Abstract
Recent studies show that the adoption of RME scenarios is still a matter of concern for non-western countries ((Mousa et al., Journal of Management Development 38:681–696, 2019), 2021a, 2021b). In this paper, we theoretically propose the potential direction of RME scenarios that business schools in Egypt and other similar cultural context to implement through articulating the main antecedents of RME before and after Covid-19. we used the method of multilevel research by combining different theoretical approaches. As an outcome of our analysis, we developed five propositions which form the main antecedents of RME in Egypt and similar regional Middle East business schools before and after Covid-19.
Highlights
Since December 2019, nothing has been more important in the world’s socio-political and economic agenda than the coronavirus pandemic (Covid-19)
The authors’ propositions here are consolidated and summarised in Fig. 1, which elaborates the main antecedents of RME prior to Covid-19 and how the identification of Covid-19 prioritises the needed information regarding the socio-economic impact of Covid-19 and changing work conditions as two new antecedents for RME
In our paper we explored how will RME be affected by the identification of Covid19, and what are the main antecedents of RME after the emergence of Covid-19
Summary
Since December 2019, nothing has been more important in the world’s socio-political and economic agenda than the coronavirus pandemic (Covid-19). In 2004 and in an attempt to embed sustainability, ethics and social-related challenges (e.g. safeguarding human rights, fighting corruption, promoting gender equality) within management education, the United Nations (UN) launched its global voluntary initiative known as the UN Principles for Responsible Management Education (PRME) This initiative is the result of years of collaboration with business schools, accredited bodies and associations, such as the AACSB, European Foundation for Management Development (EFMD), the Academy of Business in Society and the Aspen Institute. In the Egyptian academic context, which according to the 2017 Global Competitiveness Report (www.weforum.org/) was ranked as having the lowest quality management education, Mousa et al (2019a) and Mousa et al (2020), have elaborated that unlike many Western business schools, tackling global responsibility and environment-related themes such as climate change, human rights, poverty, unemployment and carbon footprints are identified absent from the agenda in Egyptian and Middle-Eastern public business schools. We seek to provide an answer to the following question: What are the main antecedents stimulating the implementation of RME in Egypt and similar regional Middle-Eastern business schools before and after the emergence of Covid-19?
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