Implementing the principles of responsible management education within the curriculum of the Graduate School of Business and Leadership (GSB&L).

Abstract

ABSTRACT There is an urgency for educational institutions to contribute to solving the world’s social, economic and environmental problems. Solutions to these global problems are not directed at multinational corporations only but also on educational institutions such as business schools. Curriculums in business schools are questioned in terms of the relevance and practical application of what students learn to real life scenarios. Hence, business schools have a responsibility to promote and encourage responsible management education within their curriculum and learning experience. This allows business schools to produce graduates who will become responsible leaders; who will have a lasting impact in businesses and in the society at large. In addition, business schools face the rising pressure to promote responsible management education through initiatives such as Principals of Responsible Management Education (PRME). There are over 600 business schools across the world that are part of PRME. Nevertheless, the Graduate School of Business and Leadership (GSB & L) at the University of KwaZulu-Natal (UKZN), is not part of PRME. This indicates the need to enhance responsible management education by applying the PRME principles within the GSB & L curriculum. A mixed methods approach was used through interviews and questionnaires to ascertain the perceptions of the students as well as staff members, regarding responsible management education and the implementation of a PRME within the GSB & L curriculum. Stratified sampling technique was used to collect quantitative data and to collect qualitative data, convenience sampling was used. Findings revealed that the majority of the students agreed that PRME should be included in the curriculum at the GSB & L. The study shows that PRME would benefit the GSB & L and the students as it creates greater awareness of sustainability issues and leadership requirements to lead an organisation responsibly and sustainably. The qualitative data was analysed using thematic analysis and the quantitative data was analysed statistician using Statistical Programme for Social Science SPSS software. In conclusion, there is still room for improvement in responsible management education at the GSB & L in UKZN. It is therefore recommended that business schools in general, and GSB & L specifically, should re-evaluate their curriculums and pedagogies by being more sustainable in research, teaching, and content. Key terms: PRME, Curriculum, Sustainability, Education, Responsible Management