5. Análisis de discursos representativos de la política antiinmigración: Marine Le Pen, en Francia, y
5.2 Análisis lingüístico y convergencia de contenidos de los discursos seleccionados
5.2.2 Discurso electoral de Donald Trump: Immigration speech in Arizona (31/08/ 2016)
MANAGEMENT EDUCATION EXPLICIT
Introduction
Copenhagen Business School – where university means business
Founded in 1917, Copenhagen Busi- ness School (CBS) is one of the largest business schools in Europe with more than 18,000 students and 1,500 staff. CBS offers an innovative research environment to ensure value for society and a comprehensive range of degrees in various business disciplines. In 2011 the Aspen Institute ranked CBS ninth in its global ranking of CSR research.
Challenges
When carrying out an initial survey of responsible management educa- tion (RME) content in CBS study programmes, the Principles for Responsible Management Education (PRME) team realised that RME con- tent was included unsystematically and unevenly between the 17 study programmes taught at CBS.
My advice is to have extensive talks with faculty and get internal backing for curriculum change (bottom up approach) and then go to the management, making them set clear targets for where they want this to go (top down approach). I believe that this dual approach is what got us where we are today.
Kai Hockerts, Professor and Academic Director of Responsible Management Education, Copenhagen Business School
Actions taken
In order to streamline the RME activities at CBS and to make them more explicit, it was decided by the dean of education to launch an extensive curriculum-change initiative. As part of this initiative, the syllabus of each core course in a given study programme was analysed for RME content and meetings with the lead faculty were arranged. The initiative was launched in CBS with the full-time MBA during 2008/2009 and at present is currently being rolled out across 17 bachelor study programmes.
During the personal meetings the PRME team has three aims:
1. Identify existing RME content and make it explicit in the syllabus and where possible in the learning objectives.
2. Offer support in identifying readings, cases and other material to increase the explicit RME content in the class.
3. Propose optional background readings to be included in the syllabi to allow interested students to study RME issues beyond the primary content of the class.
Results
An obvious outcome of this process has been a more explicit way of working with and thinking of RME. A clear result from this is CBS’s improved positioning in the Aspen Institute’s Beyond Grey Pinstripes review and ranking where CBS placed 43rd on the global list, having leapt 20 places from the last ranking in 2009. Moreover, CBS holds the eighth place among the European institutions on the list.
Why PRME is/was important
. Creating management support, which sends a strong message throughout the institution.
. Creating the position of a PRME manager and PRME director who report directly to the dean of education, with the mandate to go out and incentivise these changes.
Seattle Pacific University School of Business and Economics,
Seattle, Washington, United States
STRATEGIES FOR PRME CURRICULUM ALIGNMENT Introduction
Seattle Pacific University’s AACSB accredited School of Business and Economics (SBE) offers three under- graduate majors: economics, account- ing and business administration; and, three graduate degrees: MBA, master’s in information systems management and a master’s in social and sustainable business. SBE selectively admits 100 undergraduate students each year and there are approximately 175 students enrolled in the master’s programmes. SBE’s vision of “another way of doing business” is fleshed out by 25 faculty members in the context of a 4,000 student, Christian university.
Challenges
SBE was the first business school to adopt the Principles for Responsible Management Education (PRME) in the US Pacific Northwest. It was adopted because the Principlescom- plemented the SBE’s approach to business education, which under- stands the purpose of business as service. However the challenge for SBE was to align our curriculum with the Principles of PRME and encourage faculty to include the Principles in instructional design and delivery.
My advice is to use the Principles of PRME to initiate curriculum and co- curricular innovation and change. Seattle Pacific University used a social venture competition as a catalyst for change in the curriculum such as undergraduate majors in social enterprise and global development and a graduate programme in social and sustainable business. PRME also provides one rationale for facilitating interaction between the practitioner and academic communities around issues such as business as a solution to alleviating poverty. Our students graduate with an understanding for how business can contribute to the common good.
Ross Stewart, Professor of Accounting, Seattle Pacific University School of Business and Economics
Actions taken
The faculty took the action of developing curricular initiatives that were realistic and started with one undergraduate class on sustainability. This was coupled with the use of co-curricular strategies, such as starting a social venture competition or having teams from the business school participate in other University social venture competitions. This provided a “beach- head” for further curricular change and an affirmation that the Principles aligned well with the vision of how business can enhance human flourishing.
The social venture competition spawned a curriculum concentration in our business major on “sustainable enterprise”, and this facilitated participation by non-business majors (such as global development majors) in business school classes. Social venture plans capture the interests and aspirations of students to make the world a better place, both locally and abroad. A local example is a social venture designed to employ ex-prisoners in a lawn-mowing business and to use the profits to provide job training skills and life skills support. A global example is an innovative engineering product, the Pure Pump system, which uses the power of running water (e.g., a river or stream) to move water to villages and towns while also powering a UV light system to clean the water of any contaminants. This kind of innovation and market creation initiatives influence curriculum development with courses created on social enterprise, micro-finance and global development, and programmes such as a master’s degree in social and sustainable business.
Results
Such curriculum innovation and change provide concepts such as “business enhancing human flourishing” and “business contributing to the common good” with robust and engaging content.
Further benefits materialised around interdisciplinary initiatives. SBE organised conferences bringing together practitioners, students and academics around themes such as micro-finance or business as providing solutions to poverty. This spawned collaboration between the practitioner and academic communities. The conferences showcased PRME themes and SBE gained new appreciation of the dynamism of the practice community from diverse organisations such as Pioneer Human Services, the Gates Foundation, World Vision and Keva.
Why PRME is/was important
. PRME enhances and infuses SBE’s existing curriculum.
. PRME aligns with SBE’s aspirations for business as one of service to customers, employees and community within a context of sustainability.
. PRME provides a rationale for academic-practitioner conferences reaching out to the business community on key questions, such as business solutions to poverty.
. PRME provides institutional legitimacy to curriculum change and to business education being engaged with the key global issues.