Acceso usuarios
Estados Unidos
When colleges commit to responsible management education (RME), they begin a journey of integrating a potentially transformative pedagogy into an established academic culture. This process can be challenging as academic institutions are notoriously difficult to change, particularly when it comes to faculty-led processes such as pedagogy. In this paper, we explore an eight-year period in which one academic institution, Babson College, transitions from signing the PRME to integrating RME into the college's operations and pedagogy. This case study analysis shows that the same factors that facilitated widespread, early adoption of RME have also hindered the college from fully achieving its desired impact on student learning and the broader community. This case contributes to the growing body of research on RME by providing a longitudinal perspective that highlights the complexity of aligning an academic institution with this transformative pedagogy
