The increasing importance of CSR within the business context has led business schools to consider their essential role in this development and to positively contribute to this through responsible management education. It is unclear, however, whether business schools are preparing their students sufficiently to know how to deal with CSR issues throughout their careers effectively and to avoid irresponsible behavior as future leaders. Since comprehensive empirical data has been lacking sofar, this chapter reports on a baseline study into responsible management education in the Netherlands. In addition to a case description about the attention for CSR by the Open University The Netherlands, it presents original data about the state of responsible management education in the Netherlands. A survey was administered to general MBA program managers in the Netherlands addressing issues such as the level and way of integration of CSR into MBA programs, teaching methods used, student interest in CSR education, and the main drivers and obstacles for integrating CSR into management education. Both public and private business schools as well as research-oriented universities and universities of professional education were included in this research. Our findings indicate, among other things, that the majority of MBA programs that are offered in the Netherlands have integrated CSR into the curriculum, although most MBA programs appear to educate their students about CSR through traditional teaching approaches and dominantly use so-called saddle bag approaches to CSR integration in MBA programs.
LINK
This article is a comment on the article “Decoupling Responsible Management Education” (Journal of Management Inquiry) by Andreas Rasche and Dirk Ulrich Gilbert. Based on a survey conducted in 2014 among Dutch MBA program managers from academic universities and universities of professional education and public and private institutions, it gives some additional color to their article by shedding some initial empirical light on the propositions. The findings allow for speculating on business school behavior in the context of engaging in the responsible management education (RME) agenda and identify several avenues for further empirical research and theoretical conceptualization. Although the larger part of this constructively intended comment focuses on RME and business schools, it also addresses aspects of decoupling more generally.
LINK
Wat is de waarde van een 'MBA in een dag'?
DOCUMENT
LINK
Promotor Prof. dr. ir. J.M. Versendaal, Open Universiteit Co-promotoren Dr. ir. R.G. Slot MBA, Hogeschool Utrecht Dr. ing. M.M. Zoet, Zuyd Hogeschool Uit de Nederlandse samenvatting: "Het is voor organisaties van belang om besluitvorming en zogenaamde 'bedrijfslogica' goed in te richten. Organisaties in het algemeen, en zeker ook overheidsinstellingen, maken meer en meer gebruik van (semi-)geautomatiseerde besluitvormingsprocessen bij het leveren van hun producten en diensten. Organisaties krijgen grip op de nale-ving van wet- en regelgeving door de besluitvormingsprocessen goed te beheren. Een adequate vertaling van wet- en regelgeving naar producten en diensten is hierbij no-dig. Business Rules Management (BRM) maakt een en ander mogelijk. Het meeste onderzoek dat wordt uitgevoerd naar BRM kan worden geclassificeerd als technisch (vanuit een informatietechnologieperspectief). Echter, onderzoek naar de implementatie van BRM in de organisatie (vanuit een informatiesysteemperspectief), inclusief het beschouwen van allerlei organisatorische aspecten, ontbreekt groten-deels. Bovendien houdt het bestaande onderzoek naar BRM niet altijd voldoende re-kening met de praktische toepassing van onderzoeksresultaten; met andere woorden: kan een organisatie de voorgestelde theorie of het opgeleverde resultaat daadwerke-lijk gebruiken?"
DOCUMENT
Students’ engagement in education is regarded as crucial for the study success. Not only students’ engagement provides another dimension to the learning process, but it also mediates the effects of psychological states and situational factors. How the students’ engagement strategy can contribute to mitigation of negative effects of social and psychological factors? In her presentation Dr Beata Kviatek, Jean Monnet Chair in Sustainable EU Economy, shares experience in developing and application of such students’ engagement strategy in the IBS MIBM master programme course “European Business in a Global context”. She invites to discuss the main elements of the students’ engagement strategy, which can diminish the negative effects of social and psychological factors, and draws lessons for further work on students’ engagement.
DOCUMENT
Op 26 en 27 februari 2025 hebben 44 studenten van de opleiding vastgoedkunde onderzoek gedaan naar ontmoetingsplekken. Zij zijn aan de slag gegaan met de vragen ‘Wat zijn de wensen en behoeften van bewoners omtrent ontmoetingsplekken?’ en ‘In hoeverre hebben bewoners behoefte om als zij vragen hebben, op een laagdrempelige manier in contact te komen met de wijkteams van Mijn Buurt Assen (MBA)?’ Voor dit onderzoek zijn zij in duo’s de wijken Marsdijk, Noorderpark, Peelo, Baggelhuizen en Kloosterveen ingegaan om in gesprek te gaan met bewoners. Dit verslag beschrijft de resultaten van deze twee dagen.
DOCUMENT
The annual publication (since 1995) of the Corruption Perceptions Index (CPI) by Transparency International (TI) Secretariat in Berlin, gives the scores of the perceptions which selected observers have of the prevalence of corruption in their countries. They do not report about facts. Moreover, these observers are not at random chosen from whatever universum of respondents. Those contributing are predominantly male, between 25 and 50 years of age, well-paid and expatriate, white collar workers, with diplomas of MBA and similar studies, anglophone. Perceptions of women, poor, locals, blue collar workers, francophone and lusophone, are predominantly missing. The automatic result is that rich countries rank in the top, are perceived as less corrupt, ‘clean’. Poor countries rank at the bottom end of the list. The result is unreliable, unscientific, and should not be used – as is generally done by governments and the media – as a yardstick for the level of corruption in particular countries. (TI-Berlin has announced that beginning with the CPI of December 2012, it will use another methodology with more reliable results. As soon as this is published such information and comments will become available on this website).
MULTIFILE
It is well-documented that international enterprises are more productive. Only few studies have explored the effect of internationalization on productivity and innovation at the firm-level. Using propensity score matching we analyze the causal effects of internationalization on innovation in 10 transition economies. We distinguish between three types of internationalization: exporting, FDI, and international outsourcing. We find that internationalization causes higher levels of innovation. More specifically, we show that (i) exporting results in more R&D, higher sales from product innovation, and an increase in the number of international patents (ii) outward FDI increases R&D and international patents (iii) international outsourcing leads to higher sales from product innovation. The paper provides empirical support to the theoretical literature on heterogeneous firms in international trade that argues that middle income countries gain from trade liberalization through increases in firm productivity and innovative capabilities.
DOCUMENT
