Management Education for the World
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Management Education for the World

A Vision for Business Schools Serving People and Planet

Katrin Muff, Thomas Dyllick, Mark Drewell, John North, Paul Shrivastava and Jonas Haertle

This book explores the 21st century agenda of management education, identifying three fundamental goals: educating and developing globally responsible leaders, enabling business organizations to serve the common good, and engaging in the transformation of business and the economy. It is a clarion call of service to society for a sector lost between the interests of faculty, business and the schools themselves at the expense of people and planet. It sees business education stepping up to the plate with the ability of holding and creating a space to provide responsible leadership for a sustainable world embodied in the central and unifying element of the 50+20 vision, the collaboratory.
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Chapter 4: Imagine management educators as custodians of society

A Vision for Business Schools Serving People and Planet

Katrin Muff, Thomas Dyllick, Mark Drewell, John North, Paul Shrivastava and Jonas Haertle


The landscape of management education and research is both densely populated and diverse. While many of us immediately think of business schools as key representatives for management, we also find schools of business and management nestled within larger universities, leadership and executive development institutes, corporate universities, and professional training centers in both private and in public settings – such as in the military or in religious groups. Also, we tend to forget that informal on-the-job learning is more effective than most types of formal learning. In terms of research, traditional academic research is conducted within management departments or in business schools. The decreasing relevancy of academic research has, however, opened a space for other research providers to satisfy the needs of business and the economy. Such providers include consultancies, think tanks and, increasingly, collaborative platforms currently emerging both virtually and in real life, such as groups of concerned citizens who wish to address a particular problem. When we examine how these needs are addressed in different regions of the world, we discover that there are significant differences in how education and research is conducted across different cultures and states of economic development.

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