Advanced
search

Innovation and Social Impact in Responsible Management Education

Desiree Wieser a
Regina Obexer a
Alfred Rosenbloom b
a MCI | The Entrepreneurial School, Austria
b Dominican University, USA

Innovation in Responsible Management Education

ISBN: 978-1-83549-465-3, eISBN: 978-1-83549-464-6

Publication date: 25 September 2024

pdf (70 KB) ePub (4.8 MB) Article view Figure view Cited (12) cite article

Abstract

In the face of pressing global challenges, the role of educational institutions in fostering responsible management practices has never been more crucial. Drawing on the preceding chapters, this concluding contribution explores the nexus of innovation and social impact within the realm of responsible management education (RME), offering a synthesis of perspectives and strategies for driving positive change at micro-, meso-, and macro level. The authors argue that the frequent inertia of higher education institutions must be overcome with urgent action in reshaping curricula, teaching methodologies, and institutional policies to foster sustainable development and effect positive social impact. The chapter emphasizes the role of innovation in education and the development and diffusion of responsible business practices as a means to catalyze systemic change.

Keywords

Citation

Wieser, D., Obexer, R. and Rosenbloom, A. (2024), "Innovation and Social Impact in Responsible Management Education", Obexer, R., Wieser, D., Baumgartner, C., Fröhlich, E., Rosenbloom, A. and Zehrer, A. (Ed.) Innovation in Responsible Management Education, Emerald Publishing Limited, Leeds, pp. 269-276. https://doi.org/10.1108/978-1-83549-464-620241016

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Desiree Wieser, Regina Obexer and Alfred Rosenbloom. Published under exclusive licence by Emerald Publishing Limited

Articles about sustainability, responsible management, and ethical business conduct often start with listing the numerous crises that the world is facing as humanity finds itself in the middle of a historical transition. While this realization for many people can lead to paralysis and inaction (if not reaction), many of us have realized that we must act now if we want to have a world in which all people prosper and all forms of life flourish. Educational institutions, as major agents in forming our society, play a vital role in facilitating and accelerating this transition. At the same time, we have to admit that just like businesses and government institutions, universities and business schools are often overwhelmed with the challenge of really instigating and driving the systemic changes required to put the world on a more sustainable trajectory, and often do not know where to start to take action in the first place. The chapters in this book provide a range of positive examples where individuals at different levels in management schools have not succumbed to paralysis and inaction, but have taken action, created opportunities, experimented with new ways of doing things, and have brought others along with them to champion change.

The goal of this final chapter, then, is to synthesize various paths along which positive action can be taken in responsible management education (RME). Our intent is to highlight aspects of social impact and innovation in RME as they are enacted through institutional policies, curriculum designs, teaching and learning methods, competence frameworks, and business practices described in the preceding chapters. We commence by defining what we mean by innovation and social impact in RME before delving into the individual chapters to discuss core messages on these issues. We conclude with a synthesis of the overall implications derived from these 11 chapters.

Let's start with innovation. In its essence, innovation combines two aspects, namely novelty and advancement. Novelty refers to the creation of something new and advancement to the change that results as a consequence of this new idea (Evans & Leppmann, 1970). According to Serdyukov (2017), the primary focus of innovation in education should be on teaching and learning theory and practice. Following this call, we define innovation in RME as the development, adoption, adaptation, and diffusion of responsibility in business education, which includes, for example, new ideas in curriculum design, new ways of teaching and learning, but also the reforming of institutional policies and frameworks. These novel approaches are influenced by and, in turn, impact the “real world” context of business practice and the economic, social, political and regulatory developments shaping it.

Social impact refers generally to the outcomes for society of a certain intervention, action, or measure that are ideally positive, but which may have negative unintended consequences. While a common definition of “social impact” in higher education has yet to emerge (Rawhouser et al., 2019), there is growing agreement that social impact must become an increasingly important goal for all organizations, as every organization can and should contribute to the overall well-being of society. In higher education, social impact has different labels, including Third Mission, Social Responsibility, Societal Impact, Community Engagement, etc. (Godonoga & Sporn, 2023).

Within the private sector, Polman and Winston (2021) capture the essence of social impact when they challenge every executive, every manager, every small business owner, and every entrepreneur to be “net positive,” that is, to manage their business with the imperative to actively make the world a better place because one's business is in it. Visser (2022), with his holistic concept of thriving, embodies our other theme: Innovation. For Visser (2022), innovation is the singular force that drives positive, purposeful, system-wide regenerative change in nature, society, and the economy that enables the entire planet to prosper and flourish indefinitely (i.e., to thrive). Further, Carl and Menter (2021) discuss what impact universities' key activity areas, teaching, research, and knowledge as well as technological transfer have on firms' social engagement. They found that teaching shows the most effect by virtue of the impact that university alumni have when they enter the workforce.

Unfortunately, business school graduates have also been accused of being irresponsible business leaders, who engage in unsustainable and unethical business practices that have contributed to economic, societal, and environmental crises (Pless & Maak, 2011). Responsible management emerged as a collective acknowledgment that businesses did bear responsibility for these crises and that responsible leaders should take responsibility for positive as well as negative societal impacts caused by economic activity, while balancing stakeholders' economic, environment, and societal interests beyond traditional organizational borders (Laasch et al., 2020). This requires, as Patzer et al. (2018, p. 345) put it “that responsible leaders become conscious initiators and moderators of stakeholder dialogues.” And yet, we see little progress and even decline in some sectors and places in the global effort to reach a more sustainable and equitable future (Leal Filho et al., 2023).

Against this background, it is legitimate that many scholars, but also practitioners, are questioning the role and social impact of RME's current model. Calls for more radical approaches are becoming more prominent (Laasch, 2024), where the role of education in preparing responsible leaders who contribute to the well-being of society and the environment are at the very center of management education. RME should aim to prioritize social and environmental considerations, preparing future leaders to not only make ethical, socially just and environmentally sustainable decisions, but also to question existing and invent new economic paradigms that support those decisions.

RME is believed to play a crucial role in shaping students' values, attitudes, and intentions, particularly in relation to corporate social responsibility (Haski-Leventhal, 2020). The United Nation's “Principles of Responsible Management Education” (PRME) provide a framework for integrating social responsibility, sustainability, and partnership values into management education (Tavanti, 2012; Morsing, 2022). However, while RME can enhance students' understanding and attitudes toward ethical decision-making and sustainability issues, it may not always lead to significant behavioral change (Zhang & Szerensci, 2023) or to positive social impact.

So, what we see is (a) a need for innovation in RME and (b) RME with tangible outcomes in terms of social impact and paradigmatic change. In the remainder of this concluding chapter, we discuss concepts of innovation and social impact by analyzing and synthesizing what the authors of the preceding 11 chapters say or infer about these concepts, but also critically questioning whether the strategies and approaches discussed go far enough.

The Macro Level: Underlying Values, Curricula, and Institutional Policies

We start with a critical view of the very foundation of the current economic system underlying much of today's business and management curricula, which still takes capitalism and its economic logic of growth, profit, and consumer primacy as given (Kim & Shinohara, Chapter 1). The question whether these prevailing principles, theories, and tenets are still suitable or indeed able to meet the needs of our postmodern society is becoming increasingly mute. To create the change makers of tomorrow, it is not enough to proceed as we have always done. When we ask what management education should be and should do, we have to look at the underlying assumptions and values underpinning it. By acknowledging the shortcomings of capitalism (Barney & Rangan, 2019) and ethical failures in management leadership (Ghoshal, 2005), higher education institutions and business schools can pave the way for the further development of management education and a successful transition into a more responsible and sustainable future.

Translating this into transformative curricula will require intelligent critique of current models and the co-creation of new models, resulting in strong forms of collaboration between current and emerging stakeholder groups, and the courage to face down those who profit from maintaining the status quo. The status quo often appears in the form of a “hidden curriculum” (Blasco, 2012), where underlying messages, behaviors, and values conveyed to student conflict with the RME core intention, or where curricular content in some subjects contradict those in RME classes (Fearon, Chapter 3).

The adoption of a competence-based approach across management disciplines to develop responsible and sustainable capabilities is a promising approach in this endeavor (Mach & Ebersberger, Chapter 2), as it becomes clear that new models and behaviors need to be cultivated. This involves educating learners in defining, applying, and negotiating sustainability values and responsible decision-making at the basic level. At the proficiency level, students should be trained to become active, encouraging them to engage in interventions toward positive social impact.

If business schools, and in a wider sense all higher education institution, are to question and change deeply held beliefs and engrained economic and social systems, they first must fully accept their crucial role in the transition process toward a more responsible and sustainable future. Unless institutions vigorously commit not only to aligning research and innovation with societal values to cultivating a generation of responsible leaders equipped to address pressing global challenges but also to rewarding such research, curriculum change may be indeed impossible. We adapt Davies et al.'s (2020) insight to RME by noting “[c]urrent institutional structures, that [value] short term research performance management and assessments…do not…lend themselves to long term, integrative, extensive theory building and testing work [which is at the core of responsible management]. Current research expectations mean [that management education's incentive structure] privileges short term, empirically driven, fragmented (journal article sized) chunks of research” (p. 2928) rather than more integrative, long-term, applied research required by RME.

Thus, it is time to take a step back, calling on the accountability of educational institutions to rethink their missions, policies, incentive structures, and strategies. Responsible Research & Innovation (RRI), for example, is an emerging and transformative policy framework for universities that provides a strategic approach to align research and innovation with societal values, needs, and expectations. Recognized as a catalyst for system change in higher education, RRI encourages universities to proactively address global, social challenges and engage in ethical governance and evaluation of research outcomes. RRI can serve as an institutional roadmap and a commitment that fosters a quadruple helix approach, going beyond the third mission, in strengthening relationships between academia, industry, public authorities, and civil society (Grammenou, Chapter 4). We note in passing that RRI overlaps significantly with the principles and goals of Responsible Research in Business Management (RRBM), the first principle of which is that management and business research must benefit society “whether a study is basic or applied, strategic or tactical, theoretical or empirical” (Bolton, 2022, p. 109).

The Micro Level: Teaching and Learning Approaches

A next question to answer, then, is how students learn best and which RME teaching methods are particularly valuable to instill in students a sense of social responsibility, a deep understanding of the interconnectedness between business, policy, and civil society, and the agency that they can affect change. Again, we are not there yet (Mason & Rosenbloom, 2023). Educators play a crucial role in this transformative process. Innovative educators, who are willing to experiment, to shift from traditional roles to become lead learners and, for example, community facilitators to guide students in how to work collectively to eventually master transformation, are key. Active participation in civil society initiatives and linking education to real-world issues can support the development of students' social integrity and responsibility, often overlooked in traditional business education. By connecting Sustainable Development Goals (SDGs) to practical experiences, students gain a broader understanding of systemic impacts and are empowered to effect positive change. For example, the immersion in local welfare situations can help students comprehend the social and environmental consequences of economic practices, promoting critical thinking and sustainable habits, such as reduced consumption and improved waste management (Kreikebaum & Singh, Chapter 6). Working closely with local entities is believed to enhance the relevance and effectiveness of educational initiatives, allowing students to experience firsthand what decision making and dealing with unexpected issues might be like. This approach can lead to innovations in management education that are contextually sensitive and tailored to unique cultural and societal aspects, thereby fostering students' soft skills and a more meaningful and sustainable impact on the local community (Mohan, Chapter 7).

At the same time, we need to equip students with imaginative and foresight capabilities to address complex challenges that lead to positive social change. Many scholars are highlighting the integration of futures thinking and artistic elements in this regard and have adopted a forward-looking perspective to fostering student creativity, vision, and adaptability (Bierwisch & Schmitz, Chapter 5). Also, play-based learning, which simultaneously enhances participant engagement while building a foundation of dynamic experiences for emerging and radically innovative solutions to global challenges, has been identified as an effective method in RME (Mayr & Baumgartner, Chapter 8). Various and diverse formats are conceivable in this light. Our view as well is to elevate nontraditional and dynamic formats, such as a more intentional and active integration of students into research conferences. Research conferences can be reshaped to be more inclusive and dynamic for students (e.g., dedicated agenda points, student participation in all sessions, etc.). Conferences can provide a safe platform for exchange and learning between juniors and experts, but even more so for the development of new ideas to generate and co-create real world impact.

The Context: Complexity of the Real World

The chapters in the final part of this volume draw our attention to the space where the agents of our educational endeavors, students and then alumni, eventually apply their learning and where social impact and innovation are enacted – the business world. These chapters shed light on different contexts, thereby highlighting the diversity of realities business education is challenged to prepare students for. However, what these chapters have in common is the complexity of 21st century business environment, the nature of local and global business drivers and their impacts, as well as a common human dimension which underlies the challenges and opportunities we observe and which provide a basis for social impact and innovation that goes beyond local fixes and isolated solutions. Similarly, across both chapters we observe a common theme of change, be it change that creates new, circular economic models that decrease pollution and resource exploitation (Steinbiß & Fröhlich, Chapter 09), or the necessary change in leadership models, competences, and mindsets needed by business leaders in this transitory state of uncertainty (Zehrer, Marx & Glowka, Chapter 10). Lastly, we note the common theme of resilience. When applied in the context of RME, resilience not only enables students to build skills and competences but also gives them the ability to overcome obstacles, deal with and learn from failure, and maintain a healthy sense of self-worth in adverse circumstances.

So, what is the essence, the message we need to take forward in order for this volume to drive change and fulfill its promise of creating social impact?

First, higher education institutions must grasp the intricate and multi-faceted nature of the challenges confronting society today. This entails removing blinders, acknowledging prevailing circumstances, embracing experiential learning – as often advocated in business schools – and actively engaging with these issues. Second, they must acknowledge the imperative for change within the educational landscape, while also cultivating and passing on the resilience necessary to navigate these challenges. Third, we should recognize that drawing lessons from real-world scenarios can catalyze innovations in curriculum design, as well as teaching and learning methodologies and vice versa. By implementing these measures, educational institutions can ultimately empower their graduates to evolve into responsible changemakers, enabling them to fulfill the profound and vital impact that we all aspire to witness.

References

Barney and Rangan, 2019 Barney, J. , & Rangan, S. (2019). Editors' comments: Why do we need a special issue on new theoretical perspectives on market-based economic systems? Academy of Management Review, 44(1), 1–5.

Blasco, 2012 Blasco, M. (2012). Aligning the hidden curriculum of management education with PRME: An inquiry-based framework. Journal of Management Education, 36(3), 364–388. https://doi.org/10.1177/1052562911420213

Bolton, 2022 Bolton, R. N. (2022). The convergence of sustainability and marketing: Transforming marketing to respond to a new world. Australasian Marketing Journal, 30(2), 107–112.

Carl and Menter, 2021 Carl, J. , & Menter, M. (2021). The social impact of universities: Assessing the effects of the three university missions on social engagement. Studies in Higher Education, 46(5), 965–976. https://doi.org/10.1080/03075079.2021.1896803

Davies, 2020 Davies, I., Oates, C. J., Tynan, C., Carrigan, M., Casey, K., Heath, T., Henninger, C. E., Lichrou, M., McDonagh, P., McDonald, S., McKechnie, S., McLeay, F., O'Malley, L. & Wells, V. (2020). Seeking sustainable futures in marketing and consumer research. European Journal of Marketing, 54(11), 2911–2939.

Evans and Leppmann, 1970 Evans, R. , & Leppmann, P. (1970). Resistance to innovation in higher education. Jossey-Bass Publishers Inc.

Ghoshal, 2005 Ghoshal, S. (2005). Bad management theories are destroying good management practices. The Academy of Management Learning and Education, 4(1), 75–91.

Godonoga and Sporn, 2023 Godonoga, A. , & Sporn, B. (2023). The conceptualization of socially responsible universities in higher education research: A systematic literature review. Studies in Higher Education, 48(3), 445–459. https://doi.org/10.1080/03075079.2022.2145462

Haski-Leventhal, 2020 Haski-Leventhal, D. (2020). Responsible management education: The voice and perspective of students. In D. C. Moosmayer, O. Laasch, & C. Parkes (Eds.), The SAGE handbook of responsible management learning and education (pp. 28–41). SAGE Publications. https://doi.org/10.4135/9781526477187.n4

Laasch, 2024 Laasch, O. (2024). Radicalizing managers' climate education: Getting beyond the bull**** fairy tale of eternal economic growth. Journal of Management Education, 48(1), 110–140. https://doi.org/10.1177/10525629231210524

Laasch et al., 2020 Laasch, O. , Suddaby, R. , Freeman, R. E. , & Jamali, D. (2020). Mapping the emerging field of responsible management: Domains, spheres, themes, and future research. In O. Laasch , R. Suddaby , R. E. Freeman , & D. Jamali (Eds.), Research handbook of responsible management (pp. 2–39). Edward Elgar Publishing.

Leal Filho et al., 2023 Leal Filho, W. , Trevisan, L. V. , Rampasso, I. S. , Anholon, R. , Dinis, M. A. P. , Brandli, L. L. , & Mazutti, J. (2023). When the alarm bells ring: Why the UN sustainable development goals may not be achieved by 2030. Journal of Cleaner Production, 407, 137108.

Mason and Rosenbloom, 2023 Mason, G. , & Rosenbloom, A. (2023). Poverty as a legitimate management topic: The student voice. International Journal of Management in Education, 21(3), 100841.

Morsing, 2022 Morsing, M. (Ed.). (2022). Responsible management education: The PRME global movement. Taylor & Francis.

Patzer et al., 2018 Patzer, M. , Voegtlin, C. , & Scherer, A. G. (2018). The normative justification of integrative stakeholder engagement: A Habermasian view on responsible leadership. Business Ethics Quarterly, 28(3), 325–354. https://doi.org/10.1017/beq.2017.33

Pless and Maak, 2011 Pless, N. M. , & Maak, T. (2011). Responsible leadership: Pathways to the future. Journal of Business Ethics, 98(November), 3–13. https://doi.org/10.1007/s10551-011-1114-4

Polman and Winston, 2021 Polman, P. , & Winston, A. (2021). Net positive: How courageous companies thrive by giving more than they take. Harvard Business Press.

Rawhouser et al., 2019 Rawhouser, H. , Cummings, M. , & Newbert, S. L. (2019). Social impact measurement: Current approaches and future directions for social entrepreneurship research. Entrepreneurship: Theory and Practice, 43(1), 82–115.

Serdyukov, 2017 Serdyukov, P. (2017). Innovation in education: What works, what doesn't, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33.

Tavanti, 2012 Tavanti, M. (2012). Responsible management education in practice: The principles and processes for educating socially responsible and world engaged leaders. In Handbook of research on teaching ethics in business and management education (pp. 546–563). IGI Global.

Visser, 2022 Visser, W. (2022). Thriving: The breakthrough movement to regenerate nature, society, and the economy. Greenleaf Book Group.

Zhang et al., 2023 Zhang, E. Y. , & Szerencsi, A. (2023). Major shift or business as usual? An investigation on the impacts of responsible management education. Journal of Education for Business, 98(1), 25–33.

Manage cookies

All feedback is valuable

Please share your general feedback

Report an issue or find answers to frequently asked questions

Contact Customer Support