Contribution of PRME in education, research, and outreach in Brazilian higher education institutions

Abstract

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 Brazilian HEIs to review or create disciplines related to responsible management education and adopt transdisciplinarity for sustainability. The signatories’ PRME-influenced research is interdisciplinary, focusing on the UN’s Sustainable Development Goals (SDGs). Social responsibility is promoted through local-community projects, while partnerships, initiatives and innovative pedagogies from foreign-signatory HEIs provide international experiences for teachers and students. However, within one initiative, which had 170 signatories in 2008 and over 800 in 2020, indicators should be formulated to analyze and enhance HEIs’ sustainability profile. The PRME contributes to educating young people and adults in Brazil via education, research or outreach; however, this contribution needs to be assessed.

Originality/value

Prior studies have not collected data through interviews to consider professors’ perspectives on the PRME’s contribution to signatory HEIs in Brazil. This study interviewed professors involved with the PRME to broaden their understanding beyond bibliometrics and assess the alignment of the PRME and UN SDGs.

Citation

Avelar, A.B.A., Silva-Oliveira, K.D.d., Farina, M.C. and Pereira, R.d.S. (2022), "Contribution of PRME in education, research, and outreach in Brazilian higher education institutions", International Journal of Sustainability in Higher Education, Vol. 23 No. 2, pp. 283-300. https://doi.org/10.1108/IJSHE-09-2020-0350