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Ethics, Responsibility, and Sustainability in MBAs. Understanding the Motivations for the Incorporation of ERS in Less Traditional Markets

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Listed:
  • Gaston Fornes

    (Bristol Institute for Learning and Teaching, University of Bristol, Bristol BS8 1TU, UK
    EAE Business School, 08015 Barcelona, Spain)

  • Abel Monfort

    (ESIC Business & Marketing School, 28224 Madrid, Spain)

  • Camelia Ilie

    (INCAE Business School, 960-4050 La Garita, Costa Rica)

  • Chun Kwong (Tony) Koo

    (School of Management, Zhejiang University of Technology, Hangzhou 310014, China)

  • Guillermo Cardoza

    (INCAE Business School, 960-4050 La Garita, Costa Rica)

Abstract

This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu.

Suggested Citation

  • Gaston Fornes & Abel Monfort & Camelia Ilie & Chun Kwong (Tony) Koo & Guillermo Cardoza, 2019. "Ethics, Responsibility, and Sustainability in MBAs. Understanding the Motivations for the Incorporation of ERS in Less Traditional Markets," Sustainability, MDPI, vol. 11(24), pages 1-22, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7060-:d:296201
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    References listed on IDEAS

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    6. Barbara Mazur & Anna Walczyna, 2020. "Corporate Social Responsibility in the Opinion of Polish and Foreign Students in Management Program of Lublin University of Technology," Sustainability, MDPI, vol. 13(1), pages 1-14, December.
    7. Mahalaxmi Adhikariparajuli & Abeer Hassan & Benedetta Siboni, 2021. "CSR Implication and Disclosure in Higher Education: Uncovered Points. Results from a Systematic Literature Review and Agenda for Future Research," Sustainability, MDPI, vol. 13(2), pages 1-23, January.

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