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Varieties of Responsible Management Learning: A Review, Typology and Research Agenda
Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education (RMLE) confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided into four distinct categories: (1) Teaching Responsible Management; (2) Organizing for Responsible Education; (3) Responsible Individual Learning, and; (4) Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed.
Journal Article
Classroom behaviour management in the post-school sector : student and teacher perspectives on the battle against being educated
Listening to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated, this text analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory.
Book
Monitoring and evaluation implications of the 2014 regulations for reporting by public higher education institutions in South Africa
AbstractThis study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation’s outcomes and practical implementation. Employing a Document Analysis methodology, the study examines relevant policy documents, institutional reports, and literature to uncover the link between planned interventions and academic success outcomes within reporting timelines. The study highlights a significant research gap regarding the feasibility of achieving desired improvements within specified timeframes. The proposed recommendation for a strategic six-year plan, coupled with synchronized reporting cycles, offers a structured approach for realistic academic intervention impact evaluation.
Journal Article
When nothing else works : what early childhood professionals can do to reduce challenging behaviors
\"With many strategies and techniques on managing and eliminating challenging behaviors in the classroom, When Nothing Else Works teaches educators how to respond appropriately\"-- Provided by publisher.
Book
The effect of diabetes self-management education on HbA1c and quality of life in African-Americans: a systematic review and meta-analysis
Type 2 diabetes presents a major morbidity and mortality burden in the United States. Diabetes self-management education (DSME) is an intervention associated with improved hemoglobin A1c(HbA1c) and quality of life(QOL), and is recommended for all individuals with type 2 diabetes. African-Americans have disproportionate type 2 diabetes morbidity and mortality, yet no prior meta-analyses have examined DSME outcomes exclusively in this population. This systematic review and meta-analysis examined the impact of DSME on HbA1c and QOL in African-Americans compared to usual care.
Randomized controlled trials, cluster-randomized trials, and quasi-experimental interventions were included. 352 citations were retrieved; 279 abstracts were reviewed, and 44 full-text articles were reviewed. Fourteen studies were eligible for systematic review and 8 for HbA1c meta-analysis; QOL measures were too heterogeneous to pool. Heterogeneity of HbA1c findings was assessed with Cochran's Q and I
.
HbA1c weighted mean difference between intervention and usual care participants was not significant: - 0.08%[- 0.40-0.23];χ
= 84.79 (p < .001), I
= 92%, (n = 1630). Four of five studies measuring QOL reported significant improvements for intervention participants.
Meta-analysis results showed non-significant effect of DSME on HbA1c in African-Americans. QOL did show improvement and is an important DSME outcome to measure in future trials. Further research is needed to understand effectiveness of DSME on HbA1c in this population.
PROSPERO registration: CRD42017057282 .
Journal Article
Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs
Purpose
This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs).
Design/methodology/approach
The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed.
Findings
HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities.
Practical implications
The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs.
Originality/value
This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.
Journal Article
The Business School's Right to Operate: Responsibilization and Resistance
The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking.
Journal Article