Abstract
The ambition underlying the Principles for Responsible Management Education (PRME) is not trivial. Stating that “PRME engages business and management schools to ensure they provide future leaders with the skills needed to balance economic and sustainability goals” (https://www.unprme.org/about) is an exceptional objective for several reasons. First, it will be a colossal task to persuade the existing 16,000 business and management programs all over the world to adhere to the PRME. Second, business and management schools are historically designed to perpetuate a particular economic model, in which words such as profit, growth, and competition are far more culturally entrenched than sustainability, responsibility, and cooperation. Third, even if change starts at an institutional level, the challenge of cascading down change to the individual level will be extraordinary. Fourth, the rapid and recent evolution of digital and remote learning has brought new issues into play, such as the roles of trust and influence in a virtual education environment.
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Gomes, J., Marques, T. (2023). Responsible Management Through Responsible Education: The Central Role of Higher-Education Lecturers. In: Hauser, C., Amann, W. (eds) The Future of Responsible Management Education. Humanism in Business Series. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-15632-8_6
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