Call for radical transformation of Management Education launched at RIO+20
By John North
Posted on 03 July 2012
The Albert Luthuli Centre for Responsible Leadership and the University of Pretoria took a leading role in the launch of the 50+20 Agenda and Film at the recent RIO+20 Nations Conference on Sustainable Development in Rio de Janeiro.
The UN Conference and related side events took place from 13 to 22 June and were attended by more than 45 000 delegates, including 120 heads of state.
The 50+20 initiative, of which the Albert Luthuli Centre for Responsible Leadership is an official co-author, unveiled a vision for the transformation of management education, in which the common tenet of being the best in the world has been revised in favour of creating businesses that are designed and led to achieve the best for the world.
The 50+20 Agenda: Management Education for the World– a summary vision document and short film, was shared with attendees of the Third Global Forum for Responsible Management Education, which included more than 300 deans, directors and representatives from business schools and companies attending the United Nations Global Compact RIO+20 Corporate Sustainability Forum. The vision and film were simultaneously launched online at www.50plus20.org. The film can be viewed here:
The 50+20 Agenda was developed over a period of 18 months through a series of consultative workshops, retreats and meetings held across five continents. Contributions were made by more than 100 leading minds and academics, with many more participating in online stakeholder surveys.
The 50+20 Agenda also showcases a number of “Emerging Benchmarks”, which are examples of institutions that are setting new and relevant standards indicative of a collaborative rather than a competitive approach. “Emerging Benchmarks" is also the title of the 50+20 mobile exhibit and prototyping platform used to demonstrate “Management Education for the World” at RIO+20.
The exhibit consists of artistically designed and decorated two-seater benches, commissioned from artists around the globe and constructed from reclaimed materials. When arranged in a learning circle the benches symbolise a commitment to reclaim management education for the world and provide a physical metaphor for the collaboratory: a concept central to the 50+20 vision. The benches are being used to host collaboratory prototype sessions during RIO+20.
In order to create a world where all citizens live well and within the limits of the planet, 50+20 urges action toward a different kind of society with a revised economic framework that is celebrated for its contribution to society and the world. Equally, businesses will need to become intimately involved in this transformation by accepting challenges and responsibilities beyond short-term economic performance.
Providing management education for the world, according to the 50+20 Agenda, involves three fundamental roles:
1. educating and developing globally responsible leaders
2. enabling business organisations to serve the common good
3. engaging in the transformation of business and the economy
This call to service to society represents the ability to create and maintain a space to provide responsible leadership for a sustainable world. It is within this context of creating and maintaining such a space that we see the manifestation of the central and unifying element of the 50+20 vision, namely the collaboratory. The collaboratory can be described as a collaborative and open-source platform where action learning and research join forces, focusing on visceral real-life issues and providing solutions that are driven by issues, rather than by theory. Within the collaboratory space there is no formal separation between knowledge production and knowledge transfer – a philosophy that is diametrically opposed to the thinking behind the lecture theatre – a conventional space commonly employed in management education.
Given that the very foundations of business and management education are critically examined, the vision concerns business, management and leadership education in general. Stakeholders in this landscape include not only business schools, leadership and executive development programmes or corporate universities, but also think tanks, business consultancies and vocational training centres.
50+20 is a collaborative initiative between three organisations: the World Business School Council of Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the Principles of Responsible Management Education (UN-backed PRME).
The following institutions generously provided financial assistance and are recognised as official co-authors of the 50+20 Agenda: Business School Lausanne (CH), CENTRUM Católica, (PE), Concordia University (CA), the Copenhagen Business School (DK), Deloitte Touche Tohmatsu Limited, ESADE (ES), ESSEC (FR), ICN Business School Nancy-Metz (FR), Leuphana Universität Lüneburg (DE), Queensland University of Technology (AU), the Rajiv Gandhi Indian Institute of Management (IN), Swinburne University of Technology (AU), the University of Pretoria (ZA), the University of St Gallen (CH), Vienna University of Economics and Business (AU) and Zermatt Summit (CH/FR).
50+20 representatives will also present their ideas at the Business Action for Sustainable Development Day on 19 June, a high-profile platform for interaction between business leaders and policy-makers.
The 50+20 Agenda foresees a process of engagement with the following implementation priorities:
§ Faculty training and development: A successful implementation of the vision depends most critically on faculties developing a passion for teaching, learning and discovery. Equally, faculties should be at ease with transdisciplinary approaches and multistakeholder engagements, and with engaging in public discourses – which would require different types of training and development programmes.
§ Creating prototypes of the vision: Setting up a variety of prototypes dedicated to one or several aspects of the vision allows testing of how the new roles of management education can be interpreted and translated into action. The collaboratory plays a central role in many of these prototypes, in both their creation and incubation phases, as well as in shaping new forms of education, research and platforms for public engagement.
§ Orienting research toward the common good: Encouraging the development of collaborative research centres dedicated to transdisciplinary approaches, new future-oriented research methods and new incentives and measures for researchers.
§ New measures for management education: Implementing the vision requires different incentives and measures of success. Management education organisations require alternate evaluation and ranking tools, such as new criteria for assessing the value and impact of research, and the evaluation of criteria for measuring faculty contributions to society.
§ Celebrating excellence: An important engine to drive change is to create recognition and awards for successfully living the three roles of the vision. New projects, transformation at the institutional level and initiatives and engagements by faculty need to be widely communicated – and praised.
§ Professionalising the management of schools: Management education providers are challenged to evolve towards professional management supported by leadership that is experienced in change management and transformative organisational processes. Many existing senior leaders have not enjoyed appropriate exposure or training to successfully lead the change needed to accomplish such a transformation.