Earth system science (ESS) has identified worrying trends in the human impact on fundamental planetary systems. In this conceptual article, we discuss the implications of this research for business schools and management education (ME). We argue that ESS findings raise significant concerns about the relationship between business and nature and, consequently, a radical reframing is required to embed economic and social activity within the global sustainability of natural systems. This has transformative implications for ME. To illustrate this reframing, we apply (...) the ESS lenses of social-ecological interdependence, multiscalar relations, environmental governance, and environmental values to the ME functional domains of institutional purpose, social context and engagement, pedagogical practice, curricular design, and research focus. Our work contributes to the literature on business education for sustainability and the business-society-nature nexus. We explore and apply key ESS findings and concepts, discuss normative implications of these ideas, and offer guidance on transformational pathways for business schools and ME. (shrink)

The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are ‘done’ in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines and sectors in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the (...) three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field’s aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion. (shrink)

Ethical climate in organisations has been studied widely and its influence on ethical behaviour has been documented. However, little is known about the ethical climate at university context and about its antecedents. Universities are social change institutions and their ethical climate could influence the ethical behaviour of future economic, social and political leaders. The current study analyses the perceived ethical climate in Business Studies Higher Education Institutions in Spain and whether university’s ownership, size and signing up for international initiatives influence (...) it. The study is based on survey responses of 385 lecturers of Spanish Business Studies Faculties to an ethical climate questionnaire and on survey responses of 33 Business Studies Deans to a questionnaire related to the commitment to ethics and social responsibility in each Faculty. An exploratory factor analysis has been used as well as ANOVA tests and lineal regressions. The results reveal the predominance of an instrumental ethical climate in Spanish Business Faculties, an ethical climate that does not promote ethical behaviour or organisational commitment among its members. The results also confirm the significant influence of university’s ownership and signing up for Principles for Responsible Management Education on the ethical climate in Business Higher Education institutions. This study advances the understanding of the ethical climate in Business Studies institutions, and suggests measures to be taken by university managers in order to improve ethical judgment and behaviour of the university community. (shrink)

Higher education is seeing renewed calls for strengthening ethics education, yet there remains a dearth of research on the state of ethics education across undergraduate curricula. Research about ethics in higher education tends to be localized and often isolated to fields of graduate study. In contribution to a contemporary, landscape understanding of ethics education, we collected data on the placement and prevalence of ethics instruction within the general education curricula at 507 major U.S. colleges and universities. Our findings suggest that (...) 1) most schools in our study’s population do not explicitly require ethics as a part of their general education curricula; and 2) a school’s religiosity and research status are positively associated with explicitly requiring ethics instruction for its undergraduate student body. (shrink)

Business and Society Review, Volume 127, Issue 1, Page 97-125, Spring 2022.

Studies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception of CSR as a veritable (...) business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results. (shrink)

This work describes the perceptions that Industrial Engineering students have regarding Colombian firms’ corporate social responsibility (CSR) practices. It also explores the incidence of gender, academic level, work experience and entrepreneurial intention on students’ vision. A survey with 70 CSR practices was designed based on previous research. Practices were grouped in ten dimensions: shareholders, customers, employees, suppliers, stakeholders, ethics, environment, legal, human rights and society. A representative sample of 142 students was used. Results show that students perceive a higher commitment (...) of Colombian companies with the shareholders dimension, while a lower with the society, ethics and environmental CSR practices. Work experience and entrepreneurial intention are the only variables affecting the identified perceptions. Thus, as they gain experience, their perceptions become more favorable. On the other hand, potential entrepreneurs have a more critical view on the companies’ commitment. Additionally, the fact that the academic level does not impact students’ perceptions constitutes a challenge for the academic program, since it is expected that this will affect the vision of future engineers. This is the first study that evaluates perceptions of Industrial Engineering students, who, given their object of study, will be responsible for designing and managing production processes in organizations of the future. Results respond to a specific context (students at a Colombian public university), therefore further research to explore the subject is recommended. (shrink)

Understanding the individual-level factors associated with sustainable behaviour in the workplace is important to advance corporate ethics and sustainability efforts. In two studies, we simultaneously assess the role of core values and personality traits in relation to a broad set of sustainability actions, both beneficial and harmful. Results from a student sample and then a national sample confirm that values and personality are distinct constructs that incrementally and differentially predict economic, social, and environmental outcomes. We successfully replicate previous findings pertaining (...) to values and find that, controlling for values, the personality dimension of Honesty–Humility is the strongest negative predictor of harmful actions. Our analyses highlight the unique characteristics of values and personality and their distinct implications for ethical and sustainable management practice. By assessing values and personality together, we also contribute to more general efforts within psychology to develop an integrative view of the person. (shrink)

Ethical climate in organisations has been studied widely and its influence on ethical behaviour has been documented. However, little is known about the ethical climate at university context and about its antecedents. Universities are social change institutions and their ethical climate could influence the ethical behaviour of future economic, social and political leaders. The current study analyses the perceived ethical climate in Business Studies Higher Education Institutions in Spain and whether university’s ownership, size and signing up for international initiatives influence (...) it. The study is based on survey responses of 385 lecturers of Spanish Business Studies Faculties to an ethical climate questionnaire and on survey responses of 33 Business Studies Deans to a questionnaire related to the commitment to ethics and social responsibility in each Faculty. An exploratory factor analysis has been used as well as ANOVA tests and lineal regressions. The results reveal the predominance of an instrumental ethical climate in Spanish Business Faculties, an ethical climate that does not promote ethical behaviour or organisational commitment among its members. The results also confirm the significant influence of university’s ownership and signing up for Principles for Responsible Management Education on the ethical climate in Business Higher Education institutions. This study advances the understanding of the ethical climate in Business Studies institutions, and suggests measures to be taken by university managers in order to improve ethical judgment and behaviour of the university community. (shrink)

The Earth is facing pressing societal grand challenges that require urgent managerial action. Responsible management learning has emerged as a discipline to prepare managers to act as responsible leaders that can effectively address such pressing challenges. This article aims to extend current knowledge on RML in the domain of corporate sustainability through the application of threshold concepts, novel ideas which provide a doorway to new knowledge and transform a learner’s mindset. Specifically, after conducting a systematic review of the management literature, (...) we identify 33 CS threshold concepts that are useful for mainstream managers and practitioners in their RML process. We group them into six CS threshold concept themes that can help managers understand the complexities and interconnectedness that characterize CS. Finally, we map CS threshold concepts with key competences for effective RML. Therefore, our contribution relies on translating existing CS theoretical frameworks into transformative, specific, understandable and applicable pieces of knowledge that might help mainstream managers to embed CS principles in their daily management practices. (shrink)

This paper seeks to contribute to the debate around sustainability by proposing the need for an ecocentric stance to sustainability that reflexively embeds humans in—rather than detached from—nature. We argue that this requires a different way of thinking about our relationship with our world, necessitating a engagement with the sociomaterial world in which we live. We develop the notion of ecocentrism by drawing on insights from sociomateriality studies, and show how radical-reflexivity enables us to appreciate our embeddedness and responsibility for (...) sustainability by bringing attention to the interrelationship between values, actions and our social and material world. We examine the implications of an ecocentric radically reflexive approach to sustainability for management education. (shrink)

This study attempts to compare ‘the ethical value positioning’ of students of Business and Management studies from India and Germany. A complete enumerative survey was conducted for management students using the Ethical Positioning Questionnaire of Forsyth. There were 134 respondents from India and 57 from Germany. The objective was to confer the differences in ethical positioning of students of two economically and culturally diverse nations. By the end of the research, it was constituted that both German and Indian students demonstrate (...) a high degree of Idealism and Relativism and can be qualified as situationists. Exploratory analysis of the responses resulted in extraction of four factors : Non-Violence, Individualism, Non-Consequential, and Situational value. Within the analysis, Indian students displayed a higher preference for Individualism compared to their German counterparts. This study contributes to the literature in cross-cultural ethical value positioning of young managers. This study also opens a window for future research in the factors such as educational qualification, closed social groupings, and background of the students. (shrink)

The growing interest in sustainable development in all sectors of the economy has fostered a noteworthy shift toward responsible management education. This emerging view underscores that business schools provide students with more than just managerial knowledge as they also develop students toward responsible management. Based on socialization theory, we show how this development occurs by studying RME as a process that relates to students’ values, attitudes and behavioral intentions. With data from a large international survey of business students from 21 (...) countries, our findings show that RME facilitates students’ self-transcendence, the development of conservation values and positive attitudes toward corporate social responsibility. Further, RME is positively related to students’ CSR behavioral intentions through the mediating role of values and attitudes. In sum, this study extends socialization theory to the higher education domain to show that business schools can affect students’ prosocial, ethical values and intentions, with implications for responsible management and RME. (shrink)