PRME puts Accountable Business School Leadership on the Agenda at COP28
The 83rd Annual Meeting of the Academy of Management (AOM) is taking place in Boston, Massachusetts, USA on 4-8 August, 2023. The PRME Secretariat will be hosting a booth as well as organizing and/or speaking at several sessions.
Please see below our schedule of events, all times are in ET. If you are a member of the PRME community and will be hosting a session at the Annual Meeting of the AOM, please write to us with your session title, ID, and description at email@example.com so we may add your session to our growing list.
PRME will also be hosting a booth in the Exhibitor Hall at John B Hynes Veterans Memorial Convention Center! Come find us at booth 519:
The Impactful Five (i5) is the largest project under the roof of the United Nations Principles of Responsible Management Education (PRME). It builds on research by the LEGO Foundation that finds learning most effective when applying the five principles of personal meaningfulness, active engagement, multiple iterations, social engagement and joyfulness. The purpose of the PRME (i5) project is to transfer and apply these practices of effective playful learning into the domain of business schools in order to create an impactful pedagogy for responsible management that is also applicable to other business domains and divisions. While the first year focused on content building, this workshop is part of the second-year rollout activities and building of a community of practice. In this workshop, you will be first learn about the PRME project, the underlying pedagogy research by the LEGO Foundation, and how (i5) has be applied in the classroom. You will then engage in roundtables that explore how the (i5) project can stimulate -a- practice links for your course, curriculum and organization, -b- collaboration around the (i5) at intra-institutional and global level to position your institution and strengthen networks, -c- connections around content development and community to break down inner-institutional silos, -d- program level integration, e.g. to (re-)structure an entire program, and -e- research and publication opportunities around the (i5). You will come out of this PDW with a clear understanding of the opportunities to benefit from and get involved with the PRME (i5) project.
Scholars and practitioners agree that effective leadership in today’s complex and ambiguous business environment requires more than learning about and mastering particular sets of leadership behaviors. Rather, effective leadership is rooted in being able to lead from one’s true self, as well as being able to effectively apply such complex and multi-faceted self-understandings adaptively to changing demands and circumstances. A critical question scholars have coined is: To what extent are traditional leadership development approaches–generally based on logic and rationality–conducive to effective leadership development in today’s workplace? Our proposed PDW aims to heed calls for frame-breaking, non-traditional approaches to leadership development by exploring play as an innovative tool for developing leaders. Specifically, this PDW involves discussions and experiences that showcase how different forms of play (i.e., improvisational theater, LEGO, yoga play, and equine-assisted experiential learning) can contribute to learning and development processes because of the way in which play provides a safe space in which we can explore how things work, who we can be, how best to (re)act to new situations and adapt to and integrate changes. Our proposed PDW consists of two parts. First, PDW panelists discuss the usefulness and potential of play for innovative business education and development programs. During the second part–which takes a roundtable set-up–participants can experience, explore, and discuss two of the four play-based interventions which panelists have designed with the intention to viscerally make sense of the potential of play for their research and teaching.
Climate change mitigation research has mostly focused on systemic change, strategic net zero targets for organisations, and the transformation of societies and consumers as decision makers, however little attention has been given to managers, employees, and individual workers in organisations as to how they could achieve climate solutions with multiple benefits including improved health and mobility. In this symposium, we will explore how ‘CoachingOurselves’, a program developed by Henry Mintzberg, Philip LeNir and others, can be employed to empower everyone—workers, employees, managers—to explore possible climate solutions in order to choose and enact the appropriate ones for their work. We will also discuss how Indigenous Knowledge Systems could feature in this endeavour, how managers and farmers in the supply chain could become part of climate solutions and highlight several research gaps with regard to managerial training, change theory, and professional development.
Considering the sustainable development issues facing our world, it has become increasingly clear that leaders with holistic skill-sets are in scarce supply. Our education system is struggling to equip young learners with the breadth of skills they need to navigate uncertain times. Following this trend into adulthood, the need to educate for creative and impactful skills development is well documented across various disciplines. A recent Microsoft report highlights the gap in "sustainability skills" that are needed to empower the workforce to support sustainability transformations. These skills include developing systems thinking, futures thinking, circular thinking, design thinking, sustainability science, digital skills, transdisciplinary, and change management. The Principles for Responsible Management Education (PRME) initiative is building on The LEGO Foundation research to apply lessons in pedagogical development. The Impactful Five (i5) are five practices that can be used to infuse more joy, meaning, active engagement, social inclusion, and iteration to pedagogy and praxis in business schools. The (i5) project seeks to bridge the skills gap that exists in graduates who have experienced ‘business education as usual’ in the hopes of influencing the sustainability skills needed in today’s workforce. In this PDW, participants will have the opportunity to learn the (i5) process for integrating values of creativity in their pedagogy and praxis; learners will be invited to join the global community of PRME (i5) educators actively making changes in their classrooms, business school, research, and practice.
The Teaching and Learning Conference, TLC@AOM, is a "conference within a conference" that takes place during the AOM Annual Meeting. The conference is designed to help AOM members who have a passion for teaching improve their teaching practices in an open forum of shared experience. TLC@AOM features both submitted and invited sessions. TLC@AOM is held in conjunction with the AOM Annual Meeting and is organized to support and meet the teaching-related needs of AOM members. The conference engages members as teachers, increases the visibility of teaching, and positions AOM as a global leader in management teaching. TLC@AOM is offered as a 'Strategic Doing' initiative.
Our symposium seeks to shed light on (1) how RM could be defined in the context of grand challenges, (2) how RM could be used to address grand challenges in theory and practice, and (3) how RM principles could be upheld to respond to and recover from adversity. In this panel, we invite international experts to discuss their promising work in RM and their part in addressing grand challenges.
Scholars and practitioners agree that effective leadership and diversity management in today’s complex and ambiguous business environment requires more than learning about and mastering particular sets of behaviors. Rather, effective leadership and diversity management is rooted in being able to lead from one’s true self, as well as being able to effectively apply such complex and multi-faceted self-understandings adaptively to changing demands and circumstances. Whereas scholars have called for innovative developmental approaches—especially in the realm of leadership development and diversity management (e.g., Kark, 2011; Kulik & Roberson, 2008)—empirical work heeding such calls remains scarce (Vogel et al., 2022). By presenting research on the conceptual underpinnings and practical effectiveness of innovative/non-traditional leadership development practices, this presenter symposium aims to broaden the horizon regarding the “how” of learning and development processes. Taken together, the research presented in this symposium aims to expand our current theoretical understanding of how employees, leaders, and organizations can learn about and develop their understanding of important organizational phenomena, such as leadership and diversity management.
PRME puts Accountable Business School Leadership on the Agenda at COP28
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