Meeting expectations in management education: Social and environmental pressures on managerial behaviour
Elizabeth Christopher, Macquarie University, Sydney, Australia
ABOUT THE BOOK
Palgrave Macmillan publishers have commissioned an edited collection of case studies and personal reports by experts from a wide range of national and social cultures, on the general theme of management education in social expectations for responsible behaviour by organisational managers.
Over at least the past twenty years there has been increasing debate over curriculum content for management education (Grey, 1996; Khan, 2014; Klikauer, 2016; Parkes, Rosenbloom & Gudi, 2015); and recent examples of corporate scandals illustrate the need to increase its ethical component (Matthews and Heimer, 2016).
It has been argued (Mukherjee, 2016) that virtually every 21st century business scandal is effectively a morality tale of failures of omission and commission of corporate leaders. The present digital age demands collaborative, learning-focused cultures; yet when crises occur, business leaders all too often fail to consult their stakeholders or to consider how their strategies might threaten the ethical boundaries of those on whom they rely to carry out those strategies.
In 2006 Lockett, Moon & Visser investigated the status of corporate social responsibility research and academic influences. They found that though the most popular issues were environmental and ethical, research was mostly quantitative and non-normative. It was driven to a large extent by business agendas and the single most important source of references in publications was the management literature itself. Over a decade later there seems to be the same gap between theory and management teaching practice.
The proposed book will bring together the innovative work of authors actively engaged in developing new forms of socially relevant management education. Their reports will promote the development of ethical business leaders by providing grounded examples of management curricula that confront what sometimes seems to be an ethical vacuum in present business education (Wankel & Stachowicz-Stanusch, 2011).
Thus the book will be unique in its eclectic range of perspectives by practicing academics in responsible management education and will constitute a comprehensive teaching medium. Each chapter will be written by an expert in the given field and the whole work should satisfy the needs of all readers who seek an overview of present curricula in international contexts. Though each case study and anecdotal report will be supported by relevant theory, the emphasis will be on how social and environmental considerations are applied in practice to management education at university degree levels.
POSSIBLE TOPICS FOR SUBMISSION
The ideas below are suggestions only; submissions are encouraged beyond them, in line with the overall theme of management education on how to respond to social and environmental pressures on managerial behaviour.
- Might it be helpful to create a corporate social performance model as a coherent, integrative framework for teaching managerial ethics and social responsibility?
- What are some examples of how to teach principles of managerial social responsibility at institutional, organizational, and individual levels?
- Processes of social responsiveness are argued to be environmental assessment, stakeholder management, and issues management. Outcomes are in terms of social impacts, programs, and policies. How might these arguments and issues be examined within a management education course?
- What is the role of social and environmental reporting (SAR) in maintaining or creating organisational legitimacy? How might legitimacy theory be illustrated in practice in a management education course?
- Might implementation of green supply initiatives be better explained by focusing on the development and deployment of an organization’s specialized internal resources, rather than by the more usual emphasis on external environmental pressures on a firm? How might management education include guidance on how these resources can be developed?
- Granted that sustainable development is a complex series of continuously negotiated business and social projects, requiring continuous learning, action and change, how might management students be encouraged to examine those networks that span business organizations and stakeholders in society?
- How do organizational cultures and strategic processes influence managers’ willingness to learn and act within a network of internal and external stakeholders in the transition to a more sustainable business organization? How might these issues be examined in a management education course?
- What might be the content of a management education course on how environmental management can provide firms with a competitive advantage and serve to develop new links between operations and corporate strategies?
- The Principles for Responsible Management Education (PRME) initiative is the largest organised relationship between the United Nations and business schools. The mission of PRME is to transform management education, research and thought leadership globally by providing the Principles for Responsible Management Education framework, developing learning communities and promoting awareness about the United Nations’ Sustainable Development Goals. How might this framework become the basis of a management education course?
- Ethics, responsibility and sustainability (ERS) should link society, the economy, education and the environment; but many business schools fail to develop and integrate ERS with all major academic and administrative areas. This is partly because definition and understanding of ERS depend largely on cultural background and values that are differently interpreted throughout the management education world. How to develop a new pedagogy for teaching cross-cultural communal values in management education courses?
Palgrave Macmillan anticipate a delivery date of 1st February 2018 for publication in July, in time to catch the latter half of the 2018 conference season. Therefore all abstracts should be emailed to the editor, Elizabeth Christopher, at email@example.com no later than Monday October 2, 2017; and completed chapters by December 11, 2017.
Abstracts should not exceed 350 words. Final chapters should be original, not submitted to or published in any other sources There are no strict limits on word and page lengths, but authors should write concisely and follow Palgrave Macmillan guidelines available online at https://www.nature.com/palcomms/for-authors/submission-guidelines
Prospective authors are welcome to contact Elizabeth to discuss ideas and concepts before submission.
ABOUT THE EDITOR
Elizabeth spent many years in the private sector before returning to a university environment and was awarded a PhD in 1983. She was an Adjunct Professor at Macquarie University, Sydney, until her recent retirement from fulltime teaching and is still affiliated with the University. She continues to write academic papers and reviews, and to edit books and journals. She won the 2014 annual Management Book of the Year Award from the Chartered Institute of Management, UK, for her book International management: Explorations across cultures (Kogan Page). From 1993 – 1995 she was Professor, Charles Sturt University’s overseas study programs, in Ankara and Istanbul, Turkey. Through the 1980s and ’90s she was a visiting professor at various US universities and a visiting fellow at the East-West Center, Honolulu, Hawai’i. Until recently she was a part-time Faculty member of the Honolulu-based Japan-American Institute of Management Science (JAIMS); and since 1993 she has been a Chartered Member of the Australian Human Resources Institute (AHRI). Her recent publications include:
2017: Elizabeth Christopher, Oliver Laasch, Joe Roberts (associate editors), Pedagogical innovation and paradigm shift in the introduction to management curriculum. Journal of Management Education 1-7. Article first published online: August 2, 2017
2017: Elizabeth Christopher, “The dark side of organisational leadership in the transformation of Asia”, in Nuttawuth Muenjohn and Adela McMurray (2017), The Palgrave handbook of leadership in transforming Asia. Pages 91-108 (Palgrave Macmillan, UK). ISBN 978-1-137-57940-9)
2016: Elizabeth Mary Christopher, “The geopolitics of immigrant labour: A climate of fear”, in Bryan Christiansen and Fatmanur Kasarcı (eds), Corporate espionage, geopolitics, and diplomacy in international business; pp 210-231 (IGI Global). ISBN13: 9781522510314
2015: Elizabeth Christopher (ed) International management and intercultural communication: A collection of case studies, Vols. 1 and 2 (Palgrave Macmillan UK). 978-1-13- 47989-1
Grey, Christopher. (1996). Rethinking management education. SAGE, 14 Feb. 1996
Khan, Mohammad Ayub. (2014). Diverse Contemporary issues facing business management education. IGI Global, 30 Sep. 2014
Klikauer, Thomas. (2016). Management education: Fragments of an emancipatory theory. Springer, 23 Nov. 2016
Lockett, Andy; Moon, Jeremy & Visser, Wayne. (2006). Corporate social responsibility in management research: Focus, nature, salience and sources of influence. Journal of Management Studies, Volume 43, Issue 1, January 2006. Pages 115–136
Matthews, Chris & Heimer, Matthew. (2016). The 5 biggest corporate scandals of 2016. Fortune, Dec 28, 2016. http://fortune.com/2016/12/28/biggest-corporate-scandals-2016/
Mukherjee, Amit S. (2016). Why we’re seeing so many corporate scandals. Harvard Business Review, Dec. 28, 2016. https://hbr.org/2016/12/why-were-seeing-so-many-corporate-scandals
Parkes, Carole; Rosenbloom, Al & Gudi, Milenko. (2015). Responsible management education and the challenge of poverty: A teaching perspective. Greenleaf Publishing, 16 Dec. 2015
Wankel, Charles & Stachowicz-Stanusch, Agata. (2011). Management education for integrity: Ethically educating tomorrow’s business leaders. Emerald Group Publishing, 2011