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Bernard Sionneau, Carlos Rabasso and Javier Rabasso
This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the…
Abstract
Purpose
This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspective, and critical thinking, can lead to their training as future globally responsible leaders in New Business Schools for Societal Studies.
Design/methodology/approach
An international political sociology perspective, applied to the interpretation of globalization trends, and a critical thinking approach to education allow for a questioning of the values and contents of mainstream business learning.
Findings
The new proposed transversal, postcolonial and interdisciplinary pedagogical approach regarding business education is conducive to closely related operational tracks: on the one hand, how to improve the skills and systemic understanding of students’ global environment; on the other hand, how to lead, organize and manage the coherent “GRH”-driven business school.
Originality/value
The originality of this paper stems from the combination of critical works issued from the social and human sciences realms to revisit business education.
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Carlos Rabasso and Javier Rabasso
How responsible education and “green” learning becomes crucial for survival for the Mamanwa ethnic minority in Surigao del Norte, Mindanao, Philippines. The paper aims to discuss…
Abstract
Purpose
How responsible education and “green” learning becomes crucial for survival for the Mamanwa ethnic minority in Surigao del Norte, Mindanao, Philippines. The paper aims to discuss these issues.
Design/methodology/approach
Ten interviews to teachers and 40 Mamanwa students at the Missionary Sisters Servants of the Holy Spirit School in Palalihan, Surigao del Norte, Mindanao, Philippines. Each interview lasted for 1 hour and had ten questions related to “green” learning, responsible education, ecospirituality and sustainable practices. The teachers' interviews took into account how the students incorporate into their learning process the traditional curriculum being taught in the Philippines in primary schools and the Indigenous People's Core Curriculum (IPCC) which has been implemented recently to indigenous people all through the country. Each interview to the students lasted 30 minutes and was related about the things they leaned, how they learned it and applied it to their daily lives.
Findings
The importance of a Christian approach to indigenous education respects the traditions and sacred knowledge of a marginalised community in the Philippines. The teaching approach of the Missionary Sisters Servants of the Holy Spirit (MSSHS) shows the development of “green” knowledge and responsible educational capabilities in their practices as educators.
Research limitations/implications
Tribal cultural values and MSSHS education bring in a kind of “transcultural” learning process which gives Mamanwas greater skills for cross-cultural adaptation in the Pilipino environment.
Practical implications
Non-formal education through the IPCC becomes a key element for the learning process in an environment where sustainable practices are part of the upbringing of the Mamanwa community.
Social implications
The relationship between spiritual values and the environment shows a greater closeness between responsible education and “green” learning.
Originality/value
Thanks to the MSSHS education, the Mamanwa community has learned, through a syncretic educational process, a greater ability for transcultural adaptation in a transitional process for ethnic minorities in the Philippines.
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Carlos A. Rabasso and Javier Rabasso
The purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global…
Abstract
Purpose
The purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global responsible management education environment. The first part of the work will present some of the key elements about Chomsky and education that the authors would like to emphasize. These are relating management education, critical thinking, and systems theory in the twenty‐first century business milieu.
Design/methodology/approach
An insight on post‐colonial theory and education will, afterwards, incorporate the hermeneutical tradition into the mainframe of critical thinking theory. The paper incorporates a decentred approach to education questioning presuppositions and moral values from “fundamentalist market theory.” Cultural studies and non‐western thinkers in this field are another important contribution to back up Chomsky's ideas on business and education.
Findings
When the paper relates social and economic performance concepts to critical thinking business education some questions arise about how to improve the responsible perception and understanding of the global environments and how the authors have to rethink education in a competitive profit‐oriented business community. The ideas of Chomsky can help them to deal with these issues departing from his political vision and his thinking on university education.
Research limitations/implications
Critical management has been questioning in the last years different management models to put forward a responsible paradigm for business organizations and educational institutions. Post‐colonial theory has been another important intellectual ground for critical thinking in the business educational environment, opening up the debate about how to reconcile performance and responsible practices.
Practical implications
Chomsky's committed political views open up the way for many educational institutions and business organizations to become responsible in a technological business environment severely damaged by greed and personal interest. Management schools will have learned from his contributions and the actions of many international organizations engaged in changing for the better attitudes and material values in favour of management for globally responsible practices and the construction of new learning objectives.
Originality/value
In business studies, comparative, critical, cross‐cultural, and diversity management many scholars have been dealing with some of the subjects of serious concern by the Massachusetts Institute of Technology leftist professor presented in this study. The paper has to take into consideration a transversal approach of business education in relation to the concept of cross‐cultural performance, already developed in the work on cross‐cultural and diversity management.
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Olga Ivanova, Javier Flores-Zamora, Insaf Khelladi and Silvester Ivanaj
The purpose of this paper is to identify the generational cohort effect on responsible consumer behavior. Based on the theory of planned behavior and the generational cohort…
Abstract
Purpose
The purpose of this paper is to identify the generational cohort effect on responsible consumer behavior. Based on the theory of planned behavior and the generational cohort theory, the authors test the impact of perceived consumer effectiveness (PCE), media exposure (ME), the social group influence of family and peers and self-identity on the intention of Generation X and Generation Y to purchase environmentally responsible products.
Design/methodology/approach
The data were collected from 1,870 respondents in France. Based on the factor scores from a confirmatory factor analysis, the authors tested for interaction effects by employing regression and path analyses. A two-group structural model evaluated the strength of each cohort’s direct effects and the significant differences between the groups.
Findings
The results reveal a generational (cohort) effect on the relationship between PCE and ME and the intention to purchase environmentally responsible products.
Research limitations/implications
The convenience sample shows bias toward younger people, especially students. In addition, some latent variables show low AVE scores, probably due to scale interpretation differences. By measuring purchase intention, the study disregards the actual behavior of consumers.
Practical implications
To increase consumers’ personal involvement in responsible purchasing behaviors, marketers could cater to the social desirability side of Gen Y by emphasizing products that express community values; on the other hand, marketers could appeal to the PCE of Gen X by providing more information and convincing them that their actions matter.
Social implications
The efficiency of awareness and promotional campaigns for environmentally responsible products will be enhanced when marketers employ segmentation based on generational cohorts.
Originality/value
The study contributes to a better understanding of responsible consumer behavior by identifying generational cohort differences.