The Future of Responsible Management Education: University Leadership and the Digital Transformation Challenge (Humanism in Business Series)

Acknowledgments
Contents
About the Authors
List of Figures
List of Tables
1: Introduction to the Problems and Opportunities
	1.1	 Motivation for This Volume and Scoping the Issue
	1.2	 Structure of the Book
	References
2: Creativity and Disruptive Technology
	2.1	 Introduction: Forward Technology and Creativity
	2.2	 Exponential Thinking Versus Linear
	2.3	 New Strategic Models
	2.4	 Developing Improvisational Creativity: Actor-Centered Versus Context-Centered Approaches
	2.5	 The Pedagogical Mindset: Interplay of Forces of Change
	2.6	 Conclusion
	References
3: Challenges for Responsible Management Education During Digital Transformation
	3.1	 Introduction
	3.2	 The Discovery of the Human Ability to Control Technology
	3.3	 Modern Optimism of Technological Progress
		Optimism of Critical Rationalism
		The Optimism of Uncritical Faith in Progress
		Limits of Technological Optimism
	3.4	 Challenge for the Position of Human Being
		Basic Anthropology of Rationalism
		Limits of Anthropological Imitation of Artificial Intelligence
		Ethical Challenges of Digital Transformation
	3.5	 Challenges for Management Education
		Challenges for Technology Departments
		Challenges for General Management
		Challenges for International Management
	3.6	 Conclusion
	References
4: PRME Principles: A Framework for Addressing Digital Transformation Challenges
	4.1	 Introduction
	4.2	 The Six PRME Principles and Their Implications for Business Education
	4.3	 The Digital Transformation Era and Its Challenges for Humans
	4.4	 How to Reduce the Gap Between Those Who Have Access to Digital Tools and Those Who Do Not Have Access to Digital Tools and Digital Education
	4.5	 How Can Human Dignity Be Promoted in the Context of Digital Transformation?
	4.6	 Some Lessons from PRME to Business Schools That Are Becoming Involved in the Digital Transformation Wave
	4.7	 Conclusions
	References
5: Responsible Management Education in the Digital Age: An Experiment with Liberal Art and Science Education in China
	5.1	 Introduction
	5.2	 The Alignment Problem
	5.3	 Implications for Future Leaders and Their Learning: Three Essential Capabilities
	5.4	 Complementary Skills
	5.5	 The Duke Kunshan University as a Case in Point
	5.6	 Lessons Learnt
	References
6: Responsible Management Through Responsible Education: The Central Role of Higher-Education Lecturers
	6.1	 Introduction
	6.2	 Roles and Responsibilities of HE Lecturers
	6.3	 Teaching: Delivery Methods and Techniques
	6.4	 Performance in Teaching and Performance in the Digital Era
	6.5	 Responsible Management and Responsible Leadership
	6.6	 Concluding Thoughts: Expanding the Role of Educators
	References
7: Marketing and Artificial Intelligence: Responsible Management (and Marketing) Education at the Nexus of Today and Tomorrow
	7.1	 Introduction
	7.2	 What Is Artificial Intelligence?
	7.3	 AI in Marketing
	7.4	 AI and Marketing Education
	7.5	 Responsible Management (and Marketing) Education
	7.6	 AI as a RME Issue
	7.7	 Conclusion: What’s Ahead?
	References
8: Compliance and ICT as a Tool to Generate Certainty in Countries with High Corruption Levels: The Case of Blockchain
	8.1	 Introduction
	8.2	 Background
	8.3	 Combatting Corruption
	8.4	 Blockchain: Background Information
	8.5	 Blockchain to Combat Corruption
	8.6	 Educators’ Approach to Using Blockchain Technologies in the Classroom
	8.7	 Conclusions
	References
9: Compliance and Integrity as Core Elements of Governance in the Educational Sector in the Digital Age
	9.1	 Introduction
	9.2	 Goals and Advantages of GCI
	9.3	 Justification for Implementation of GCI in the Educational Sector
		Terminological Approach
		Organizational and Moral Approach
		Risk Approach
		Interim Conclusion
	9.4	 The Concept of Compliance and Integrity Management
		General Remarks
		Governance
		Compliance and Integrity
		Compliance as a Management System
		Adopting a CMS in Educational Institutions
		Interim Conclusion
		Whistleblowing System
	9.5	 Conclusion
10: Need for Silence, Craving for Communication: The Dyad Digital Education and Soft Skills in an Emerging Economy Context
	10.1	 Introduction
	10.2	 Socioemotional Skills for TI in the COVID-19 Era
	10.3	 Methodological Approach
	10.4	 Results and Discussion
		Keyword Clustering
		Questionnaire Responses
	10.5	 Emerging Insights
	10.6	 Theoretical and Practical Implications and Study Limitations
	References
11: Advancing Responsible Management Education (RME) and Education for Sustainable Development (ESD) Through Online Resources
	11.1	 Introduction: Responsible Management Education (RME) and Education for Sustainable Development (ESD) in Times of the COVID-19 Pandemic
	11.2	 The Role of Open Educational Resources and Online Content and Tools to Advance RME and ESD
	11.3	 Online Teaching and Learning Resources Available for RME and ESD
		Acknowledging the existence of diverse platforms and resources in this increasing field of online education and with the objective of highlighting a rather comprehensive catalog of OERs and free content focused on sustainable development free to everyon
			SDG Academy’s Resources
			SDG Academy’s Community
	11.4	 Leveraging Resources and Community to Teach and Learn the SDGs in Your Own Context
		Apart from these examples and as part of the Community of Practice, higher education, nonprofit, business, and government representatives join together discussions and “Community Conversations” to share challenges, opportunities, good practices, lessons
	References
12: Developing ‘Moral Awareness’ and ‘Moral Assertiveness’ in Future Professionals Using a Digital Learning Module
	12.1	 Introduction
	12.2	 Theoretical Underpinning
	12.3	 The IntegrityDLM: Competences and Learning Objectives
	12.4	 The Choice for a Digital Learning Platform
	12.5	 Insights from Student Experiences with IntegrityDLM
	12.6	 Conclusions and Recommendations
	References
13: Responsible Management Education and Digital Transformation Beyond SDG 12: B.A. Sustainable Procurement Management at Heilbronn University’s Bachelor’s Program as an Example for Integrating SDGs and Future Digital Skills Requirements
	13.1	 Challenges of Responsible Management Education and Digital Transformation
	13.2	 The Sustainable Procurement Management Degree Program as a Key to Responsible Management Education and Digital Transformation
	13.3	 Bachelor’s Program Sustainable Procurement Management (SPM) Against the Background of the SDGs
	13.4	 Anchoring Sustainability and Digitization in the Strategy of Heilbronn University as Success Factors of the Bachelor’s Program SPM
	13.5	 Recommendations for Establishing Responsible Management Education Integrating SDGs and Future Digital Skills Requirements
	References
14: Adapting Legal Education for Technological Changes in Business
	14.1	 Introduction
	14.2	 Legal Education: Skills for Responsible Management
	14.3	 Educating Lawyers for Future Management of AI & Tech
	14.4	 Conclusion
	References
15: PRME Principle Three, 15 Years Later: How Exponential Technologies Can Enhance the Quality of Impactful and Meaningful Business Education
	15.1	 Introduction to the Context
	15.2	 Our World Seems a Little Sick, but from What?
	15.3	 The School Becomes a Living Lab?
	15.4	 What Do We Get in Return?
	15.5	 Technology That Matters: Semantics to Support Learning and Learning Environments
	15.6	 Application in Automated Content Curation for Virtual Learning Platforms
	15.7	 Lessons Learned
	References and Further Suggested Readings
16: Pandemic, MOOCs, and Responsible Management Education
	16.1	 Introduction
	16.2	 Online Learning: Panacea for Higher Education Institutions During the Pandemic
	16.3	 MOOCs as a Tool for Online Learning
	16.4	 Responsible Management Education: Journey from UNPRME to the Pandemic
	16.5	 MOOCs: Key Player Toward Integrating Responsibility and Sustainability in Management Education
	16.6	 Moving Ahead: New Framework
	References
17: Transforming Academic Journal Assessment from “Quality” to “Impact”: A Case Study of the SDG Impact Intensity Academic Journal Rating Artificial Intelligence System
	17.1	 Unpacking Academic Evaluative Assessments
	17.2	 Global Academic Publishing’s Paradigm Shift on Impact
	17.3	 Artificial Intelligence as the Engine for Evaluating Research Impact
	17.4	 Case Study of SDG Impact Intensity Academic Journal Ratings
	17.5	 Results
	17.6	 Future Research Directions and Challenges
	17.7	Conflict of Interest
	References
18: Giving Voice to Values as an Enabling Pedagogy for Digital Ethics
	18.1	 Introduction
	18.2	 What Is Giving Voice to Values?
	18.3	 GVV Case Example: Programming a “Fairer” System: Assessing Bias in Enterprise AI Products (A)
	18.4	 A GVV-Style Discussion of the COMPAS Case
	18.5	 Applying GVV to Other Digital Ethics Scenarios
	18.6	 Conclusion
19: Society, Environment, Value, and Attitude: A Study on the Effectiveness of Digital Platforms in Enhancing the Sustainability Perspectives of Management Students
	19.1	 Introduction
	19.2	 Society, Environment, Value, and Attitude (SEVA): A Unique Experiential Learning in RME Initiatives
	19.3	 Assessment of the Experience of Digital Platforms in Sustainability Training and Education
	19.4	 Emergent Leading Practices in RME Through Experiential Learning
	19.5	 Conclusions
	References
20: Conclusions
	20.1	 Summary of Emerging Insights
	20.2	 The Crucial Role of the Addendum Principle
Index