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Teaching and training materials on environmental management using flexible learning package.
Ô50+20 not only raises the sights for those charged with the development of our future leaders, but also provides a clear roadmap for delivering on that ambition. As such, it is an important contribution to a journey of transformation that affects not only the future of business, but the very planet itself.Õ Ð Paul Polman, Unilever, US ÔThe 50+20 initiative is an ambitious effort that highlights the urgent need for radical change in what we teach and how management education is delivered today. In a world that faces so many different and fast-evolving challenges, the initiative is indeed timely and needed.Õ Ð Peter Bakker, World Business Council for Sustainable Development, Switzerland ÔWe now finally have a blueprint that can be used as a foundation for a new contract between business schools and society. Changing the way we educate our business leaders for tomorrow will change the world for the better.Õ Ð Rakesh Khurana, Harvard Business School, US For many years commentators have described what is wrong with business schools Ð characterizing them as the breeding grounds of a culture of greed and self-enrichment in global business at the expense of the rest of society and of nature. Management Education for the World is a response to this critique and a handbook for those seeking to educate and create knowledge for a new breed of business leaders. It presents a vision for the transformation of management education in service of the common good and explains how such a vision can be implemented in practice. The 50+20 vision, as it is also known, was developed through a collaborative initiative between the Globally Responsible Leadership Initiative, the World Business School Council for Sustainable Business and the U.N.-backed Principles of Responsible Management Education and draws on the expertise of sustainability scholars, business and business school leaders and thought leaders from many other walks of life. This book explores the 21st century agenda of management education, identifying three fundamental goals: educating and developing globally responsible leaders, enabling business organizations to serve the common good, and engaging in the transformation of business and the economy. It is a clarion call of service to society for a sector lost between the interests of faculty, business and the schools themselves at the expense of people and planet. It sees business education stepping up to the plate with the ability of holding and creating a space to provide responsible leadership for a sustainable world embodied in the central and unifying element of the 50+20 vision, the collaboratory. Management Education for the World is written for everyone concerned or passionate about the future of management education: consultants, facilitators, entrepreneurs and leaders in organizations of any kind, as well as policymakers and others with an interest in new and transformative thinking in the field. In particular, teachers, researchers, students and administrators will find it an invaluable resource on their journey.
The world of business is constantly evolving and management education institutions will likely face a number of challenges in keeping up with these changes. While most books focus on the needs of management education institutions, this work addresses the needs of the corporate world in the era of the Fourth Industrial Revolution. Featuring an extensive research study spanning 11 countries, it offers a unique perspective on the business challenges and developmental needs of companies in emerging and recently emerged economies, and on the missing links between those needs and management education. Using both company-specific and country-level data, the book provides businesses and educators with rare insights and recommendations on strengthening existing partnerships (or establishing them anew) between management education institutions and the corporate sector in order to make management education relevant for the 21st century. The book argues that ‘relevance’ should take the center-stage of all higher education institutions in order to accomplish their third mission, namely service to society. This is especially important for management education institutions, whose mission is to mold future managers and leaders who can have a significant influence on economic success and the wellbeing of society.
Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1958 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.
All learning leaders want their organizations to be perceived as great, but what makes a 'great' training organization? This book presents findings that are based on the data, information, and experiences shared with Training Industry, Inc. by several hundred learning professionals over a five year span, from 2008 to 2012. It identified 8 process capabilities, which have been identified as the key functions in the design, delivery and management of corporate workforce training.
Partnering with Online Program Managers for Distance Education offers fresh insights into the practice, implications, and outcomes of partnerships between higher education institutions and for-profit online program managers (OPMs). As colleges and universities race to build effective, sustainable distance education programs, higher education administrators often rely on third-party OPMs for marketing and student recruitment, student support from orientation to graduation, course design and delivery, and other fee-based services. This edited collection provides a global knowledge base for understanding academic quality, policy, and management in university-OPM partnerships along with actionable strategies and frameworks for selection, evaluation, and improvement. Leaders, administrators, developers, and accreditors of digital distance learning programs in higher education will come away with evidence-based guidance and realistic perspectives into the opportunities and challenges of this fast-emerging resource.