Brahm, TaigaTaigaBrahmRaatz, SaskiaSaskiaRaatzEuler, DieterDieterEuler2023-04-132023-04-132014-06-30https://www.alexandria.unisg.ch/handle/20.500.14171/86698The financial and the economic crises have catalysed public discussions about the scopes and responsibilities of business schools (e.g. Cirka & Corrigall, 2010; Currie, Knights, & Starkey, 2010; Ford, Harding, & Learmonth, 2010; Vince, 2010). While management researchers and economists have recognized and researched such crises relatively early, business schools have by and large failed to integrate such insights into their teaching programmes in a timely manner. As a consequence, we currently see urgent demands for business schools to change on different dimensions in order to be prepared for on-going and upcoming challenges such as globalization, climate change, demographic shifts, and inequality (Friga, Bettis, & Sullivan, 2003; Wiek, Withycombe, & Redman, 2011). In this context, there is an increasing interest and discussion regarding the development of learners' attitudes towards responsibility and sustainability. In the last years, influential initiatives have emerged, for example the ‘Global responsible leadership initiative (GRLI)' with its vision of developing a next generation of responsible leaders. But how can this far reaching ambition be achieved?enattitudemanagement educationchallengeresponsible leadershipconference paper