Responsibility at CBS
Initiatives for Faculty
Assistant Professor Programme
This course offers inspiration to help teachers, study leaders and school governors to think about, add or mainstream a social responsibility dimension in their teaching and study programmes, specifically as regards curriculum design, didactics and interactional aspects. Examples are based on faculty experiences, the latest research in the field of responsible management education, as well as interviews with CBS students, teachers and study leaders from different disciplinary backgrounds. We will also draw on your experiences, and you will have a chance to (re)design your own teaching from a PRME perspective.
The course is a one day event taking place at CBS campus. Participants are kindly requested to mail the course coordinator Martiina Srkoc email@example.com with requests concerning topics to address, and to bring along a description of a course to which you would like to add a PRME dimension, if you have one.
Responsible Management Competencies and Course Content for CBS Bachelor Students
In recent years, CBS PRME has conducted an investigation into the responsible programme content and competencies for Bachelor students in all 19 CBS programmes. The results of the analysis and the competencies students attain at the end of their Bachelor years were gathered in a collection of individual reports that provide information on the insights provided by CBS PRME Students, faculty and study boards.
The individual reports provide, for each programme, an overview of:
o Responsible management course content
o Responsible management competencies
o Faculty teaching and engaged in responsible management education within the programme
The reports highlight the responsible management content “red thread” throughout the programmes and show how courses relate to one another and progress towards the desired competencies.
Reasoning and purpose
The reports are part of CBS’ engagement in the Principles of Responsible Management Education (PRME). By looking in depth at all 19 study programmes, the courses taught and the competencies attained by students, we come to a better understanding of the different interpretations of responsibility in diverse teaching and learning contexts. While ‘International Shipping and Trade’ students gain the ability to reflect explicitly on the impact on society of their own actions, their firm’s policies and their industry’s practices, ‘HA(mat.)’ students gain the ability to ensure the appropriate use of analytical methods in order to reach objective conclusions, whereas ‘English og Organisationskommunikation’ students attain the ability to take measures to ensure precise communication, avoiding ambiguities and misunderstandings.
The information in the individual reports also serves to start up discussions among students, faculty and study board members on the responsible competencies their programmes equip the students with and on how the existing curricula encompasses learnings from the different perspectives of responsible management.
The information provided in the reports is meant to be accessed and used by CBS bachelor course coordinators and teaching faculty who might use it in adjusting their own lecture plan and teaching methods according to other programme courses and student competencies. Bachelor Programme Study Boards might find useful the overview of responsible management content in order to consider the present and future development of student competencies. Students gain a better understanding of the
aims of their education, the reasoning behind certain responsible management learnings and their overall abilities once they graduate from the programme.
During the project, each study programme underwent a two-phase process. The first phase involved conducting an initial review of the curriculum, student focus groups and analysis of the course syllabi in order to establish the initial perception of responsible management content in courses. Programme faculty, course coordinators and study board directors later developed short descriptions of the content identified on the basis of the focus groups and course syllabi. Findings from these steps are presented in the part entitled ‘Semester overview of responsible management’. This helped in establishing a ‘Programme Overview’ where light blue courses (corner stone courses) reflect relevant responsible management content and the dark blue courses (flagship courses) indicate an explicit and highly relevant responsible management focus in the programme.
In the second phase of the project each study board formulated specific responsible management competencies that the students are expected to possess once they graduate from the programme. These competencies sum up the responsible management content and reflect the way in which responsibility is viewed in the different study lines.
Each study programme has also identified a programme ambassador from among their faculty. Ambassadors are selected based on their familiarity with both the programme and its responsible management content. The role of the ambassadors is to ensure that the programme content is accurately reflected in the overview and to act as a contact point for interested faculty and students.
The reports showcase what is already present in the CBS bachelor curriculum in terms of responsible management and competencies and how students are already explicitly or implicitly taught notions of responsibility within their respective field of interest. It has also become apparent that there is a high interest from students to understand and reflect on the competencies they gain through their education and how it prepares them towards being responsible leaders. Explicit reflection from the study boards was needed in reaching the responsible management progression and competencies for each study line.
Responsible management is already present in all CBS bachelor study programmes in various degrees and takes on diverse definitions according to each study’s specific competency aims. Responsibility in management education at CBS does not take a “one-size-fits-all” approach, rather it is a reflection of the diversity that defines each programme.
“The Study Board of the BSc in International Business (IB) is committed to providing its graduates with distinct responsible management competencies. This is reflected in continuous assessment of course
and programme curricula as means of achieving the desired competencies. The investigation into what responsibility-related competencies mean to BSc IB students and how they permeate through the programme curriculum provides valuable feedback to programme management in its attempt to provide coherent teaching of such competencies.”
Bersant Hobdari, Associate Professor, Study Board Director of BSc International Business
“Higher education always involves the acquisition of skills. However, responsible higher education seeks to develop critical, creative and innovative thinking about the challenges that we collectively face. IBP therefore offers an unbeatable education considering the interplay between business and politics but at the same time addresses issues such as sustainability, inequality and disadvantage.”
Edward Ashbee, Associate Professor, Programme Director and Julian Blaauw, student and Vice-chair for International Business and Politics
The reports will soon be available for download and consultation on the website. In case you would like to receive the reports, please contact: Lavinia Iosif-Lazar: firstname.lastname@example.org
Faculty Development Working Group
As part of the UN PRME champions group, CBS has initiated and is leading a UN PRME working group consisting of 12 international business schools. The working group maps ongoing faculty development activities and identifies needs for further development.
As part of this initiative the CBS, together with Babson and IILM has developed a report on Faculty Development relating to Responsible Management Education.
For more information contact professor Kai Hockerts at email@example.com
Case Writing Initiative
The free CBS Case Collection on Responsible Management, published in January 2014, includes cases from across CBS departments.
The initiative supports case writing across all departments at CBS and offers support for:
- Student assistance for data collection and case writing
- Guidance on rules and regulations, feedback on drafts, testing in teaching, layout, publishing and support in entering case competition by trained CBS research assistant
- Case writing workshop and peer-review by trained CBS faculty
- Peer-review by CBS colleague
- Additional editing
The aim of the Case Writing Initiative is to support the development of cases examining a broad perspective of issues related to Responsible Management.
Read more about the Case Writing Initiative.
For more information contact Lavinia-Cristina Iosif-Lazar at firstname.lastname@example.org.
In 2009, the Dean of Education launched CBS Responsibility Day - an annual event for all 1st semester undergraduates. Since then, the number of participants has grown from 300 to 2100, turning the day into an official commencement day welcoming the new students to CBS. The students are met by a wide range of stakeholders including teachers, programme directors and study boards from all study programmes to student organisations and senior management.
PRME Regional Chapter Nordic
The PRME Nordic Chapter was established in September 2014 and it serves as a focal point of coordination and communication for signatories based in Denmark, Finland, Iceland, Norway and Sweden. The PRME Chapter Nordic is an initiative to collect all Nordic PRME signatories in a Nordic-wide network, to help each other implement the PRME initiatives in their local context. The chapter therefore provides a platform, which enables collaboration and communication within the field of sustainability and responsible management among universities in the Nordic Region. The 2017 PRME Chapter Meeting Nordic was held at Hanken School of Economics on April 27.
If you represent a Nordic business or management school, and would like to be involved in the PRME Regional Chapter Nordic, do not hesitate to contact the CBS PRME Office:
Louise Thomsen: email@example.com
UNGC/LEAD board education
CBS engages in the development of a “Board Engagement Program”, together with the UN Global Compact LEAD platform and the PRME initiative. The aim of the program is to develop two modules and related materials, which can be used as a springboard to discuss sustainability-related topics with Board of Directors. The modules and materials are designed in a flexible way to customise delivery and contextualise relevant discussions. The programme is currently in its pilot phase.
For more information contact professor Andreas Rasche at firstname.lastname@example.org.
Academic Development Programme
Together with CBS Executive we are introducing a new academic development programme entitled “Launching and Implementing a Responsible Management Education Programme”. The programme is aimed at schools that are signatories of the UN Principles for Responsible Management (PRME) as well as those schools that are planning to sign up to PRME.
By joining this academic development course, participants will have an opportunity to review the key steps required for the launch and implementation of a Responsible Management Education Programme. You will do so in a group of peers with whom you can share experiences and suggestions for how to overcome challenges.