Institutional pressures and the adoption of responsible management education at universities and business schools in Central and Eastern Europe

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dc.contributor.authorPreuss, Lutz
dc.contributor.authorElms, Heather
dc.contributor.authorKurdyukov, Roman
dc.contributor.authorGolob, Urša
dc.contributor.authorZaharia, Rodica Milena
dc.contributor.authorJalsenjak, Borna
dc.contributor.authorBurg, Ryan
dc.contributor.authorHardi, Péter
dc.contributor.authorJacquemod, Julija
dc.contributor.authorKooskora, Mari
dc.contributor.authorManzhynski, Siarhei
dc.contributor.authorMostenska, Tetiana
dc.contributor.authorNovelskaite, Aurelija
dc.contributor.authorPučėtaitė, Raminta
dc.contributor.authorPušinaitė‐Gelgotė, Rasa
dc.contributor.authorRalko, Oleksandra
dc.contributor.authorRok, Boleslaw
dc.contributor.authorStanny, Dominik
dc.contributor.authorStefanova, Marina
dc.contributor.authorTomancová, Lucie
dc.contributor.unitDepartment of Economics and Business
dc.date.accessioned2023-10-30T08:55:29Z
dc.date.available2023-10-30T08:55:29Z
dc.date.issued2023-07-05
dc.description.abstractBusiness 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.
dc.identifier.doi10.1111/beer.12566
dc.identifier.eissn2694-6424
dc.identifier.issn2694-6416
dc.identifier.urihttps://hdl.handle.net/20.500.14018/14158
dc.language.isoengen_US
dc.publisherWileyen_US
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.source.epage1591
dc.source.issue4
dc.source.journaltitleBusiness Ethics, the Environment & Responsibility
dc.source.spage1575
dc.source.volume32
dc.subjectManagement, Monitoring, Policy and Lawen_US
dc.subjectOrganizational Behavior and Human Resource Managementen_US
dc.subjectEconomics and Econometricsen_US
dc.subjectPhilosophyen_US
dc.subjectBusiness and International Managementen_US
dc.titleInstitutional pressures and the adoption of responsible management education at universities and business schools in Central and Eastern Europeen_US
dc.typeJournal article
dspace.entity.typePublication
refterms.dateFOA2023-10-31T01:42:06Z
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