Now showing 1 - 10 of 78
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    How to apply responsible leadership theory in practice: A competency tool to collaborate on the sustainable development goals
    ( 2020-09)
    Muff, Katrin
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    Liechti, Anna
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    In the era of the sustainable development goals (SDGs) and calls for climate action, business is challenged to respond more effectively to societal and environmental challenges. Collaboration with stakeholders requires an ability for broader collaboration competencies. These form a part of an established literature on responsible leadership (RL) competencies. Human resources managers, consultants and educators in charge of developing such competencies demand clarity on the definition and a practical measurement tool for RL. This paper addresses both by proposing a RL definition and a RL competency model, that has been operationalized into a free online tool for individuals and groups. This free Competency Assessment for Responsible Leadership (CARL) tool is used to assess stakeholder engagement, individual and group leadership development, and internal sustainable development transformation work. The CARL online tool serves to systematically analyze and develop RL competencies, both in business and educational practices, and helps advance the RL theory based on insights from practice
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    Sustainable Development for a better world: Contributions of leadership, management, and organizations - From the Special Issues Editors
    (Academy of Management, 2019)
    Howard-Grenville, Jennifer
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    Davis, Gerald F.
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    Miller, C. Chet
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    Thau, Stefan
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    Tsui, Anne S.
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    Towards True Product Sustainability
    (Elsevier Science, 2017-09-20) ;
    Rost, Zoe
    Product sustainability is usually looked at from a business perspective with the goal to reduce product related risks or to differentiate the product from those of the competition - mostly with limited effects for sustainable development (SD). In light of the global sustainability challenges, we raise the question how products can make a significant contribution to SD? In addressing this question we analyze the evolution of the concept of product sustainability over time. This analysis is guided by two questions and it applies two different perspectives. The first question uses an analytical perspective and asks: “How have different product sustainability concepts been framed with regard to their contributions to SD and how have they evolved over time?” The second question uses a normative perspective and asks: “How do the product sustainability concepts in their different developmental phases contribute to SD?” We present a systematic analysis of the evolving perspectives of product sustainability which we group in three different phases and levels of development: from selective to holistic improvements (Product Sustainability 1.0), from better products to good products (Product Sustainability 2), and from private value to public value generation (Product Sustainability 3.0). In this evolution we perceive a development towards a model of “true product sustainability”, where the product makes a specific contribution to solving societal problems.
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    Scopus© Citations 95
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    The Gap Frame - Enriching the SDG Compass by translating the SDGs into relevant national Grand Challenges for strategic business opportunities
    (Emerald, 2017-07)
    Muff, Katrin
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    Kapalka, Agnieszka
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    The global agenda of Grand Challenges until 2030 is set: the Sustainable Development Goals (SDGs) enjoy broad global governmental acceptance and increasing business awareness. This paper takes a concrete look at how we can reach a state-of-the-world by 2030 that is ‘safe for all of us’. Getting there requires relevant national measures that are easily accessible for business, which is considered a key transformative force with its innovation power. The global nature and focus of the SDGs make it challenging to serve as a relevant source for measuring national progress. This paper offers a solution to this challenge by introducing the Gap Frame; a normative framework built on the SDGs and developed in a multi-step expert-consultation approach. The Gap Frame supports the global SDG by enriching the SDG Compass, a planning tool developed by GRI, UNGC and WBCSD. Building on the SDG Compass, this paper shows how the Gap Frame translates the SGDs into relevant actions for different nations, and how it can be used as a strategic business tool and as an educational tool for business schools.
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    Scopus© Citations 97
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    Clarifying the Meaning of Sustainable Business : Introducing a Typology from Business-as-Usual to True Business Sustainability
    (Sage, 2016-05-10) ;
    Muff, Katrin
    While sustainability management is becoming more widespread among major companies, the impact of their activities do not reflect in studies monitoring the state of the planet. What results from this is a "big disconnect". With this paper, we address two main questions: "How can business make an effective contribution to addressing the sustainability challenges we are facing?" And: "When is business truly sustainable?" In a time, when more and more corporations claim to manage sustainably, we need to distinguish between those companies that contribute effectively to sustainability and those that don't. We provide an answer by clarifying the meaning of business sustainability. We review established approaches and develop a typology of business sustainability with a focus on effective contributions for sustainable development. This typology ranges from Business Sustainability 1.0 (Refined Shareholder Value Management) to Business Sustainability 2.0 (Managing for the Triple Bottom Line) and to Business Sustainability 3.0 (True Sustainability).
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    Responsible management education for a sustainable world : The challenges for business schools
    (Emerald, 2015-02-10)
    The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like.
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    Scopus© Citations 119
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    50+20 Management Education for the World PART 1: Designing a radically new vision of management education
    (The European Business Review, 2013-05-09)
    Muff, Katrin
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    Drewell, Mark
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    North, John
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    Shrivastava, Paul
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    Härtle, Jonas
    Business schools are - at least in the public eye - key representatives of management education. Substantial material exists which describes how business schools are performing, including increasingly critical voices concerning their performance over the past decade. Interestingly, we find very little available material concerning the wider landscape of management education, in contrast to the wealth of information and critical analyses on business schools. Despite this lack of information, the vision is not limited to business schools but rather addresses the whole management education landscape, defining and developing key roles its various players can fulfill. The 50+20 vision seeks to define areas of responsibility and opportunity, identifying clear roles which management education can play in order to assume responsibility in contributing to the creation of a society and world worth living in. These roles can be embraced by any player involved in management education, including corporate universities, consultancies, executive training centers, vocational training, think tanks or research centers - as well as business schools and management departments within the larger universities. Thus far we examined what is needed in society and the world, and what different players in the field of management education can contribute to make the world a better place. But what about our own stakeholders? We engaged with key representatives of our broader community to better understand how various stakeholders interrelate and influence each other in the complex system of management education. During our retreats we shared and developed points of view with members of this community as equal partners. The global survey, the resultant discussions and the integration of new members into our visioning process stirred very different feelings towards these people. Our shared experience led us to identify a potential paradigm shift from a more mechanical "stakeholder involvement" to a "community engagement" approach: an emotive, whole-person collaboration similar to an animated family discussion. The perspectives and expectations of our community point toward a very different model of management education. These views further shaped our thinking as we continued to study the challenges of the world, the economic system, business, leadership and management education. In the process we developed a sense of tapping into the higher consciousness of the broader global community concerned with the future of management education. From this larger field, a new vision slowly emerged, outlining a new type of management education.
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