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T HE REVISION OF B USINESS S USTAINABILITY CONCEPT TO ITS IMPLEMENTATION IN THE B USINESS A DMINISTRATION D EGREE † J. Tejedor-Núñez*, P. Fernández-Ferrín,

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Presentation on theme: "T HE REVISION OF B USINESS S USTAINABILITY CONCEPT TO ITS IMPLEMENTATION IN THE B USINESS A DMINISTRATION D EGREE † J. Tejedor-Núñez*, P. Fernández-Ferrín,"— Presentation transcript:

1 T HE REVISION OF B USINESS S USTAINABILITY CONCEPT TO ITS IMPLEMENTATION IN THE B USINESS A DMINISTRATION D EGREE † J. Tejedor-Núñez*, P. Fernández-Ferrín, M. A. Peña-Cerezo, O. García-Alonso, I. Etxano, J.C. Pérez de Mendiguren-Castresana INTED th International Technology, Education and Development Conference Valencia (Spain) – 4 th –6 th March, 2013 † Research financed within Educational Innovation Project 6400 (UPV / EHU) Corresponding author: 1

2 S UMMARY Introduction “Business Sustainability” (BS) approach Sustainability approaches BS previous definitions BS lecturers’ definitions Results Quantitative analysis Conclusions 2

3 I NTRODUCTION At the Business School of Vitoria-Gasteiz (University of the Basque Country – UPV/EHU) Business Sustainability (BS) has been a primary objective in the design of the Degree in Business Management and Administration (BMA). The process of implementation of BMA has shown the absence of a clear definition of BS. The aim of this piece of work is to reach a definition of BS, through 2 principal tools: Literature review Analysis of School lecturers’ perceptions This piece of work is an in progress research; it is part of a larger research project looking at educational innovation. 3

4 BS DEFINITION APPROACH – S USTAINABILITY APPROACHES Sustainable Development (SD) is so ambiguous that over 300 different explanatory definitions have been constructed. Most of them are different from its genuine meaning. The Brundtland Report (BR) adopts a number of premises which are necessary in the construction of the concept of sustainability. The BR also calls to action. SD requires a deep deflection aimed at the transformation of de current development model 4

5 BS DEFINITION APPROACH – S USTAINABILITY APPROACHES However, there are two main orthodox interpretations of the SD concept which are not coherent with the BR premises: Theory of dematerialization : Why incoherent with BR? It defends unlimited growth and ignores the social dimension of meeting people’s basic needs. Triple bottom line theory : Why incoherent with BR? It defends that sustainability concerns not only the environment but also refers to economy and society. Defended by the main international organizations. Assumed by the main business lobbies and transnational corporations. 5

6 BS DEFINITION APPROACH – BS PREVIOUS DEFINITIONS There are many initiatives trying so: United Nations Global Compact (UNGC) Guides of Global Reporting Initiative (GRI) Principles for Responsible Management Education (PRME ) Advance corporate responsibility through the incorporation of universal values into curricula and research. EFQM Model For achieving sustainable excellence in any organization. It outlines 8 fundamental concepts of excellence: 6

7 BS DEFINITION APPROACH – BS LECTURERS ’ DEFINITIONS 7 Sustainability Dimensions a)Business activity based on ethical standards, respecting ethics in business (ethical approach) b)Critical thought, based on business commitment to radical transformation of the current production and consumption models c)Integrity, rigorous behaviour in business activity (avoiding fraud, corruption, unfair competition, etc.) d)Transparency and accountability to society. Measuring and disseminating results regarding social and environmental effects (reports, quality plans) e)Sustainable use of natural resources f)Health protection, equality, safety and non-discrimination in business management g)Consumer protection (protecting public health, eliminating abusive practices, etc.) h)Reducing and appropriate management of the waste generated i)Participative management, leadership and organization. Importance of the individuals that make up the organization (conciliation, equal opportunities, non discrimination, etc.) j)Respecting human rights (avoiding child labour, non discrimination, accepting diversity...) k)Fair negotiations inside and outside the company (without fraud or orchestration, little labour conflict, etc.) l)Balance in the distribution of the wealth generated by the company among the different stakeholders m)Adopting the principle of precaution regarding the irreversibility of certain environmental damage in business decisions n)Commitment to long-term approach and strategy, in contrast to generating short-term wealth ñ)Altruistic help and collaborations, cooperation for development o)Environmentally responsible and social investments. p)Sustainable and ethical financial relations, not exclusively driven by profitability q)Energy saving and conservation throughout the life cycle of the product r)Accountability towards society. Implicit social contract between society and organization. Mutually beneficial society-company relation s)Internalization of environmental externalities Others:……

8 R ESULTS OBTAINED Questionnaire: 20 respondents (lecturers) All subject coordinators of the first two years. BMA Degree: Business School of Vitoria-Gasteiz (University of the Basque Country – UPV/EHU). Descriptive analysis divided in two: Dimensions analysis Development of competence analysis Main finding of the qualitative analysis: 75% of lecturers report being willing to work this competence jointly with other lecturers in the future; those who were not willing give different reasons for not doing so (particularly lack of time). 8

9 R ESULTS – D IMENSIONS A NALYSIS 9 Table. Mean (from 1 to 10) regarding the perceived relevance.

10 R ESULTS – D IMENSIONS A NALYSIS 10 Table. Perceived relevance by academic staff of different dimensions of BS.

11 R ESULTS – D EVELOPMENT OF COMPETENCE 11 Table. Number of subjects where the competence is developed. However, 35% of lecturers does not incorporate any of these dimensions in their subjects.

12 R ESULTS – D EVELOPMENT OF COMPETENCE 12 Table. Number of subjects that cover BS extensively or in depth according to dimensions. A certain degree of correlation (r=0.35) is detected between the mean relevance perceived and the average development in their subjects.

13 C ONCLUSIONS It is not easy to apply the SD definition in a BMA Degree due to their different interpretations The academic staff agrees with the use of a broad definition of BS It is believed that given the different nature of the subjects taught in the BMA Degree, it can be implemented in a more appropriate way. Within the educational innovation project, there are huge possibilities to implement a broad definition of BS in different subjects of the Degree. 75% of the lecturers are willing to work the BS competence jointly with other lecturers even though the fact that is a time-consuming task. 13


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