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Abstract
This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu.
Highlights
The appearance of the book “Shut Down the Business School: What’s Wrong with Management Education” by Parker [1] in 2018, and more importantly the number of reviews of this book being published in leading journals, seem to be indicating the starting point of a new call to rethink the role of Business Schools (BS), similar to that seen after Bennis and O’Toole’s article published in Harvard Business Review in 2005 [5]
Among the main concerns in assessing this/these value/values is what Parker [1] defines as the hidden curriculum, the idea “that the purpose of the business school curriculum is to conceal capitalism as common sense” [3] along with a “market managerialism” [4] that perpetuates “a particular form of organizing that relies on hierarchy, inequalities of status, and reward“ [1] leaving “human factors and all matters relating to judgment, ethics, and morality” [5] in second place
It is doubtful that management education can deal with all ethical dilemmas, or that it can be made responsible for how people act outside the classroom, at least it should become a place for exposure, interaction, and experiences to make cognitive and effective changes in students that have a positive influence in their approach to decision-making processes [1]
Summary
The appearance of the book “Shut Down the Business School: What’s Wrong with Management Education” by Parker [1] in 2018, and more importantly the number of reviews of this book being published in leading journals (see for example [2,3,4]), seem to be indicating the starting point of a new call to rethink the role of Business Schools (BS), similar to that seen after Bennis and O’Toole’s article published in Harvard Business Review in 2005 [5]. Among the main concerns in assessing this/these value/values is what Parker [1] defines as the hidden curriculum, the idea “that the purpose of the business school curriculum is to conceal capitalism as common sense” [3] along with a “market managerialism” [4] that perpetuates “a particular form of organizing that relies on hierarchy, inequalities of status, and reward“ [1] leaving “human factors and all matters relating to judgment, ethics, and morality” [5] in second place. It is doubtful that management education can deal with all ethical dilemmas, or that it can be made responsible for how people act outside the classroom (as their inner values are developed over their entire lives), at least it should become a place for exposure, interaction, and experiences to make cognitive and effective changes in students that have a positive influence in their approach to decision-making processes [1]
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