Hugues Séraphin, Simon M. Smith, Faouzi Ghidouche and Lamia Nechoud
The purpose of this chapter is to present secondary data around how the Principles for Responsible Management Education (PRME) are adopted in a global context whilst making…
Abstract
The purpose of this chapter is to present secondary data around how the Principles for Responsible Management Education (PRME) are adopted in a global context whilst making comparisons with the Travel and Tourism Competitiveness Index from the Travel and Tourism Competitiveness Report 2019. The discussion is centred around young adults (Generation Z) and their potential role and importance. In essence, we are trying to examine if tourism sustainability educational practice adopted within countries appears to transition into industry practice. For this, we consider success both from the perspective of tourism sustainability and general economic competitiveness. The findings suggest significant gaps (or current failure) between PRME delivery and achieving tourism sustainability globally, but generally highlight economic success where PRME uptake is strong. Thus, it would appear that PRME is not yet transitioning into industry practice; therefore, more needs to be done or adapted to achieve greater tourism sustainability, and we emphasise the role of Generation Z within this.
Details
Keywords
Pinaz Tiwari, Hugues Seraphin and Vanessa Gowresunkar
COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre…
Abstract
Purpose
COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre of quality education, this study proposes an integrated model to identify the degree of pedagogical innovation adapted by tourism educators. The model is an amalgamation of innovation indicators in teaching practices developed by Sigala (2021), a futurist model developed by Wassler and Fan (2021) and a model of innovation developed by Brooker and Joppe (2014).
Design/Methodology
The study is exploratory, and an online qualitative survey was used to collect data. Data were analysed using the Nvivo 12 software and three themes were drawn: Painters, Artists and Artisans.
Findings
The study found that the majority of the tourism educators are painters as they adopted minor changes in their pedagogy. They follow the conventional methods of teaching by incorporating ICT into their pedagogy. Whereas a smaller group of tourism educators introduced innovative tools to encourage and equip students with professional skills (artists/artisans).
Practical Implications
The study suggests practical implications for tourism educators to embrace and innovate their pedagogy to become ‘artists/artisans’. The support of Higher Education Institutions (HEIs) and industry professionals are equally crucial for bringing innovation in tourism pedagogy and academia, in general, artisans.
Originality
Given that tourism education has scantly been discussed following the breakout of COVID-19 (Sigala, 2020), the study addresses that resurrection of tourism pedagogy through an integrated model.
Details
Keywords
Abstract
Details
Keywords
Research on management education (ME) over the past 2 decades signals a growing level of concern in response to increasing societal demands for ethical, responsible and…
Abstract
Purpose
Research on management education (ME) over the past 2 decades signals a growing level of concern in response to increasing societal demands for ethical, responsible and sustainable considerations in management decisions in light of the current economic situation. The purpose of this paper is to review extant literature on responsible management education (RME) over the past decade.
Design/methodology/approach
The author carried out a systematic literature review of peer-reviewed publications, which were mapped and analysed according to the following six categories: (1) types of papers, (2) geographical context, (3) RME purpose, (4) strategies, (5) intended outcomes and (6) challenges. The analysis resulted in a descriptive overview of article content and synthesis of review data categorised by topical focus.
Findings
Analysis of the review sample reveals how scholarly interest in RME has accelerated over the last decade. This is accompanied by a growing institutionalisation and development of RME. The descriptive analysis indicates that the vast majority of publications focus on RME implementation strategies, mostly focussing on on-campus – curricular, pedagogical and operational – changes and the unique experiences of particular schools. Recent publications reveal interest in how RME can respond to triple bottom line (TBL) concerns that benefit the wider society and to sustainable development (SD) goals that target the local and global community. A budding interest is revealed in examining the perceptions of diverse stakeholder groups of sustainability requirements in RME curricula to create relevant and practical content.
Originality/value
This paper contributes to the adoption and/or development of RME.
Details
Keywords
Cătălin Popescu, Eglantina Hysa and Mirela Panait
The future of human society has to take into account on the one hand, the natural requirements of the society as a whole, and, on the other hand, the influences generated by…
Abstract
The future of human society has to take into account on the one hand, the natural requirements of the society as a whole, and, on the other hand, the influences generated by economic, social, informational factors but also in relation to the environment. Therefore, the future is seen and described in relation to the need to create the conditions for achieving sustainable development goals. The unpredictable evolution and uncertainties of recent years explain the need to include in the decisions of organizations, responsibly applied approaches. In order to achieve and maintain a balance between the interests of various actors on a global scale, it is necessary to practice responsible management, which deals with both the management of current critical issues worldwide, but also in relation to the need to ensure living conditions and the prosperity of future generations. Thus, as an adequate response of companies and organizations of various types to these complex challenges is integrated as a defining element of business strategies a principle of responsible management called social responsibility. This means that, through the elaborated decisions, these companies have to find a way of treatment balanced between the fulfillment of their own financial objectives and the social obligation of the contributions of these entities to the sustainable development of the economy in which they operate. This results, in fact, in the large-scale development and implementation of the concept of corporate social responsibility (CSR). On the other hand, the functioning of all companies in the realities of the present times, characterized by volatility, uncertainty, complexity & ambiguity (VUCA) requires significant efforts and resources on their part, so that, by collecting an important and comprehensive volume of data, there is the possibility of generating reliable forecasts.
Details
Keywords
Denise Baden and Carole Parkes
The complex challenges of sustainable development and the need to embed these issues effectively into the education of future business leaders has never been more urgent. The…
Abstract
Purpose
The complex challenges of sustainable development and the need to embed these issues effectively into the education of future business leaders has never been more urgent. The purpose of this paper is to discuss different approaches taken by two UK signatories to the UN Principles for Responsible Management Education (PRME).
Design/methodology/approach
The two approaches examined are: MSc Entrepreneurship students opting for placements with social enterprises; and MBA students undertaking workshops using “live” case studies. A content analysis of the experiences of students from their written reflective narratives is presented. This is supplemented by reflections of the facilitators and tutors.
Findings
The analysis reveals that the opportunity to work with social entrepreneurs and/or “responsible” business professionals provides the business students with inspirational role models and positive social learning opportunities.
Research limitations/implications
This paper suggests that experiential learning is an effective way of integrating ethics, responsibility and sustainability into the curriculum but the research draws on the experience of two schools. Further research is important to explore these findings in other contexts.
Practical implications
The authors argue that direct exposure to a business culture (and/or behaviour) that is predicated upon ethical/social responsibility and sustainability is an effective means to embed these values in the curriculum.
Originality/value
This paper contributes by drawing on social psychological research related to behaviour change to examine how experiential learning on traditional Business Masters programmes can provide students with the knowledge, motivation and skills to contribute positively to society, in a way that more traditional pedagogies cannot.
Details
Keywords
Elizabeth Collier, Kathleen E. Odell and Alfred Rosenbloom
The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall…
Abstract
Purpose
The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall curriculum revision, was effective in terms of student engagement with the UN Sustainable Development Goals (SDGs) and what factors were most important for deepening student interest.
Design/methodology/approach
This study used a pre-test/post-test design at one academic institution, in several different core courses, offered multiple times over three years, to assess the effectiveness of the curriculum approach taken.
Findings
Including a significant, SDG-focused assignment in an existing business course increased student learning about the SDGs, student curiosity about the SDGs and students’ feelings of competence to advance the SDGs after graduation. Having a faculty member who can make a strong business case for the SDGs increased student commitment to the goals. These positive outcomes were consistent across business school majors and were not specific to particular courses or faculty.
Research limitations/implications
Data in this study were collected at the course level and did not contain information to identify unique students across the pre- and post-tests. Given the long timeline for curriculum change at the institutional level, these findings provide a way forward for business schools and business school faculty who desire to react quickly to bring these topics into management education.
Originality/value
To the best of the authors’ knowledge, this is the first study to use survey data collected over multiple semesters to test whether course-level interventions increase student engagement and interest in the SDGs.