and sustainable management education. This paper seeks to assess academicsâ€™ perceptions of how the University of KwaZulu-Natal has adopted the United Nation (UN) supported initiative, Pr

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Hourneaux Junior, Flavio, and Adriana Cristina Ferreira Caldana. "Gestão responsável: responsabilidade, ética e sustentabilidade a partir do Principles for Responsible Management Education (PRME)." Organicom 14, no. 27 (2018): 166–80. http://dx.doi.org/10.11606/issn.2238-2593.organicom.2017.144120.

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O ensaio apresenta os principais elementos e diretrizes da chamada gestão responsável (GR): responsabilidade, ética e sustentabilidade. São descritos também os principais elementos que constituem o Principles for Responsible Management Education (PRME), iniciativa da Organização das Nações Unidas (ONU) para o fomento e desenvolvimento da GR. Além disso, os autores relatam as experiências do PRME no Brasil e no mundo e, principalmente, os resultados do congresso realizado no Brasil, em setembro de 2017, no qual se discutiu o tema em diversas perspectivas.

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Maloni, Michael J., Shane D. Smith, and Stuart Napshin. "A Methodology for Building Faculty Support for the United Nations Principles for Responsible Management Education." Journal of Management Education 36, no. 3 (2011): 312–36. http://dx.doi.org/10.1177/1052562911430310.

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Evidence from extant literature indicates that faculty support is a critical driver for implementing the United Nations Principles for Responsible Management Education (PRME), particularly for schools pursuing an advanced, cross-disciplinary level of sustainability integration. However, there is limited existing research offering insight into how to build faculty support for sustainability programs. Addressing this gap, the authors present an exploratory methodology using a survey and structural model to measure differential faculty support for sustainability. The methodology also increases aw

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Blasco, Maribel. "Aligning the Hidden Curriculum of Management Education With PRME." Journal of Management Education 36, no. 3 (2011): 364–88. http://dx.doi.org/10.1177/1052562911420213.

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This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC researc

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Avelar, Aline Bento Ambrósio, Keilla Dayane da Silva-Oliveira, Milton Carlos Farina, and Raquel da Silva Pereira. "Contribution of PRME in education, research, and outreach in Brazilian higher education institutions." International Journal of Sustainability in Higher Education 23, no. 2 (2021): 283–300. http://dx.doi.org/10.1108/ijshe-09-2020-0350.

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Purpose This paper aims to assess the contribution of the UN’s Principles for Responsible Management Education (PRME) in higher education, covering education, research and outreach in Brazilian higher education institutions (HEIs) after becoming signatories. Design/methodology/approach Teachers representing Brazilian HEI signatories to the PRME were interviewed. The IRAMUTEQ software was used for content analysis, descending hierarchical classification and similarity tree, allowing to quantify the quality variables originating from the professors’ beliefs and opinions. Findings The PRME helps

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Millar, Jill, and Margaret Price. "Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education." Management Learning 49, no. 3 (2018): 346–62. http://dx.doi.org/10.1177/1350507618759828.

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Over 650 business schools worldwide have embraced the 2007 United Nations initiative, the Principles for Responsible Management Education. Proponents claim the initiative drives change and a fundamental rethinking of management education through questioning and the challenging of assumptions. Critical discussions of the Principles for Responsible Management Education have been slower to emerge, and this article contributes a necessary critique. We relate claims of questioning and social change to ideas of critical reflexivity, including those of Margaret Archer, who presents it as an open-ende

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Verbos, Amy Klemm, and Maria T. Humphries. "Indigenous wisdom and the PRME: inclusion or illusion?" Journal of Management Development 34, no. 1 (2015): 90–100. http://dx.doi.org/10.1108/jmd-01-2013-0016.

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Purpose – The Principles of Responsible Management Education (PRME) are a United Nations led initiative that includes a mandate to engage with voices generally marginalized in business classrooms. The voices of Indigenous peoples are among such marginalized voices. Inclusion of indigenous worldviews offer opportunities to enhance the capacity of the PRME to contribute to more just and sustainable management and development of humanity. The paper aims to discuss these issues. Design/methodology/approach – PRME Principle One inspires opportunities to integrate the United Nations Declaration on t

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Bishri, R. "Principles for Responsible Management Education (PRME) in Sri Lankan Business Schools: A Pathway to Sustainable Business Education: A Study of Curricular Integration, Stakeholder Engagement, and Sustainable Development Outcomes." CINEC Academic Journal 6, no. 2 (2024): 94–103. http://dx.doi.org/10.4038/caj.v6i2.131.

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This research study is an analysis of the introduction and application, PRME within Sri Lankan business schools to promote al sustainable management education. This study applies an integrated approach through analyzing diverse facets of PRME implementation issues comprising alignment curriculum component, stakeholder involvement and realization to sustainable development benefits.By using a mixed-methods research design, the study assesses systematically the problems and respond encounters in integration of PRME criteria to curriculums offered by Sri Lankan business schools identifying activi

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Shrestha, Anup. "Building a Case for Responsible Management Education in Nepal." Apex Journal of Business and Management 1, no. 1 (2023): 135–44. http://dx.doi.org/10.61274/apxc.2023.v01i01.010.

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There is a need for substantial management development, which is a precondition for Nepal's social and economic transformation. Responsible management education can play a crucial role in this transformation, and the Six Principles of Responsible Management Education (PRME) can guide business schools in the development of responsible management education. However, there are specific challenges faced in advancing responsible management education in Nepal. These challenges include the perceived identity of the higher education sector in Nepal, capacity development for management educators, and t

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Solitander, Nikodemus, Martin Fougère, André Sobczak, and Heidi Herlin. "We Are the Champions." Journal of Management Education 36, no. 3 (2011): 337–63. http://dx.doi.org/10.1177/1052562911431554.

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As the number of institutions adopting the United Nations’ Principles for Responsible Management Education (PRME) initiative grows, there is an overhanging risk that many of them will merely add “responsibility” as a topic to the existing curriculum. The authors contend that a serious reading of PRME should instead entail thinking in terms of a gradual transformation of management education. Such a serious reading poses a number of organizational learning (and unlearning) challenges. By relying on their own experiences at two PRME signatory business schools in France and Finland, they describe

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Tavanti, Marco. "Eradicating World Poverty Requires More than Facebook Likes." International Journal of Cyber Ethics in Education 2, no. 4 (2012): 55–71. http://dx.doi.org/10.4018/ijcee.2012100104.

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What are the principles and practices that academic management programs need to educate Millennials on social responsibility and sustainability? What can universities do to instruct managers to solve complex ethical problems such as world poverty? The article suggests theoretical and practical insights for higher education management programs based on the principles and practices of developing socially responsible leaders. Through a review of The Principles of Responsible Management Education (PRME), the research invites academics and institutions to commit toward business ethics and poverty a

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Hillon, Yue Cai. "Heroic narratives of intentional non-compliance with PRME." Society and Business Review 12, no. 3 (2017): 256–73. http://dx.doi.org/10.1108/sbr-10-2016-0054.

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Purpose The governing bodies responsible for drafting and promoting the Principles for Responsible Management Education (PRME) apparently envisioned a completely voluntary initiative without concern for accountability. Public concern and commentary led to the addition of a reporting requirement in 2010. Two years later, program administrators began to update statuses. As of January 2016, PRME listed 636 signatories on their website. Because the reporting requirement took effect, approximately 86 schools have broken their commitment to comply with the PRME standards. Some schools were de-listed

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Peschl, Houston, Ilyup (Ian) Sug, Emma Ripka, and Sara Canizales. "Combining best practices framework with benchmarking to advance principles for responsible management education (PRME) performance." International Journal of Management Education 21, no. 2 (2023): 100791. http://dx.doi.org/10.1016/j.ijme.2023.100791.

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Singh, Ananda Silva, Vivien Mariane Massaneiro Kaniak, and Thálita Anny Estefanuto Orsiolli. "Avanços no desenvolvimento dos princípios para a educação da gestão responsável: um estudo em instituições signatárias do PRME no sul e sudeste do Brasil." Avaliação: Revista da Avaliação da Educação Superior (Campinas) 27, no. 2 (2022): 409–30. http://dx.doi.org/10.1590/s1414-40772022000200011.

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A preocupação em implementar uma gestão responsável gerando valor sustentável no ensino superior fez com que a iniciativa denominada Principles for Responsible Management Education (PRME) fosse criada. O objetivo é orientar escolas de negócios a implementar a gestão responsável. Esta pesquisa teve como objetivo analisar como são desenvolvidos os princípios do PRME em quatro escolas de negócios signatárias da iniciativa, localizadas nas regiões sul e sudeste do Brasil. Utilizou-se uma abordagem qualitativa, de natureza descritiva, cuja estratégia foi o estudo de casos múltiplos. Os dados coleta

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Bhattacharjee, Anindo, and Pavana Kiranmai Chepuri. "Taking India to the World in Higher Education: The Case of an Indian University as PRME Champion." PURUSHARTHA - A journal of Management, Ethics and Spirituality 16, no. 2 (2024): 34–47. http://dx.doi.org/10.21844/16202116203.

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This paper talks about the importance of leadership in higher education based on an autoethnographic study conducted by the authors. The paper presents the case study of a young Indian multidisciplinary university to show the importance of higher education leadership to achieve the SDGs through focus on responsible management education. The paper provides a 4I framework for SDG integration into management education through effective higher education leadership based on the values given in our Indian Knowledge Systems. Finally, the paper concludes showing the paradigm shift needed in internatio

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Dyllick, Thomas. "Responsible management education for a sustainable world." Journal of Management Development 34, no. 1 (2015): 16–33. http://dx.doi.org/10.1108/jmd-02-2013-0022.

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Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also nee

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Jena, Farai. "Engaging with responsible management in development economics using a student-led pedagogic tool." Emerald Open Research 2 (October 19, 2020): 63. http://dx.doi.org/10.35241/emeraldopenres.13840.1.

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This paper proposes the development of a student-led pedagogic tool in an undergraduate development economics module offered in a UK business school. It uses the developing country informal sector as an illustrative example. The informal sector plays a huge role in contributing towards job creation, income generation, and poverty alleviation in developing countries. The overall goal of the tool is to propose recommendations of mechanisms that can be used to incentivise the informal sector to embed responsible management in their practice. The tool is to be jointly developed with students and o

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Christian, Hauser. "Reflecting on the role of universities in the fight against corruption." RAUSP Management Journal 54, no. 1 (2019): 4–13. https://doi.org/10.1108/RAUSP-09-2018-0080.

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Purpose – Corruption continues to ravage societies around the world. The fight against corruption can be fruitful only if approached from multiple standpoints. Thus, corruption must also be approached from an academic and educational perspective. The purpose of this paper is to provide a good practice example of how universities and business schools can take actions to align themselves with the international sustainability and anticorruption agenda. Design/methodology/approach – The six principles of the United Nations Principles for Responsible Management Education (PRME) provide

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Amann, Wolfgang C., and Shiv K. Tripathi. "The Path Towards Becoming a Socially Responsible Business School—The Case of Canara Bank School of Management Studies India." South Asian Journal of Business and Management Cases 8, no. 3 (2019): 251–61. http://dx.doi.org/10.1177/2277977919860281.

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Past two decades have witnessed significant increase in social responsibility mainstreaming in businesses. Consequently, business schools across the globe are increasingly adopting and mainstreaming social responsibility agenda in business education curriculum. Some of the business schools have brought interesting innovations in integrating social responsibility issues at different levels. The case explores and analyses the challenges and opportunities faced by one of the largest public university affiliated business schools in Bangalore with regard to properly integrating sustainability in ne

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Thompson, Lindsay, and Richard G. Milter. "CityLab." Business and Professional Ethics Journal 37, no. 2 (2018): 213–35. http://dx.doi.org/10.5840/bpej201842470.

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This paper outlines the academic architecture of CityLab as graduate program course initiative and Principles of Responsible Management Education (PRME) capstone exemplar. When the United Nations launched the Millennium Goals in 2000 to focus global development on humanity rather than GDP, the Global Compact was launched as a collateral effort, challenging business, government, and social sector leaders to transform the global economic system. In 2007, the Six PRME focused on business schools, challenging them to reorient their curricula towards preparing students to lead the world in building

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Dr., Ajai Prakash, and Yadav Archana. "CHALLENGES OF INTEGRATING RESPONSIBLE MANAGEMENT EDUCATION IN HIGHER EDUCATION INSTITUTIONS OF UTTAR PRADESH, INDIA." International Journal of Research – Granthaalayah 4, no. 1 (2017): 171–77. https://doi.org/10.5281/zenodo.848523.

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India is facing a big debate on various social, economic and political issues which remained around corruption and poverty; how they can be eradicated from our society. Uttar Pradesh (U.P.) is the most populous state of our country with over 16.4 % of countries total population. Moreover with 9% of the country’s total geographical area, U.P. is the 4th largest state of our country. The median age of U.P. is 20 whereas that of India is young 24 years as in 2011. Though U.P. is the youngest state in India and has a rich cultural heritage but when it comes to literacy and gross enrolment in highe

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Martins, Flavio Pinheiro, Luciana Oranges Cezarino, Lara Bartocci Liboni, Amilton Barbosa Botelho Junior, and Trevor Hunter. "Interdisciplinarity-Based Sustainability Framework for Management Education." Sustainability 14, no. 19 (2022): 12289. http://dx.doi.org/10.3390/su141912289.

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Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims

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Hauser, Christian. "Reflecting on the role of universities in the fight against corruption." RAUSP Management Journal 54, no. 1 (2019): 4–13. http://dx.doi.org/10.1108/rausp-09-2018-0080.

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Purpose Corruption continues to ravage societies around the world. The fight against corruption can be fruitful only if approached from multiple standpoints. Thus, corruption must also be approached from an academic and educational perspective. The purpose of this paper is to provide a good practice example of how universities and business schools can take actions to align themselves with the international sustainability and anticorruption agenda. Design/methodology/approach The six principles of the United Nations Principles for Responsible Management Education (PRME) provide a framework for

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Parkes, Carole, Anthony F. Buono, and Ghada Howaidy. "The Principles for Responsible Management Education (PRME): The first decade – What has been achieved? The next decade – Responsible Management Education's challenge for the Sustainable Development Goals (SDGs)." International Journal of Management Education 15, no. 2 (2017): 61–65. http://dx.doi.org/10.1016/j.ijme.2017.05.003.

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Jamali, Dima, Hanin Abdallah, and Farah Matar. "Opportunities and Challenges for CSR Mainstreaming in Business Schools." International Journal of Technology and Educational Marketing 6, no. 2 (2016): 1–29. http://dx.doi.org/10.4018/ijtem.2016070101.

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Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate

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Yeung, Shirley Mo-Ching. "Human capital development for sustainability and corporate social responsibility – The case of Kalmar Asia." Corporate Ownership and Control 14, no. 4 (2017): 462–70. http://dx.doi.org/10.22495/cocv14i4c2art11.

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The purpose of this paper is to reflect the commitment of organizations in sustainability and Corporate Social Responsibility (CSR) and explore the key elements of human capital development through a case study of Kalmar Asia, integrating vision, mission, strategy, core values and good practices for sustainable development. Based on the literature search on human capital development from 2007 to 2014 on 27 articles from different countries, it is found that developing a concept human capital development is crucial for corporate sustainable development. This paper intends to highlight the type

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Gadelshina, Gyuzel, Chandra Vemury, and Arif Attar. "Meaningful Learning and The Integration of Responsible Management Education in the Business School Courses." International Journal of Modern Education Studies 2, no. 1 (2018): 24. http://dx.doi.org/10.51383/ijonmes.2018.18.

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In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business‐related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a c

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Galleli, Bárbara, Mateus Santos de Freitas-Martins, and Noah Emanuel Brito Teles. "SUSTENTABILIDADE NOS CURSOS DE ADMINISTRAÇÃO NO BRASIL." Revista Gestão em Análise 10, no. 2 (2021): 167. http://dx.doi.org/10.12662/2359-618xregea.v10i2.p167-183.2021.

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Este artigo tem por objetivos: i) identificar o panorama da inserção da temática da sustentabilidade nos cursos de Administração das universidades públicas brasileiras; e ii) comparar esse panorama com as IES participantes do Principles for Responsible Management Education (PRME) no Brasil. Para tanto, foram mapeadas as grades curriculares dos cursos simultaneamente presentes nas universidades públicas mais bem classificadas no Ranking Universitário Folha (RUF) no ano de 2019. Entre os principais resultados, está a baixa proeminência da temática da sustentabilidade nos currículos em uma das re

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Arruda Filho, Norman de Paula, and Barbara Sueli Przybylowicz Beuter. "Transculturality as a drive for the SDGs achievement." International Journal of Sustainability in Higher Education 20, no. 5 (2019): 822–31. http://dx.doi.org/10.1108/ijshe-01-2019-0033.

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Purpose This study aims to assess how transculturality can potentiate projects developed between UN Principles for Responsible Management Education (PRME) signatories’ institutions by emphasizing on the advantages for teams with people from different nationalities. Besides, it addresses a well-discussed topic among the signatory schools of PRME as the initiative strongly encouraged integrated research, attributing it value and applicability. Design/methodology/approach The analysis focuses on three projects developed in partnership between institutions from Brazil and other countries, consider

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Shabab, C. Rashaad. "A PRiME perspective on economics curriculum design." Emerald Open Research 2 (June 11, 2020): 38. http://dx.doi.org/10.35241/emeraldopenres.13779.1.

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The United Nations’ Principles of Responsible Management Education initiative aspires to transform the relationship between business and society by ensuring that the next generation of business leaders are shaped by management education that conceptualises businesses as generators of sustainable value. Simplistic economic models overemphasize the role of narrow profit maximization on the part of firms in generating broader economic wellbeing. More nuanced views of the relationships between firms and the societies in which they operate, such as those that allow for market power in product and l

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Singhal, Neeraj, Himani Gupta, and Garima Mittal. "Importance-performance Analysis to Identify Effective Learning Approaches for Sustainability in an Indian Business School." Vision: The Journal of Business Perspective 22, no. 3 (2018): 276–83. http://dx.doi.org/10.1177/0972262918785963.

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Sustainability and sustainable development have become a crucial keyword in today’s environment. It is now being felt that incorporation of sustainable practices should not be followed only by different sectors (public or private) but these concepts should also be taught at business schools to embed the concepts of sustainable practices right from the very beginning. There are 37 learning approaches identified on the basis of Principles for Responsible Management Education (PRME), which forms the core of the work presented in this study. To implement the proposed analysis, responses were colle

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López, Belén. "How Higher Education Promotes the Integration of Sustainable Development Goals—An Experience in the Postgraduate Curricula." Sustainability 14, no. 4 (2022): 2271. http://dx.doi.org/10.3390/su14042271.

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The Coronavirus (COVID-19) pandemic has created big challenges and opportunities in Higher Education (HE). In this situation, several universities worldwide have responded with digital methods and hybrid classes in a short period of time. The aim of this paper is to show how the universities have adapted teaching methods to digital platforms in the academic year 2020–2021. This case study is based on the experience of 37 postgraduate communication students in the course Business and Communication from a Communication Programme. The objective of this course was to promote the 17 sustainable dev

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Jabbour, Charbel. "Gestão Ambiental em Escolas de Negócios: mapeando o estado da arte." Revista Pensamento Contemporâneo em Administração 8, no. 4 (2014): 1. http://dx.doi.org/10.12712/rpca.v8i4.461.

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Após as diretrizes da Organização das Nações Unidas, que instituíram a Década da Educação para o Ensino de Desenvolvimento Sustentável (2005-2014) e o lançamento dos Principles for a Responsible Management Education (PRME), a pressão para que as Escolas de Administração incorporem a gestão ambiental em suas atividades essenciais (ensino, pesquisa, extensão e gestão universitária) se intensificaram. Em contrapartida, no Brasil, essa discussão é ainda embrionária, e, em alguns casos, as Escolas de Administração parecem estar em descompasso com a gestão ambiental praticada pelas empresas classe-m

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El-Bassiouny, Noha, Ehab K. A. Mohamed, Mohamed A. K. Basuony, and Salma Kolkailah. "An Exploratory Study of Ethics, CSR, and Sustainability in the Management Education of Top Universities in the Arab Region." Journal of Business Ethics Education 15 (2018): 49–74. http://dx.doi.org/10.5840/jbee2018154.

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This research aims at exploring the status of integrating Education for Sustainable Development (ESD) in higher management education in the Arab region. The universities in the Arab region have lately emphasized internationalization in their educational policies, aiming at improving their regional and global presence, as a major part of their national reforms. Such transformations will never take hold if education systems are not reformed to foster citizenship, ethics, and social responsibility. Therefore, the study adopted qualitative content analysis of the top 40 business schools that are r

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Aires, João Paulo, Tamara Simone Van Kaick, Daniel Poletto Tesser, and Laíze Márcia Porto Alegre. "Os ODS e a cultura de sustentabilidade da UTFPR." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, no. 2 (2023): 745–57. http://dx.doi.org/10.55905/revconv.16n.2-018.

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A Universidade Tecnológica Federal do Paraná (UTFPR) está comprometida em cumprir a legislação e os movimentos internacionais, como o Pacto Global, Principles for Responsible Management Education (PRME), os Objetivos de Desenvolvimento Sustentável (ODS) e a Agenda 21. Esses conceitos, princípios e objetivos estão incluídos no Projeto Político-Pedagógico Institucional (PPI) da universidade, bem como nos projetos de extensão e currículos, para garantir a formação científica, tecnológica, social e ambiental dos cidadãos. O compromisso da UTFPR é promover práticas sustentáveis que assegurem a qual

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Parra-Torres, Juan Manuel, Gianna Carolina Torres-Castillo, and Sandra Idrovo-Carlier. "Formación ética en escuelas de negocios: un debate que no avanza." Educación y Educadores 25, no. 2 (2023): 1–27. http://dx.doi.org/10.5294/edu.2022.25.2.6.

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Los escándalos corporativos de principios del siglo XXI (Enron, Worldcom, subprime) generaron crisis económicas globales. Cuando poderosos graduados de reconocidas escuelas de negocios fueron responsabilizados por la opinión pública, surgió la pregunta de si la formación ética que recibieron de estas instituciones había sido insuficiente. Analizamos las tendencias de la literatura académica reciente (2012-2022) sobre las propuestas para mejorar la enseñanza ética en las escuelas de negocios. A partir de una revisión sistemática de la literatura (revistas Q1 y Q2 en Scopus y Web of Science - WO

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Baby, Dineesh, and Subhash PD. "Role of Local Authorities in Development of Primary Schools." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 3 (2023): 106–13. http://dx.doi.org/10.31305/rrijm.2023.v08.n03.013.

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Education is considered as a basic human right in modern society as education makes people responsible citizens imbibed with knowledge, awareness and wisdom. This has been adhered by international organisations like the UN which declared the famous universal declaration of human rights in the year 1948 made education as a basic human right. Education has been given prime importance in India since independence. The 4th Chapter of the Constitution of India depicts the Directive Principles of State Policy include directions to the government on significant areas for the development of the nation.

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Dr, Arup Barman, and Subrata Ghosh Mr. "EMBRACING GLOBAL COMPACT BY MANAGEMENT EDUCATION- A MANIFEST CONTENT ANALYSIS." International Journal of Education &Applied Sciences Research 2, no. 2 (2015): 22–35. https://doi.org/10.5281/zenodo.10686937.

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<strong>Abstract</strong> <strong>Objectives</strong>-To assess the contrasts of revealed actions in the commitment letter among the management institutions participated to espouse the principles of PRME; To describe the direction of initiatives and to detect the ties of action lines to fulfill the principles manifested by PRME commitment documents of selected 45 numbers of member institutions of select management institutions of the globe; To compares the incorporation of paired actions (variables) manifested by the PRME commitment documents of select institutes around the globe. <strong>Desi

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Haertle, Jonas, Carole Parkes, Alan Murray, and Ross Hayes. "PRME: Building a global movement on responsible management education." International Journal of Management Education 15, no. 2 (2017): 66–72. http://dx.doi.org/10.1016/j.ijme.2017.05.002.

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