TY - JOUR
T1 - Winterizing the Egyptian spring
T2 - why might business schools fail to develop responsible leaders?
AU - Mousa, Mohamed
N1 - Publisher Copyright:
© 2022, Emerald Publishing Limited.
PY - 2023/5/26
Y1 - 2023/5/26
N2 - 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.
AB - 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.
KW - Arab spring
KW - Business schools
KW - Egypt
KW - Institutional theory
KW - Responsible leaders
KW - Responsible management education (RME)
KW - Theory of education
UR - http://www.scopus.com/inward/record.url?scp=85128742030&partnerID=8YFLogxK
U2 - 10.1108/EJTD-11-2021-0194
DO - 10.1108/EJTD-11-2021-0194
M3 - Article
AN - SCOPUS:85128742030
SN - 2046-9012
VL - 47
SP - 599
EP - 614
JO - European Journal of Training and Development
JF - European Journal of Training and Development
IS - 5-6
ER -