Does management education create responsible managers? Viewpont

The integration of sustainability and responsibility into management education is a widely discussed issue in the literature and in practice. As a result of a lifelong experience of teaching sustainability, environmental management and further related courses at university level, the authors aim to give their viewpoint about Responsible Management Education (RME). The concept of RME relies on the basis of several similar categories, used in today’s higher education but is aimed to mean more than just another slogan for the same content. Three issues are discussed in the paper. (Q1) Should we limit the focus of management education on the classical business targets like profit and growth, as well as the preconditions to achieve those targets – or should we establish a different philosophical background for business thinking and teaching: the Responsible Management? (Q2) Should the concept of Responsible Management be integrated in the classical business courses or should it be a specific, independent course? (Q3) How to combine teaching methods to reach the ultimate goal of creating responsible managers via management education? The literature review is aimed to give a profound background to the relevance and development of the term Responsible Management Education, followed by the explanation of sceptical and positive arguments regarding the introduction of the concept into the existing course structure. The authors also elaborate a potential methodology for teaching Responsible Management

Keletre tart a "társadalmilag felelős vállalat" koncepció

Még az elméleti válasz sem egyértelmű, vajon van-e a vállalatnak társadalmi felelőssége, vagy akkor segít a legjobban a társadalomnak ha a gazdasági eredményekre és nyereségességére koncentrál. Ahány iskola, annyi különböző válasz létezik. Kelet- és Közép-Európa az a régió ahol 20 évvel ezelőtt a társadalmi felelősség emlegetése „közhelynek” számított, bármi furcsa de nehéz ettől a közhelytől management filozófiához jutni. A régióban működő menedzserek még a gondolatától is rettegnek, hogy puszta frázisnak tekintik a legóvatosabb közeledésüket is a társadalmi felelősség irányába. (...

How to Teach a Complex Discipline in a Changing Learning Environment: The Example of Sustainability

In the “electronic age” our teaching profession is faced with new challenges. Normally, educators tend to spend a significant amount of time updating the content of what they teach. They spend less time changing their methods of teaching. Today, this no longer works. A lot of content is delivered through Google and similar partners and what is now critical is that we make the necessary changes in our teaching methods to reflect this and to have some impact on our audiences. Based on more than forty years of teaching experience we feel qualified to underline the importance of the form and the method of teaching. Traditional teaching methods require that more time is spent transmitting the target information than would be spent if Google or relevant videos were used instead. Some forms of interaction can be substituted by some e-learning technologies as well. The only benefit of using traditional methods, if any, is the benefit to the students from the personal charisma and creativity of professors. It is certain that the right style of teaching can create a special atmosphere in the classroom. In this paper we would like to highlight our experiences. We take as our example – not to be too general – the concrete courses on Sustainability and CSR (Corporate social responsibility) that we have taught. These topics tend to divide both students and teachers. There are a lot of questions and data about these issues but few clear and definite answers. Science is habitually late in delivering answers to such fuzzy questions, which creates a lot of freedom regarding the taught content and requirements of the methods applied. In the first part of our paper we summarize five basic approaches to teaching. Then, using the example of Sustainability, we introduce step by step why and how complexity should be structured and then simplified. The third section concerns the concrete question of how to structure sustainability. The fourth describes how facts can be substantiated with analysis. The authors believe that parables can sometimes lead to deeper understanding than reliance on conventional methodological approaches. We are use famous parables and strategic grids to put across a simple message to students: you have to develop your own ideas about sustainability. We all are responsible for doing this — there is no given framework! We have tried to learn as much as possible from our colleagues and peers from all over the world. We would now like to offer something back, although we know that the methods described here are very personal to us. We hope that some of you can benefit from our experiences. Please share yours with us

Fever and hypothermia represent two populations of sepsis patients and are associated with outside temperature

Abstract Background Fever and hypothermia have been observed in septic patients. Their influence on prognosis is subject to ongoing debates. Methods We did a secondary analysis of a large clinical dataset from a quality improvement trial. A binary logistic regression model was calculated to assess the association of the thermal response with outcome and a multinomial regression model to assess factors associated with fever or hypothermia. Results With 6542 analyzable cases we observed a bimodal temperature response characterized by fever or hypothermia, normothermia was rare. Hypothermia and high fever were both associated with higher lactate values. Hypothermia was associated with higher mortality, but this association was reduced after adjustment for other risk factors. Age, community-acquired sepsis, lower BMI and lower outside temperatures were associated with hypothermia while bacteremia and higher procalcitonin values were associated with high fever. Conclusions Septic patients show either a hypothermic or a fever response. Whether hypothermia is a maladaptive response, as indicated by the higher mortality in hypothermic patients, or an adaptive response in patients with limited metabolic reserves under colder environmental conditions, remains an open question. Trial registration The original trial whose dataset was analyzed was registered at ClinicalTrials.gov (NCT01187134) on August 23, 2010, the first patient was included on July 1, 2011

Does management education create responsible managers? : Viewpont

The integration of sustainability and responsibility into management education is a widely discussed issue in the literature and in practice. As a result of a lifelong experience of teaching sustainability, environmental management and further related courses at university level, the authors aim to give their viewpoint about Responsible Management Education (RME). The concept of RME relies on the basis of several similar categories, used in today’s higher education but is aimed to mean more than just another slogan for the same content. Three issues are discussed in the paper. (Q1) Should we limit the focus of management education on the classical business targets like profit and growth, as well as the preconditions to achieve those targets – or should we establish a different philosophical background for business thinking and teaching: the Responsible Management? (Q2) Should the concept of Responsible Management be integrated in the classical business courses or should it be a specific, independent course? (Q3) How to combine teaching methods to reach the ultimate goal of creating responsible managers via management education? The literature review is aimed to give a profound background to the relevance and development of the term Responsible Management Education, followed by the explanation of sceptical and positive arguments regarding the introduction of the concept into the existing course structure. The authors also elaborate a potential methodology for teaching Responsible Management

Effektivitaet, Dynamik und Struktur von Prozessen der individuellen Konsumtion dargestellt am Energieverbrauch der Bevoelkerung

DB Leipzig(101) - Di 1980 B VD 34 / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman

Fever and hypothermia represent two populations of sepsis patients and are associated with outside temperature

Background!#!Fever and hypothermia have been observed in septic patients. Their influence on prognosis is subject to ongoing debates.!##!Methods!#!We did a secondary analysis of a large clinical dataset from a quality improvement trial. A binary logistic regression model was calculated to assess the association of the thermal response with outcome and a multinomial regression model to assess factors associated with fever or hypothermia.!##!Results!#!With 6542 analyzable cases we observed a bimodal temperature response characterized by fever or hypothermia, normothermia was rare. Hypothermia and high fever were both associated with higher lactate values. Hypothermia was associated with higher mortality, but this association was reduced after adjustment for other risk factors. Age, community-acquired sepsis, lower BMI and lower outside temperatures were associated with hypothermia while bacteremia and higher procalcitonin values were associated with high fever.!##!Conclusions!#!Septic patients show either a hypothermic or a fever response. Whether hypothermia is a maladaptive response, as indicated by the higher mortality in hypothermic patients, or an adaptive response in patients with limited metabolic reserves under colder environmental conditions, remains an open question. Trial registration The original trial whose dataset was analyzed was registered at ClinicalTrials.gov (NCT01187134) on August 23, 2010, the first patient was included on July 1, 2011