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Winterizing the Egyptian spring: why might business schools fail to develop responsible leaders?
(Emerald Publishing Limited, 2022-04-08)
Purpose This paper aims to theoretically answer the question: why might business schools in Egypt fail to develop responsible leaders? Design/methodology/approach The author starts by discussing modernization theory (Lipset, 1959) – which highlights the idea that the more educated people there are in a given society/nation, the more calls for democracy, social citizenship and social justice will be launched – to address the strong association between the quality of business learning and the development of responsible leadership norms. Moving forward by focusing on the theory of education (Dewey, 1916) and institutional theory (DiMaggio and Powell, 1983), the author finds the main conditions needed to develop responsible leadership norms among business school students. Findings The author identified the following three necessary conditions: implementing responsible management education, sustaining management learning and ensuring that a purposive hidden curriculum is well-planned in business schools. The author sees these as the main priorities for developing responsible leadership skills among business school students in Egypt and similar post revolution countries. Originality/value This paper contributes by filling a gap in responsible leadership, public administration and higher education literature, in which conceptual studies on the role of business schools in post-revolution periods and conflict zones has been limited until now.
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Mental illness of management educators: does holding multiple academic jobs play a role? A qualitative study
(Springer Science+Business Media, 2022-03-21)
Through addressing management educators in four public business schools in Egypt, the authors of this paper aim to uncover the impact of holding multiple academic jobs on the mental health of management educators. The paper asserts that management educators do not perceive the holding of multiple academic roles as a stimulant of any form of mental illness (e.g., anxiety, depression, stress) if it is accompanied by a sense of autonomy (proper teaching loads, rational time for supervising theses, reasonable requests for research production) a feeling of competence (relevant monthly salary, available training and learning opportunities) and a sense of relatedness (feeling of involvement, flexible work hours, option to work from home).
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Mental health of business academics within the COVID-19 era: can meaningful work help? A qualitative study
(Emerald Group Holdings Ltd., 2022-04-22)
Through addressing academics in four public business schools in Egypt, the authors of this paper aim to uncover how meaningful work might shape the mental health of the addressed academics post COVID-19. Design/methodology/approach: The author employed a qualitative research method through semi-structured interviews with 44 academics from four business schools selected from among 25 public institutions of higher education in Egypt. The author subsequently used thematic analysis to determine the main ideas in the transcripts. Findings: The authors’ findings show that business academics usually consider meaningful work as playing a major role in shaping their mental health, especially after a crisis. This indicates that the more they perceive their jobs as valuable and worthwhile, the more they can deal with limitations and mental health issues (e.g. anxiety, stress, inadequate sleep, etc.) that accompany crisis. The findings also show that during the time of the COVID-19 crisis, employees (business academics in this case) have not placed so much importance to their autonomy (ability to choose and/or participate in decision-making processes) in the workplace. Instead, they care more about their relatedness (sense of belongingness) and their level of competence (sense of capability). Accordingly, the authors show that having academics that develop a sense of purpose for their academic duties in a time of crisis has less mental health disorders. Subsequently, post crisis, business academics can feel a continuous sense of relatedness and find ongoing opportunities to work and learn. Originality/value: This paper contributes by filling a gap in HR management, in which empirical studies on the relationship between mental health and meaningful work have been limited so far.
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To What Extent Does Virtual Learning Promote the Implementation of Responsible Management Education? A Study of Management Educators
(Elsevier Ltd, 2023-07-01)
This paper aims to explore the extent to which virtual learning fosters the implementation of responsible management education (RME) in public business schools in Egypt. We conducted semi-structured interviews with 27 management educators working at three public business schools in Egypt. Thematic analysis was undertaken on the collected data resulting in four major themes. The findings reveal that management educators perceive difficulty in implementing responsible management education in the context of virtual learning due to the following four factors: employing a student-centred learning approach, inability to use collaborative teaching pedagogies in virtual learning, lack of academic freedom, and poor info-structure characterising the Egyptian context. The present study is the pioneering works to empirically investigate the relationship between the shift towards virtual learning and the implementation of responsible management education, particularly in non-Western contexts.
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To What Extent Do Management Educators Embed Globally Responsible Humanism (GRH) in Their Courses and Why? An Exploratory Study
(Taylor and Francis Ltd., 2023-01-01)
This paper aims to explore the extent to which Globally Responsible Humanism (GRH) is embedded in the management education offered by public business schools in Egypt. We conducted semi-structured interviews with 24 management educators working at three public business schools. The findings show an absence of socio-cultural, ethical, and eco-political themes in their courses and research activities. Moreover, only five of our respondents highlight a superficial embedding of the definitions of social responsibility, sustainability, environmental awareness, and ethics in economics, accounting, and management courses.
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How Might Responsible Management Education (RME) Be Used to Develop Responsible Leadership Skills Among Students in Business Schools? Evidence From Non-Western Business Schools
(Emerald Publishing Limited, 2023-08-30)
Purpose This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome? Design/methodology/approach The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data. Findings The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations. Originality/value This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.
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Gig work, management education and changes in working conditions: a qualitative study
(Emerald Publishing, 2025-01-07)
This paper aims to identify the changes in management education students in business schools prefer since the spread of gig work. Design/methodology/approach The empirical data is based on focus groups with 30 management educators working in five
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Assessing sustainability competencies in Latin American MBA programs: alignment with SDGs 4 and 17
(Emerald Publishing Limited, 2026-01-01)
This study aims to examine how Latin American business schools formally integrate sustainability competencies into their postgraduate business programs, drawing on the framework proposed by Wiek et al. (2011) and considering alignment with the sustainable development goals (SDGs), particularly SDG 4 (quality education) and SDG 17 (partnerships for the goals). Design/methodology/approach A qualitative comparative research design was adopted. Data were collected through systematic documentary analysis of publicly available curricular materials, including program descriptions, course syllabi where available and principles for responsible management education (PRME) sharing information on progress (SIP) reports. The sample comprised ten Latin American business schools selected based on international visibility criteria, such as PRME membership, inclusion in sustainability rankings (QS sustainability, UI GreenMetric) and international accreditations. A coding matrix based on the five sustainability competencies proposed by Wiek et al. (2011) was applied using an ordinal scale to assess the documented presence and depth of curricular integration. Findings The results indicate uneven and selective integration of sustainability competencies across institutions. Strategic, interpersonal and systems-thinking competencies are more consistently articulated within curricular documents, whereas anticipatory and normative competencies are less explicitly integrated. Business schools with stronger international positioning tend to present more extensive documented integration across multiple competencies; however, a persistent gap remains between institutional sustainability discourse and program-level curricular articulation. Research limitations/implications The study is limited to publicly available documentary evidence and does not capture enacted teaching practices or stakeholder perspectives. Future research could complement this approach through longitudinal designs, stakeholder-based data and quantitative validation techniques such as structural equation modeling (PLS-SEM), as well as by expanding the scope to public institutions and additional regions of the Global South. Originality/value This study contributes to the literature on sustainable higher education by offering a replicable documentary-based framework for assessing the curricular integration of sustainability competencies. By focusing on formal curricular artifacts, it helps bridge the gap between institutional commitments and educational practice, providing insights relevant to curriculum governance and SDG-aligned management education in Latin America.
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