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Institutional pressures and the adoption of responsible management education at universities and business schools in Central and Eastern Europe
Title / Series / Name
Business Ethics, the Environment & Responsibility
Publication Volume
32
Publication Issue
4
Pages
Authors
Preuss, Lutz
Elms, Heather
Kurdyukov, Roman
Golob, Urša
Zaharia, Rodica Milena
Jalsenjak, Borna
Burg, Ryan
Hardi, Péter
Jacquemod, Julija
Kooskora, Mari
Manzhynski, Siarhei
Mostenska, Tetiana
Novelskaite, Aurelija
Pučėtaitė, Raminta
Pušinaitė‐Gelgotė, Rasa
Ralko, Oleksandra
Rok, Boleslaw
Stanny, Dominik
Stefanova, Marina
Tomancová, Lucie
Elms, Heather
Kurdyukov, Roman
Golob, Urša
Zaharia, Rodica Milena
Jalsenjak, Borna
Burg, Ryan
Hardi, Péter
Jacquemod, Julija
Kooskora, Mari
Manzhynski, Siarhei
Mostenska, Tetiana
Novelskaite, Aurelija
Pučėtaitė, Raminta
Pušinaitė‐Gelgotė, Rasa
Ralko, Oleksandra
Rok, Boleslaw
Stanny, Dominik
Stefanova, Marina
Tomancová, Lucie
Editors
Keywords
Management, Monitoring, Policy and Law
Organizational Behavior and Human Resource Management
Economics and Econometrics
Philosophy
Business and International Management
Organizational Behavior and Human Resource Management
Economics and Econometrics
Philosophy
Business and International Management
URI
http://hdl.handle.net/20.500.14018/14158
Abstract
Business schools, and universities providing business education, from across the globe have increasingly engaged in responsible management education (RME), that is in embedding social, environmental and ethical topics in their teaching and research. However, we still do not fully understand the institutional pressures that have led to the adoption of RME, in particular concerning under-researched regions like Central and Eastern Europe (CEE). Hence, we undertook what is to our knowledge the most comprehensive study into the adoption of RME in CEE to date (including 13 countries: Belarus, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Russia, Slovenia and Ukraine). We find that, with regard to RME, isomorphic pressures seem to shape teaching and research in different ways, which suggests that the idea of a holistic approach to RME, promoted by, for example, the Principles of Responsible Management Education (PRME), needs to be revisited; rather, different trajectories of organizational engagement may emerge for each principle. As a contribution to institutional theory, we discuss how a highly fragmented organizational field—like RME with its multiple dimensions—impacts on notions of actor centrality, where actors achieve centrality with regard to some dimensions of the field but fail to do so for others. In particular, we found that the European Union holds centrality in the area of RME teaching, but not in RME research. Our findings thus suggest that the concept of field centrality needs further clarification.
Topic
Publisher
Place of Publication
Type
Journal article
Date
2023-07-05
Language
ISBN
Identifiers
10.1111/beer.12566