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After today's meeting (May 2) and thinking about the challenge of how you might position the playbook; whether we see this is a radical shift in teaching pedagogies or a gentle, slow shift....have you given thought to perhaps structuring the playbook so that it provides sections that speak to both or multiple audiences/users? For example, a section that is more introductory, simply making slight changes to one's teaching practice could speak to those faculty who are less ready for radical change. Another section could be "advanced" where the playbook guides educators to make significant changes to the way they approach their teaching practice, attracting those who see themselves as progressive. Another version of this idea is to make iterations of the playbook as separate releases over a longer period of time: intro, intermediate, advanced.

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We also work on dimensions
Spiritual Leadership Theory (FRY, L.W. Toward a theory of spiritual leadership. The Leadership Quarterly, Amsterdam, v. 14, no. 6, p. 693-727, 2003. https://doi.org/10.1016/j.leaqua.2003.09.00)

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Dirk mentioned using a competency framework - after sessions students documented how they developed competency during and after the session and they concluded with a reflective essay about how they would be a responsible leader. This reflection exercise worked well with executives. They had a 21 day challenge where they reflected on how they became a more responsible leader. (Feel free to add more color to this Dirk)

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Not sure if this posted? I've been working with a colleague from another discipline in fun food x fashion and ESD. We hosted an online SDG12 Sustainable Supperclub to share our experiences teaching sustainability & for others to share their experiences & ideas. We called our #MushroomMoments

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Using the Lego blocks to build a sustainable university and use the creation to talk about  how to get to the 'vision'. We did this for the 30 or so PRME delegates from all our Aus NZ chapter in 2019 final forum. Great fun and so many learnings. (Rob)

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we must rethink incentive structures for professors: how to reward professors' pedagogical excellence more systematically across management disciplines/courses 

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we must rethink incentive structures for professors: how to reward professors' pedagogical excellence more systematically across management disciplines/courses 

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I've been working with a colleague from another discipline in some really fun food x fashion pedagogic experiential sessions. We hosted a virtual SDG12 Sustainable Supperclub as a sharing session

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Bring yourself to your teaching. Meet people where they are. Focus on solutions not problems. Keep things simple. Start with why :-)

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Solving problems and developing models could be sustainable business models in groups by working together in a competition in a playful way. Allow also students to comment on each others' work as a peer review.

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Systems thinking and drawing positionality

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Systems thinking and drawing positionality

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To stop students being overwhelmed doing system work to see how students are placed in that system and how they can take action. Drawing pictures for action competence. (Rob)

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We have struggled to change the traditional mindset of business as usual.
I would like to suggest our recent paper on this topic: A hybrid approach to development skills: the the role of formal, informal and non-formal learning experiences. (Caldana et al., 2021)
DOI 10.1108/IJSHE-10-2020-0420

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getting accreditation institutions to ask deans to report on pedagogies and educator training

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getting accreditation institutions to ask deans to report on pedagogies and educator training

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The importance of establishing credibility (providing evidence-based research) around what could be perceived as less-traditional styles of teaching. This may facilitate "buy in" from those who initially are hesitant.

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COIL projects – bringing students together in a global classroom using social media, synch & asynch activities where students can share knowledge about applied cultural communication in their discipline (in this case fashion marketing), to peer review work etc. https://www.youtube.com/watch?v=GQ_K31ggBSw

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Sharing practical ideas of how RL could be reflected in specfic fields and disciplines

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I would suggest colegues and students to look (and hopefully publish) innovations at aim2flourish https://aim2flourish.com/innovations where they could find very interesting ideas totally related with sustainable development. Also, the motivations of social entrepreneurs could be an inspiration.

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Date published: 07 Apr 2022

Innovation Location: Montclair, NJ, US

DryGoods Refillery sells...

Date published: 07 Apr 2022

Innovation Location: Lima, Lima, PE

EV Energy Solutions is a...

Date published: 07 Apr 2022

Innovation Location: Ghaziabad, Uttar Pradesh, IN

Vetas is committed to...

Date published: 07 Apr 2022

Innovation Location: Panjim, Goa, IN

Observing the harmful and...

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Date published: 07 Apr 2022 Innovation Location: Montclair, NJ, US DryGoods Refillery sells... Date published: 07 Apr 2022 Innovation Location: Lima, Lima, PE EV Energy Solutions is a... Date published: 07 Apr 2022 Innovation Location: Ghaziabad, Uttar Pradesh, IN Vetas is committed to... Date published: 07 Apr 2022 Innovation Location: Panjim, Goa, IN Observing the harmful and...

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World Values Day activities – I use this as a way for students to write reflectively about their personal, professional and academic values and  aspirations

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perhaps students want to know some role-model of responsible leadership. How could staff provide the role-model without bias or arbitrary judgment? 

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perhaps students want to know some role-model of responsible leadership. How could staff provide the role-model without bias or arbitrary judgment? 

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To me responsible leadership is about taking the needs of all stakeholders into consideration. So a responsible leader needs to know how to discover and understand those needs, then also how to address them!

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Samuel notes how transformation/transformation is an important concept to include, transformation thinking that isn't just about change but takes it further particularly in sustainability

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Assuming responsibility is about care and caution this will need to be addressed in "play" which has risk/competence dimension. The leadership aspect of responsibility needs to be cognizant of the potentially limiting aspect of 'caution'. (Rob)

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Assuming responsibility is about care and caution this will need to be addressed in "play" which has risk/competence dimension. The leadership aspect of responsibility needs to be cognizant of the potentially limiting aspect of 'caution'. (Rob)

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Ben notes the importance of individual reflection time

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Natasha notes that there is a role for individual activities and experiences

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to consider the local institutional context to find more partners and sponsors to push the training to teachers.

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to consider the local institutional context to find more partners and sponsors to push the training to teachers.

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In my course "Responsible Managers Training", students are taken on a journey of connecting thought, feeling and action, following the Ulab model. I think this strategy increases your self-awareness, perception of values and purpose. In this way, this journey raises awareness of their role as leaders in our world.

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Even if educators already engage students in training some of the characteristics in the classroom, very rarely if ever are these characteristics accounted for (or 'measured') when a course is evaluated or student progress is examined. In other words: this training and its implications are somewhat unknown or 'hidden'. I hope that the (i5) program can make such progress visible

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Even if educators already engage students in training some of the characteristics in the classroom, very rarely if ever are these characteristics accounted for (or 'measured') when a course is evaluated or student progress is examined. In other words: this training and its implications are somewhat unknown or 'hidden'. I hope that the (i5) program can make such progress visible

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Overall I’m in agreement, but I’m not sure the intention should be to change learner’s values, beliefs etc. Don’t always have to be social. Collaboration can be really creative but it's also important to have space for personal reflection especially with regards to values etc.

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To provide students opportunities to go to real business context to improve their real understanding with social interaction.

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To provide students opportunities to go to real business context to improve their real understanding with social interaction.

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I like the concept of responsible leadership since we can discuss what is leadership, who is leading in formal and informal spheres. Concerns would be a narrow industrialised definition of leadership.

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RL: The ablity to conisder the different facets(e.g. externalities) of ones decisions / actions and balancing them.

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I think it might be important to think about the other side of "responsible leadership" from thinking "irresponsible leadership" reflectively. Just like seeing from a mirrow, people could correct/change their behavior.

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I think it might be important to think about the other side of "responsible leadership" from thinking "irresponsible leadership" reflectively. Just like seeing from a mirrow, people could correct/change their behavior.

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responsible leadership is about integrating societal betterment as a criteria for all your decisions as a leader

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responsible leadership is about integrating societal betterment as a criteria for all your decisions as a leader

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As a reminder, the 5 characteristics are: meaningful, actively engaging, iterative, socially interactive, and joyful.

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The 5 learning characteristics capture what my students say help them really learn and apply.  It's humbling that I often forget about these characteristics in my own teaching practice.  It's good to be reminded.

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The 5 learning characteristics capture what my students say help them really learn and apply.  It's humbling that I often forget about these characteristics in my own teaching practice.  It's good to be reminded.

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I teach action research on live issues and use computer simulations to enable competencies on critically reflecting on assumptions/beliefs/biases and initiating change.

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I teach action research on live issues and use computer simulations to enable competencies on critically reflecting on assumptions/beliefs/biases and initiating change.

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https://www.proquest.com/docview/2413801418?pq-origsite=gscholar&fromopenview=true

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To me, responsible leadership means taking responsibility for positive change.  I look forward to collaborating on advancing pedagogy for forming business students as change agents.

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To me, responsible leadership means taking responsibility for positive change.  I look forward to collaborating on advancing pedagogy for forming business students as change agents.

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There no one size fits all model. Methods and tools should be aligned with culture, structures, and resources.

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Responsible leadership is a complex and blur concept in our context. Sometimes we use sustainable leaders, responsible leaders or even conscious leaders.
In fact, I feel that people are paralyzed and without understanding how to act in a scenario of wars, climate emergency and poverty.
In my classes, I have been worked with clarification of values/purpose, critical thinking, biases and responsible actions.
It is necessary to create solutions and alternatives for people to have hope for the future again.

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- asking/involving students :)
- providing guidelines on how to apply these tools (maybe providing training sessions to educators)
- trying not to be normative/dogmatic
- providing hands-on material/exercises and not only "yet another" competency framework
- going beyond one's own discipline to look for innovative pedagogy and discuss pitfalls/fails of applying these in class

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- Self awareness/critical reflection: I use journaling exercises (reflective diary) which students have to hand in as part of their course assignments. At the end of each session, I pose three questions they need to reflect upon
- Complex/systems thinking and prototyping: I use the four phases of "Future Labs" (Reveal, Reframe, Rethink, Action) as baseline to some of my courses. Some of the exercises refer to systems thinking and others to get active by realizing their prototype through improv theater or Lego Serious Play (LSP)
- Emotional resilience: Brief meditation (based on Search Inside Yourself) as a "starter" before classes during a summer school (combined with nature experience)

Some tools we developed that draw on gamification: 21-Day Challenge and Escape Room: https://www.issue-project.eu/sdg-toolbox

I would also like to explore more tools/methods involving insights from art, music/dance, and theater to look into storytelling and role plays - such as: http://solarpunkstorytelling.com/

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The ISSUE - nnovative olutions for stainability in ducation project (2018-1-HU01-KA202-047730) is co-funded by the Erasmus+ Program of the European Union. This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which maybe made of the information contained therein."

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I find the "iterative" aspect rather hard to realize in the classroom - especially when it comes to risk-taking and experimenting. I use forms of gamification (e.g., LSP) but I believe that we need more methods that take students out of their comfort zones. I have experiemented with "embodiment" experiences such as improv theater which I have found very useful thus far.

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It seems to leave out everyone else who does not identify as a leader. Especially when we usually assume that leader=CEO etc. However, when I took a course on the "leadership journey" and learned about competencies that leaders should have, I was surprised how many of these competencies I shared. Probably we need to rethink the narrative of "leadership" or that leadership can be carried out regardless of the fact that he/she might not be in a formal leader role/position. I really enjoyed this video which brings more attention to "followers"

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First Follower: Leadership Lessons from Dancing Guy

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Using leadership competencies in the classroom

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Using leadership competencies in the classroom

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One technique I have found helpful to students that speaks to "values clarification" and "managing uncertainty, doubt & ambiguity" is to have student teams develop a team charter / team contract. This is done at the beginning of a group project where students discuss HOW they will work together, including values that are important to them and how to resolve conflict when it arises in their teams. This foundation seems to help many teams to appreciate diversity and work through their challenges during projects. Christian

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Challenges teaching responsible leadership concepts to younger students

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Challenges teaching responsible leadership concepts to younger students

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I really enjoy teaching our first year students a course called COM 100 Introduction to Business Decision-Making. I do find it challenging to teach concepts of leadership to students who have perhaps little-to-no leadership or work experience. When I look at the "characteristics of learning experiences", I think it addresses those concerns quite well in that it guides us to develop intended learning outcomes and instructional strategies to set these students up for success. Christian.

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Outline: A Playbook for Teaching Responsible Leadership

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Meaningful: Right now, I teach a course about a CSR consulting process in SMEs at both the udergraduate and postgraduate levels. I believe having these kind of real-life experiences specially for the younger students is very valuable for them, since they apply the knowledge they've gathered so far.  The problem is that most of the time I sense stress in students (i.e., not do disappoint the company's manager) instead of enjoyment... 

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Meaningful: Right now, I teach a course about a CSR consulting process in SMEs at both the udergraduate and postgraduate levels. I believe having these kind of real-life experiences specially for the younger students is very valuable for them, since they apply the knowledge they've gathered so far.  The problem is that most of the time I sense stress in students (i.e., not do disappoint the company's manager) instead of enjoyment... 

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Responsible leadership must not be solely referred to an anthropocentric perspective but also to the environment where organizations themselves unfold. Also, in accordance with what Marina stated in the document, the Long term vision and systems thinking  in decision making are important.   José Luis

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Responsible leadership must not be solely referred to an anthropocentric perspective but also to the environment where organizations themselves unfold. Also, in accordance with what Marina stated in the document, the Long term vision and systems thinking  in decision making are important.   José Luis

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For fostering empathetic communication a colegue and I use a "card game" that have all sorts of virtues. Then We ask the studes to pick a card and then give it to a team mate in order to recognize that virtue. Then those same cards are used to  make constructive criticism to themselves and others. 

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For fostering empathetic communication a colegue and I use a "card game" that have all sorts of virtues. Then We ask the studes to pick a card and then give it to a team mate in order to recognize that virtue. Then those same cards are used to  make constructive criticism to themselves and others. 