Revitalising the enterprise university post-COVID 19: a focus on business schools

PurposeThe purpose of this study is to provide a polemic on the evolution of universities and business schools over the past two decades. During this period, universities have increasingly adopted a self-interested stance using business-like practices and behaviours to justify their transformation. The authors provide recommendations aimed at enhancing universities' contributions and relevance to society, increasing their sustainability broadly defined and better positioning them to help solve wicked problems in a post-COVID-19 world.Design/methodology/approachThis polemic analyses prior literature relating to the evolution of universities and uses this to generate a framework for ways forward for their improvement.FindingsThe authors argue that the evolution of universities into entities with missions and operations designed to mimic business and commercial imperatives has yielded undesirable outcomes including the muddling of the core mission of universities, alienation of key stakeholders and an excessive focus on income growth. Business schools face a tension between forging their own, unique identities and simultaneously striving to meet university university objectives. We term this "the Business School identity paradox”. The authors contend that the way forward requires senior management to re-discover the essence of what it means to be a university, re-establish collegial decision-making within universities that includes built-in feedback loops and a fundamental emphasis on developing graduates with an enlightened perspective that goes beyond technical skills.Originality/valueThis paper is novel in that it analyses the evolution of the "Enterprise University” some 20 years after this term was first coined and in a radically changed environment following the COVID-19 pandemic. This analysis is also forward-looking as the authors re-imagine universities and business schools by identifying opportunities for renewal and improvement in their focus and societal impact. The authors also develop a schema that identifies major influences on universities and business schools, the impact of COVID-19 and strategies for them post-COVID-19.

Guest editorial

[...]there is an increasing representation of women scholars. [...]Indian management scholars have used a variety of methods and they show capacity to employ sophisticated methods and analyses. The study concluded that inclusion results in an atmosphere of openness and dialogue within which participants can share aspects of themselves (the “me”) that might otherwise have been overlooked in the collective identity (the “we”) of the organization. [...]organizations can reap the benefits of diversity only through inclusive approaches and strategies. The results of the study indicated that there are five distinct stages in the development of a start-up entrepreneur, namely, pre-entrepreneurial stage, inflection point, cocoon period, initial stage, crisis stage and, depending upon the success factors and support received during crisis stage, either a success stage or failure stage.

Study on Impact of Accredited Institutes during Student Enrollment In Higher Education

In India, it is vital for an educational institution to prioritize the factors that drive the student’s choice during enrollment in higher education and accreditation is also one of the factor. (Mike Molesworth, 2011).The focus of this paper is to understand the effect of accreditation on the student enrollment in higher education from student fraternity in Pune city. The study is based on descriptive and exploratory research and to accomplish the above said objective, researcher use quantitative approach. The research was conducted in the HEI’s, colleges and universities providing graduate and post graduate courses located in the Pune city, as it is one of the education hub in India where many HEI and Universities with all streams like management, hospitality, engineering, medical are available. The limitation of this study is the researcher was unable to reach all academician and students of various college of Pune due to COVID. The research provides an understanding into the relevance of accreditation during student enrollment in higher education institute and colleges to all the stakeholders. Till now very less research is done to understand the impact of accreditation during student enrollment in college and institutes esp in Pune city.

PRÁTICAS IMPLEMENTADAS PARA FORMAÇÃO EMPREENDEDORA NA EDUCAÇÃO BÁSICA

Este estudo realizou uma análise das práticas implementadas para a formação empreendedora na Educação Básica da rede pública do estado de Sergipe. Adotou uma abordagem qualitativa e interpretativista, a entrevista semiestruturada como instrumento de coleta de dados e a técnica de análise de conteúdo por categoria. Os resultados indicam que foram dados os primeiros passos visando à formação empreendedora na Educação Básica do estado, mas não é possível afirmar que houve uma implementação em sua totalidade, visto que se evidenciou uma significativa heterogeneidade das práticas implementadas, ausência de monitoramento e controle da direção escolar e gestor público.Alternate :This study analyzed the practices implemented for entrepreneurial training in Basic Education in the public schools of the state of Sergipe. That was adopted a qualitative and interpretive approach, the semi-structured interview as a data collection instrument and the technique of content analysis by category. The results indicated that the first steps were taken towards entrepreneurial training in Basic Education in the state, but it is not possible to say that there was an implementation in its entirety, since there was a significant heterogeneity of the implemented practices, absence of monitoring and control of the school administration and public manager.

Friendship, Success and Growth: Everything was Going Well Until the Pandemic Show Up

This case teaching shows us the difficulties in the internal communication of a technology company specialized in retail, in a crisis time. The aims of this case are to provide reflection about the importance of internal communication into an organization;to demonstrate the challenges of internal communication in crisis time, and identify opportunities for improvement in the downsizing communicating process. The case contributes to the study of the proposed theme from a practical case, bringing students closer to the reality experienced in companies. Application to undergraduate courses is recommended, especially in Business and Management courses, in subjects that approach people management, organizational and business communication, change management, internal communication or organizational environment. The case is suitable for students who have previous knowledge in internal communication, crisis management or change management, and those who need practical examples to approach the reality of the job market. The history reported in this case teaching is real and took place in 2020, a sensible time for the world economy due to the Covid- 19 pandemic.Alternate :Este caso para ensino retrata as dificuldades enfrentadas na comunicação interna de uma empresa de tecnologia, especialista em trade marketing, em um momento de crise. Tem como objetivos proporcionar a reflexão sobre a importância da comunicação interna em uma organização;ilustrar os desafios da comunicação interna em momento de crise;e identificar oportunidades de melhoria no processo de comunicação de demissões em massa. O caso contribui para o estudo do tema proposto a partir de um evento prático, aproximando os alunos da realidade vivenciada em empresas. Sugere-se a aplicação em cursos de graduação, especialmente nos cursos de Administração, nas disciplinas que abordem gestão de pessoas, comunicação organizacional e empresarial, comunicação interna, clima organizacional ou gestão da mudança. É indicado para alunos que tenham adquirido conteúdo sobre comunicação interna, gestão de crise ou gestão de mudança, e que necessitem de exemplos práticos para aproximação à realidade do mercado de trabalho. A história relatada neste caso de ensino é verídica e aconteceu no ano de 2020, momento sensível para a economia mundial dada a pandemia da Covid-19.

COVID-19 and necessity-based online entrepreneurship education at US community colleges

PurposeThis paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.Design/methodology/approachPrimary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.FindingsWhile the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.Originality/valueThis is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

Blended learning in entrepreneurship education: a systematic literature review

Purpose>Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.Design/methodology/approach>The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.Findings>The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.Originality/value>The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

THE IMPACT OF DIGITALIZATION ON POVERTY ENTREPRENEURSHIP AND SOCIAL EXCLUSION IN DEVELOPING COUNTRIES, CASE OF MOROCCO: A LITERATURE REVIEW AND FUTURE RESEARCH DIRECTIONS

In the era of global digitalization, entrepreneurs have thrived to achieve their best performances wielding all forms of digitalization yet the issue regarding poverty never seemed to be solved and even worsened after the emergence of COVID 19. Not to mention the fact that, historically, the entrepreneurial literature in the context of poverty has shied away from major issues surrounding poverty. Entrepreneurship is frequently regarded as a critical tool for addressing the persistent problem of poverty in developing countries. People in emerging countries are significantly more entrepreneurial than people in developed ones, according to numerous research. Moreover, their entrepreneurial abilities are put to the test significantly more frequently and intensely than those of their developed-country peers. From the other perspective, these more entrepreneurial countries are more impoverished and more susceptible. Is the scarcity of digitalization within those countries to blame for this problem? This is a theoretical study that relied on secondary data from journals, textbooks, internet sites, and government documents in order to conduct a literature review and identify our research problem. We took interest in different contexts based on country approach, we selected recent studies conducted in several developing countries such as India, Nigeria and KwaZulu-Natal province as a base to our research. In this study, we are interested in exploring the correlation between digitization, entrepreneurship, we also examine how the adoption of digital technologies by the vulnerable entrepreneurs will enhance their social inclusion and reduce their poverty.

Evaluating the Impact of the Accounting Doctoral Scholars Program on Academic Accounting in the U.S

The accounting establishment and AICPA Foundation responded to an inadequate supply of new accounting faculty by creating the Accounting Doctoral Scholars (ADS) program. Between 2009 and 2018, the $17 million program enabled 105 practitioners to become audit and tax faculty. Based on market data and an ADS participant survey, we find an increase in doctoral graduates at ADS and non-ADS schools relative to pre-ADS years, and unmet demand for audit has decreased after ADS, whereas tax remains in need. Compared to the market, ADS graduates experienced somewhat better placements by moving up to more prestigious strata and were more likely to place at schools with a doctoral program. Additionally, we present results for ADS students' motivations, degree completion time, and differences between audit and tax participants. Our findings have important implications for academic accounting, business schools, regulators, and policymakers. We provide important context for changes in market trends preceding COVID-19.

Teaching with the case method: opportunities and problems since the COVID-19 pivot to online

Purpose>This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online.Design/methodology/approach>From a qualitative phenomenological approach, both authors reflect on the pivot to online case method teaching in their master’s level courses in Colombia and the Dominican Republic.Findings>The reflection allowed the authors to validate that the questions before and during the debate and the voting are resources equally valuable for discussing cases in the traditional classroom and online. However, the authors observe a pivot to teaching with cases online from the COVID-19 pandemic in aspects such as teamwork requiring more time in online class due to internet problems or students’ slowing down. The instructor’s viewing of teamwork is intermittent and causes feeling out of control. Working with cameras on or off generates different results in the students, in the teaching-learning process and in the results, which require the instructor’s good judgement decisions. The online discussion planning and organisation demand flexibility and empathy by the instructor, to promote a more significant student-student interaction, which, in the experience, is limited in the virtual environment. Finally, working with cases online generates and requires additional skills in the instructors to those of the traditional classroom.Originality/value>The study’s originality consists of identifying the main divergences between face-to-face and online teaching with the case method, from the COVID-19 pivot to online. The study’s value is to warn instructors of problems that may arise in online teaching with the case method, for which recommendations are made.

PREDICTING ENTREPRENEURIAL AND CROWDFUNDING INTENTIONS ‒ A STUDY OF ROMANIA AND SOUTH KOREA

Crowdfunding has recently gained ground as an alternative financing means, particularly for start-ups and risky enterprises. We hereby analyse Romanian and South Korean students' intentions to use crowdfunding in their future ventures. Using PLS-SEM (N=441), we first investigated the influence of the Theory of Planned Behaviour variables- attitudes, social norms, perceived behavioural control along with entrepreneurship education on entrepreneurial intentions. In addition, we looked into the influence of perceived trust and risk, performance expectancy, effort expectancy and facilitating conditions on crowdfunding intentions. Finally, we checked entrepreneurial intentions with crowdfunding intentions. We find that attitudes towards entrepreneurship, social norms, and entrepreneurial education have a positive influence and perceived behavioural control have a negative influence on entrepreneurial intentions. In terms of crowdfunding intentions, they were found to be positively influenced by performance expectancy, perceived trust and risk and entrepreneurial intentions. The results are useful both for educators designing higher education programmes in the field of entrepreneurship, as well as for crowdfunding platform owners in designing platform functionalities and image.

The malleability of international entrepreneurial cognitions: a natural quasi-experimental study on voluntary and involuntary shocks

Purpose>The authors investigate the durability of international entrepreneurial cognitions. Specifically, they examine how advanced business education and the Covid-19 pandemic influence international entrepreneurial orientation disposition (IEOD), and subsequently entrepreneurial intentions (EIs), to better understand the psychological dynamics underpinning the drivers of international entrepreneurship.Design/methodology/approach>Against the backdrop of emerging entrepreneurial cognition and international entrepreneurial orientation research, the authors theorize that both a planned business education intervention (voluntary) and an unforeseeable radical environmental (involuntary) change constitute cognitive shocks impacting the disposition and intention to engage in entrepreneurial efforts. The authors use pre- and post-Covid-19 panel data (n = 233) and uniquely identify the idiosyncratic cognitive effects of Covid-19 through changes in the OCEAN personality assessment.Findings>Findings demonstrate that when individuals' perceived psychological impact of Covid-19 is low, business education increases IEOD. Conversely, the effects of a strongly perceived Covid-19 impact reduce the risk-taking and proactiveness components of the IEOD scale. The authors trace the same effects forward to EIs.Research limitations/implications>This paper contributes to a greater understanding of the resilience of entrepreneurial dispositions through an empirical test of the IEOD scale and shows its boundary conditions under planned intervention as well as unplanned externally induced shock.Practical implications>The study offers a first benchmark to practitioners of the malleability of international entrepreneurial dispositions and discusses the potential to encourage international entrepreneurial behaviour and the individual-level dispositional risk posed by exogenous shocks.Originality/value>The study uniquely employs a baseline measure of all our constructs pre-Covid-19 to discern and isolate the pandemic impact on entrepreneurial dispositions and intentions, responding to recent calls for more experimental designs in entrepreneurship research.

An empirical study into the informal sector: The link between entrepreneurial activity and firm performance

Orientation: Within an emerging market context, the informal sector’s role was deemed critical towards achieving ideals of a developmental state. Given this perceived importance, there was a need to continually study informal sector entrepreneurial activity and its ramifications on firm performance. Research Purpose: This study aimed to understand the link between informal sector entrepreneurial activities and firm performance using a sample of firms operating in Durban, South Africa. Motivation of the study: Exploring those entrepreneurial activities that either enhanced or impeded the informal sector was deemed critical in the effectual and efficient operation of the sector. In driving the firm performance agenda ascertaining the role of factors such as (1) entrepreneurial culture, (2) entrepreneurial education and skills, (3) government and incubation support and finally, (4) access to finance can enhance the informal sector through the provision of evidence-based interventions. Research approach/design/method: A quantitative survey research approach was used to collect data from 152 informal sector businesses operating in the city of Durban in South Africa. A convenience sampling technique was used to access the respondents. Data were analysed using the Statistical Package for Social Sciences (SPSS) programme version 23 using correlation and regression tests. Main findings: The findings revealed the adoption of an entrepreneurship culture, including access to entrepreneurship education and skills to predict a firm’s financial and non-financial performance significantly. Furthermore, it was found that government and incubation support predicted a firm’s financial performance. However, it was also established that government and incubation support had no unique contribution to non-financial performance. Practical/managerial implications: Suggestions were made based on the findings that entrepreneurial activities have a bearing on informal sector business performance. These findings became a helpful intervention towards enhancing the performance of informal businesses. Contribution/value-add: This study contributed to understanding entrepreneurial activities that either enhanced or impeded informal businesses’ performance.

Is it all about perception? A sustainability viewpoint on psychological capital and life well-being of management graduates

Purpose>Well-being and employability are considered important indicators of a sustainable career that must be incorporated into the system at the beginning of a job. Hence, it is essential to explore the role of positive personal resources to improve young managers' well-being. The unending ambivalence in the academic environment and the job market is detrimental to management graduates' well-being. The study aims to look into the possible intervening methods to enhance the well-being of management students during difficult times.Design/methodology/approach>A cross-sectional study was conducted among 212 management students from Kerala, India. Multi-stage random sampling was used to collect data. Structural equation modelling using IBM-AMOS was done to gain insights into the proposed relationships.Findings>The results indicated that psychological capital had a significant impact on the well-being of management students. Both perceived employability and psychological capital are positively related to life well-being. And, perceived employability mediated the relationship between psychological capital and life well-being.Research limitations/implications>The theoretical contribution comes from the application of the broaden-and-build theory and resource caravans from the conservation of resource theory as a theoretical framework to understand the positive impact of developing psychological capital among university students. The practical contribution comes from identifying a need for universities to make their campus climate more supportive of the non-academic needs of students by supporting them to become more self-reliant and enhance their positive psychological resources. Developing psychological resources of perceived employability and psychological capital is quintessential to enhance life well-being and career sustainability of early careers talent.Originality/value>This study is one of the first attempts to discern how psychological capital leads to an accumulation of psychological resources and life well-being in university students and graduates offering opportunities for career sustainability.

THE ENTREPRENEURIAL INTENTIONS OF TOURISM AND HOSPITALITY STUDENTS IN THE FACE OF THE COVID-19 PANDEMIC

Purpose - Unfavorable conditions in the macro environment (Covid-19, economic crisis, depopulation) pose new challenges to the tourism industry and thus to the training of future tourism professionals. The aim of this paper is to explore the level of entrepreneurial intention of students at the Faculty of Tourism and Hospitality Management in Croatian tourism in response to the modern environment (analysis of the influence of the environment on the level of entrepreneurial intention). Methodology - The paper investigates the entrepreneurial intentions and skills of students of the Faculty of Tourism and Hospitality Management. The research, using a questionnaire based on a sample of 323 undergraduate students, shows the motivation factors of the entrepreneurial intentions in the context of the Covid-19 pandemic. Exploratory factor analysis is used to establish four levels of motivation to pursue entrepreneurial activity. Findings - The theoretical level of research analyzes the influence of unfavorable macroeconomic conditions on tourism and their impact on students' entrepreneurial intentions. Existing research mainly focuses on personal challenges which provides the greatest incentive to start a new business. The influence of the social and societal environment is playing the most important role according to the research results. Contribution - The article determines the level of entrepreneurship of students in tourism who need to develop their skills in a practical sense. The study can be extended to under-graduate students and compared with similar studies conducted in other tourism and hospitality faculties to determine entrepreneurial intention.

A disruptive model for delivering higher education programs within the context of entrepreneurship education

PurposeThe purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals.Design/methodology/approachThe authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making.FindingsThe authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles.Practical implicationsThe proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education.Originality/valueEven in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

THE ROLE OF HIGHER EDUCATION INSTITUTIONS IN INTRODUCING ENTREPRENEURSHIP EDUCATION TO MEET THE DEMANDS OF INDUSTRY 4.0

[...]EE is aimed at encouraging students to consider self-employment as a career option of career, instead of building competencies for employability upon graduation. An example of successful curriculum alignment in South Africa was evident in the educational initiatives that emerged to tackle the unsatisfactory education system of the pre-democratic period (Tshiredo, 2013). [...]to ensure the effectiveness of EE in universities, building the competencies of students to meet Industry4.0 requirements needs to be infused into a curriculum, which teaches the kind of entrepreneurship that develops new products and services for consumers. According to Elmes (2017b), digital literacy encompasses the acquisition of technological skills, in-depth understanding of the digital environment, and structuring an environment for adaptation to and creation of new context and content adaptation. [...]HEIs must develop a curriculum and an enabling educational environment that promote higher order thinking skills, thereby building agents of social transformation, which will stand up to the requirements of the uncertain, complex and dynamic world economy. According to Sa and Serpa (2018), entrepreneurial skills should be fortified with transversal skills (related to other fields), such as technical and scientific competencies that are applicable in diverse spheres of knowledge, which will help them succeed in the era of Industry 4.0 upon graduation and create job opportunities for others.

FACTORS THAT INFLUENCE ENTREPRENEURIAL INTENTION OF BUSINESS UNIVERSITY STUDENTS IN LIMA NORTE (PERU)

[...]the absence reflects little concern of authorities for business projects. According to the guidelines of the revised literature, this research aims to identify the factors that influence entrepreneurial intention of business university students in North Lima-Peru. Methodologically, the results can be used to implement courses, workshops and forums with a greater idea of students' motivations, which in consequence would result in a greater preparation when a student thinks about starting a business. [...]this research will serve as a methodological guide for improving courses in business schools. [...]the individual's motivation to conform to those people's expectations.

Post-pandemic responsible management education: an invitation for a conceptual and practice renewal and for a narrative change

PurposeThis essay makes the point that the corona crisis should motivate business schools and scholars to reflect on their interpretation of responsible management education (RME). It suggests both a conceptual and a practice renewal of RME, by respectively highlighting the relevance of the constructs organizational climate (OC) and professorial roles (PR) and calling for an enactment of business schools’ employer responsibility. It also argues that beyond mere techno-pedagogical and strategic developments, business schools’ post-pandemic challenges should encompass a narrative change.Design/methodology/approachReview of recent studies on the neo-liberalization of business schools and the implications of the latter on management educators and management education.FindingsThe corona crisis carries the risk of putting center stage and amplifying the entrepreneurial narrative in business schools. Such a narrative is deeply rooted in neoliberal assumptions. However, the corona crisis is also an opportunity to renew RME and to favour critical studies, encourage moral imagination and embark collectively on systemic activism.Originality/valueLike other recent work, this paper reflects on what RME should mean and how business schools should set and fulfill their RME agenda in the aftermath of the corona crisis. To complement those former work, this paper proposes that the constructs of OC and PR be invited into the conceptualization of RME and insists that business schools acknowledge their employer responsibility.

An integrated framework of UN and AACSB principles for responsible management education

PurposeGiven the increasing relevance of Responsible Management Education (RME) to social and human welfare around the world, this paper aims to present an integrated framework that captures the essence of the principles of RME as defined by the United Nations (UN) and further set forth and embedded in the core principles of the accrediting body of business schools, namely, the American Association of Colleges and Schools of Business (AACSB). Such a framework serves as a rigorous platform for business schools and key stakeholders to integrate and implement core RME principles to deliver long-term sustainable benefits to the communities in which they operate.Design/methodology/approachThis is a conceptual paper. The authors first define key terms of RME used in the UN and AACSB guidelines to provide a universal language for business schools to communicate with their stakeholders and to monitor RME initiatives. Next, the authors identify and map RME Principles and Standards common to both organizations that business schools can apply and integrate into their educational practices to create societal impact. Finally, they categorize the 17 Sustainable Development Goals (SDGs) of the UN into four core purposes and articulate the benefits of clear and consistent messaging that aligns with the vision and mission of the institution.FindingsThe integrated framework presented here makes a unique contribution to business schools that are in the early stages of RME implementation in the following ways: It simplifies the complexity and challenges of integrating the complex RME principles outlined by the UN and the spirit of the RME principles embedded in the accreditation guidelines of AACSB;the four unique themes that emerged from our research provide business schools with a clear pathway to assess their RME progress;and the framework addresses how RME can deliver exceptional value to various stakeholders of business schools.Research limitations/implicationsThere are many opportunities for future researchers to expand on our work particularly, in the areas of RME-driven curriculum development and experiential learning, embedding ethics within high-impact RME practices and developing rigorous metrics to define and measure societal impact. Future researchers may also wish to expand and refine the definitions of key terms and explore the role of societal interaction as an indicator of meaningful institutional engagement with the business community.Practical implicationsBusiness educators can use this framework that maps AACBS core RME themes to the RME guidelines of the UN to assess, establish and enhance their strategies to implement and improve RME-driven business education.Originality/valueThis integrated framework makes a unique contribution to business schools by simplifying the complexity and challenges of implementing RME principles outlined by the UN and that of AACSB. By integrating the principles outlined by both the accrediting body of business schools with the ideals of the U.N in a simple and elegant framework, business schools can embrace and embark on implementing one or more of the four core RME themes identified in this paper. Implementation of these principles within a core RME theme has the potential to create a strong and unique global leadership position for a business school and its graduates.