A PRME response to the challenge of fighting poverty: How ......In this context, fighting poverty is...

Page|1

APRMEresponsetothechallengeoffightingpoverty:Howfarhavewecome?Wheredoweneedtogonow?AlRosenbloom,MilenkoGudić,CaroleParkes,BrittaKronbachTheInternationalJournalofManagementEducationVolume15,Issue2,PartB,Pages61-396(July2017)

Abstract

TheSustainableDevelopmentGoals(SDGs)encompassthemostdifficultandcomplexchallengesfacingtheworldtoday.Headingupthegoals,incommonwiththeMillenniumDevelopmentGoals(MDGS),istheeradicationofpoverty‘inallformseverywhere’.Thisrequiresstrategies,innovationsandactionsfromallsectorsinsocietyandnotleastfrombusinessandeducation.Withtheforthcoming10thAnniversaryofPRME,thispaperexaminestheroleofthePRMEWorkingGroup,establishedin2008,onPoverty,aChallengetoManagementEducation(referredtoastheAnti-PovertyWG)inintegratingpovertyintomanagementeducationatalllevelsworldwide.AsacontextfortheAnti-PovertyWG,theevolvingthinkingandapproachestothebusinessroleinpovertyalleviationareexamined.Thekeyareasofthegroup’sworkoverthelastdecadearethendiscussed.Thisincludestheresearchundertakentounderstandtheissuesandchallengesofintegratingpovertyintomanagementeducation,thesubsequentpublicationsintheformofreports,booksandarticlesandtheengagementofthebusinesscommunityandmanagementeducatorsthroughconferencesandotheroutreacheventsandactivities.Finally,thispaperexploresthecurrentSDGagendatoreflectonthechallengesthatstilllieahead.

Keywords:Poverty,povertyreductions,PRME,Anti-PovertyWorkingGroup,management education,businessprogrammes,SustainableDevelopmentGoals IntroductionOn25thSeptember2015,theUnitedNationscametogethertoagreeonanintergovernmentalsetof

aspirational17SustainableDevelopmentGoals(SDGs)with169targets.TheSDGs,officiallyknownas:

“TransformingOurWorld:The2030AgendaforSustainableDevelopment,”arecontainedinparagraph

54ofUnitedNationsResolutionA/RES/70/1.InkeepingwiththeMillenniumDevelopmentGoals

(MDGs)thattheyreplaced,thefirstgoalisto‘endpovertyinallformseverywhere’.However,unlikethe

MDGs,thePost-2015DevelopmentAgendaprocess(thataimedtodefinethefutureglobaldevelopment

https://doi.org/10.1016/j.ijme.2017.02.005 (c) 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0

Page|2

framework)wasagainledbytheUNbutinvolvedanumberofkeystakeholdersthatincludedbusiness

organisationsandinvestors(throughmembersoftheGlobalCompact-GCandthePrinciplesof

ResponsibleInvestment-PRI),HigherEducationInstitutions(withsignatoriesofthePrinciplesfor

ResponsibleManagementEducation-PRME),civilsocietyandpublicsectororganisations.AsBanKi

Moonhasnoted,solutionsfortheSDGswillrequireallagentsofsocietyandthatincludeschief

executiveofficers,activists,andcitizens(BanKiMoon,2015).

Inthiscontext,fightingpovertyisamajorchallengetobothbusinessesandtobusinessschools

worldwide.Inrecognitionofthis,thechallengewasfirstformallytakenupwithinPRMEwiththe

establishmentinDecember2008,ofthePRMEWorkingGrouponPoverty,aChallengetoManagement

Education(hereafter,theAnti-PovertyWG).TheWorkingGrouptookprimaryresponsibilityfor

championingtheintegrationofpovertyintomanagementandbusinessprogrammesworldwide.The

Anti-PovertyWG’svision,statesinpart,thatitadvocatesfor

[T]heintegrationofpoverty-relateddiscussionsintoalllevelsofmanagementeducation worldwide. Ourvisionisgroundedinourbeliefsthat:

• Povertyisalegitimatetopicfordiscussionandresearchinschoolsofbusinessandmanagement

• Businessshouldbeacatalystforinnovative,profitableandresponsibleapproachestopovertyreduction

• Multiplestakeholderengagementisneededforinnovativecurriculumdevelopment Inourroleasadvocates,wewill:

• Createopportunitiesformulti-stakeholderdiscussions• Fosterdiscussionsthatleadtoconcreteresults• Disseminatereports• Serveasaglobalrepositoryforinnovativecurricularapproaches,learningmethodsand

educationalmaterialsthatembedpovertyinmanagementeducation• Supportthedevelopmentofacommunityofmanagementeducators,researchersand

professionalscommittedtointegratingpovertyintothebusinesscurriculum Inanambitiousbutimportantstatementinthisearlystageoftheworkinggroup,thevisionstatements

endswith;‘Ourworkinggroupwilldisbandonlywhentheissueofpovertyisdeeplyembeddedinall

levelsofmanagementeducationworldwide’.Thusthe10thAnniversaryofPRMEprovidesanopportune


Page|3

momenttosummarisetheAnti-PovertyWG’sachievementsandtoreflectonthechallengesthatstilllie

aheadofitinlightoftheSDGs.

ThispaperdiscussestheroleandactionsoftheAnti-PovertyWGandsetsoutthestrategyand

plansforthefutureofthegroup.However,precedingthatdiscussion,thisarticledescribeshowan

evolutioninthinkingaboutbusiness’sroleinpovertyreductionconvergedwithadeeper,richer,more

nuancedunderstandingofcorporatesocialresponsibility(CSR)thatprovidesthebackdropagainstwhich

theAnti-PovertyWG’screationcanbebestunderstood.

TheContextfortheEstablishmentoftheAnti-PovertyWGPovertyhasbeenalongstandingaspectofthehumancondition(Maddison,2001).Sachs(2006)notes

thatformostofhumanhistory,“Justabouteverybodywaspoor,withtheexceptionofaverysmall

minorityofrulersandlargelandowners”(p.27).Picketty(2014)confirmstheendemicandstructurally

embeddednatureofincomeinequalitythroughhisdetailedhistoricalanalysisofhowtherateofreturn

towealthexceedsacountry’srateofgrowth.Developmenteconomicshastraditionallyfocusedon

incomegrowthasitsmostimportantobjective.Understandingandstimulatingincomegrowthis

fundamentaltoeconomicdevelopmentbecause“withoutit,theotherobjectives–povertyreduction,

reduceddisparities,lesservulnerabilitytoshocks,satisfactionofbasicneeds,andachievinga

satisfactoryqualityoflife–aredifficultifnotimpossibletoachieve”(Janvry&Sadoulet,2016,p.4).

Itisimportanttonotethesimilaritybetweenthemultiplegoalsofeconomicdevelopment

(povertyreduction,reduceddisparities,increasedqualityoflife,etc.)andthosedefinitionsofpoverty

thatreframepovertyasahumandevelopmentissueratherthanassolelyaneconomicissue-one’s

relativepercapitaincome(Fiorotto,2016;Sen,1999).Whenreframedintermsofhuman

development,povertyisaconstraintthatdeniesindividualshumanagencyinmultiplepartsoftheir

lives(housing,healthcare,education,employment,mobility,accesstomaterialgoods,etc.).Poverty

alsodeniesindividualsfullparticipationincivilsociety.Povertyreductionisliberatingbecauseit


Page|4

providesfreedomforindividuals“toleadthekindoflives[they]havereasontovalue’(Sen,1999,p.

235).Whatplacedtheissueofpovertysquarelyinthedomainofmanagementandbusinesseducation

wastheconvergenceoffourforces:(1)anevolutioninthinkingabouttheroleofbaseofthepyramid

(BoP)consumersinbusinessstrategy(Hart,2007;London,2016a),(2)theevolvingroleofbusinessto

actresponsibly(Christensenetal.2007;Matten&Moon,2004;Parkesetal.,2010),(3)theemergence

ofinclusivemarketsasawayofunderstandinghowbusinessescontributetobothorganisationaland

broad-basedsocialprosperity(Boechatetal.,2014;UNDP,2008),and(4)theacknowledgementthat

sustainabledevelopmentmustbeacorebusinessstrategy(Lubin&Esty,2010;McPhee,2015;Laszlo&

Zhexembayeva,2011)–allofwhicharediscussedbelow.

Business’sRoleinPovertyReduction

ArticlesbyPrahaladandHart(2002),PrahaladandHammond(2002),HartandLondon(2004),and

Prahalad(2005)wereallearlyeffortstomakethebusinesscaseforcorporationstotapalarge,

previouslyunrecognisedmarketatthebaseoftheworld’seconomicpyramid.PrahaladandHart(2002)

andPrahalad(2005)bothchallengedCEOstorethinkfundamentalaspectsofcorporatestrategyby

arguingthatextremelylowincomemarkets,incountrieslikeIndia,China,Brazil,andinmostofsub-

SaharanAfrica,couldbeprofitableconsumermarkets.Byplacingcorporateprofitabilityandstrategic

innovationatthecenteroftheirargument,PrahaladandHart(2002)shiftedthelocusofcorporate

thinking“aboutthepoor”fromacorporatephilanthropyapproachtoamarket-drivenmodelinwhich

lowincomemarketswereanalysedusingthesamebusinessanalyticsaseveryothermarketofinterest

tothefirm.Thelogicwascompelling:Corporationsneedmarketstodobusinessin.Thepoorwerenow

beingunderstoodasavital,viable,untappedmarket.AsRobertZoellicknoted,“Theproblemofthe

poorisnotthedominanceofmarkets,butitsabsence”(quotedinWaibel,2012,p.27).Themessage

communicatedwasclear:That“fortune”(i.e.,profits)couldbefoundbysellingproductstoindividuals

livingatthebaseoftheworld’seconomicpyramid.


Page|5

Galvanisedbythisidea,anumberofacademicconferenceswereheld(Jain&Vachani,2006;

Ranganetal.,2007),asthisconcepttookholdintheacademy,andasteadystreamofBoP-focused

researchbegan(Kolk,Rivera-Santos,&Rufín,2013).Theseinitialeffortsfocusedprimarilyon

introducingtheBoP“asaviablemarketopportunitythatrequiredthoughtfulexecution”(London,

2016a,p.17).AsDonaldsonandWalsh(2015)state,theseearlyeffortsarticulated“anewframework

forbusinessbehavior,onethatasksustolooktothepoorestamongusforbothnewproductand

serviceideasandmarkets”(p.183).Thesefirst-generationarticlesareoftenconsideredasBoP1.0

(Arora&Romijn,2011;Chevrollieretal.,2014;Hart&London,2011).Theoptimismandeasewith

whichmultinationalsthoughttheycouldtapthebuyingpowerofverylowincomeandruralmarkets

wasshortlived.

BoP2.0beganwithaseriesofcritiquesaboutthelimitationsandunsupportedassumptions

behindtheinitialconceptualisationofBoPmarkets(Schrader,Freimann,&Seuring,2012).Therewas

debateaboutthetop-downapproachmultinationalcorporationstooktoworkingwiththeBoP(Arora&

Romijn,2011),whichoftenaccountedforthepaucityofscalable,profitableBoPventures(Kayser&

Bundich,2015).So,too,intherushtofind“thefortune”atthebaseofthepyramid,multinationalfirms

didsowithoutunderstanding“therealneedsofthoselivingthere”(Waibel,2012,p.60).Thisled

Simanis,HartandDuke(2008)todeveloptheBoPProtocol,whichwasspecificallydesignedtostressco-

creatingsharedvalue(Porter&Kramer,2011)withthepoor.Theconceptof“CreatingSharedValue”

(CVS)wasdevelopedbyPorterandKramer(2011)asawayof“reinventingcapitalism”(p.63).

ProponentsofCVSreportthatitprovidesamuchhigherprofiletosomefundamentalsocietalissues,

suchaspoverty,nutrition,andwater(Rasche,Waddock,&McIntosh,2013).However,criticsofCVS

arguethatwhilsttheconceptdoesmakesomesignificantprogresstowardsdirectingattentiontothe

socialdimensionsofbusiness,sharedvalueprovidesamorereactionaryratherthanatransformational

responsetotheneedforreformofCSRandcapitalism(Crane,Palazzo,Spence,&Matten,2014).


Page|6

Simanis(2011)noted,“ThereisnofortunetobegainedbyenteringBoPconsumermarkets.Conversely,

creatingnewBoPconsumermarkets–justlikecreatingnew,blue-oceanindustriesindeveloped

countries–carriesenormousupsidepotential”(p.123).

Further,theassertionthatsellingtotheBoPwasapovertyalleviationstrategy(Kandachar&

Halme,2005)cameunderscrutiny(Jaiswal,2007;Karnani,2007;Walshetal.,2005).Karnani(2007)

arguedthatconsideringthepoorasbothconsumersandproducerswasamoreethical,moreproductive

approachtopovertyreductionthansimplysellingproductstothem.Corporatebusinessmodelswere

reimaginedtoincludethepoorthroughoutthefirm’svaluechain.Innovationbecamethelynchpinfor

successful,scalableBoPstrategies(Anderson&Markides,2007;London,2016a)–anditstillis.This

centralfocusoninnovation(Hart,2007;Hart&Christensen,2002),confirmedPrahalad’s(2006)earlier

statementthat“themethodologiesforinnovationattheBOParedifferentfrom,andmoredemanding,

thanthetraditionalapproaches”(p.100).ThedifferencebetweenBoP1.0andBoP2.0canbe

summarisedastheformer’sperspectivewastofindafortuneatthebaseofthepyramid,whilethe

latter’swastoco-createvaluewiththebaseofthepyramid(Hart,2016;London&Hart,2010).

Hart(2016)recentlyhasproposedaBoP3.0,whichhecharacterisesasfocusedonco-creatingvalue

throughopeninnovation,ascreatinginnovationecosystems,asdevelopingnewdistributionsystemsfor

thelastmilewhenpoorconsumersliveindispersedruralareasorinviolenturbanslums,asnurturing

newcross-sectorpartnerships,andasfirmlyaligningpovertyalleviationwithsustainabledevelopment

(Hart,2015).

Businessesofallkindsflourishwhencountry-levelinstitutionsworkefficiently,effectively--

withoutdistortionormanipulation(North,1990;Peng,2002).Thepoor,however,oftenliveinhostile

environments:Theymayliveincountriesbesetbycivilwar(Mali,Somalia,Congo).Theymaylivein

placeswheretheruleoflawisfragile(SouthSudan).Theymaybemarginalisedanddiscriminated

against(e.g.,theRohingyaofMyanmar).Theymayliveinlowdensity,ruralareasnotadequatelyserved


Page|7

bygovernmentservices(education,healthcare,sanitation)orbyformalmarketmechanisms,suchas

banking.Theymayliveinurbanslums,whichcanbeviolentandcrimeridden(Davis,2006).Eachof

thesesituationsrepresentsanexampleofthepoorbeingvictimisedbyinstitutionalvoids.Institutional

voidsrepresentsituations‘‘whereinstitutionalarrangementsthatsupportmarketsareabsent,weak,or

failtoaccomplishtheroleexpectedofthem’’(Marti&Mair,2009,p.422).Institutionalvoidsthus

inhibiteconomicandsocialdevelopment.However,institutionalvoidsalsocreateopportunity.

Inclusivebusinesses,microfinanceInstitutions(MFIs),socialenterprises,andprivate-publicpartnerships

areallexamplesofnew,emergentorganisationalentitiesthathavedevelopedpreciselytofillthespaces

createdbyinstitutionalvoids.Allhaveactive,meaningfulrolestoplayinpovertyreduction.

Inthiscontext,theroleoftheinclusivebusinessapproachandmodelsisessential.Pioneeredby

theUnitedNationsDevelopmentProgram(UNDP,2008),theterm“inclusivebusiness”representsa

moreholisticconceptualisationofpovertyreductionthatinvolvestheclosecollaborationofbusinesses,

governments,andotherinstitutions.Inclusivegrowthandcreativecapitalism(Kinsley&Clarke,2009)

aresynonymsfortheinclusivemarketperspective.Inadditiontoprovidingthepoorwithmarketaccess

andtherequirementthateverybusinessmustbefinanciallyviableifitistobesustainable,inclusive

businessmodelsemphasiseeconomicempowerment(Golja,&Po,2012;Mendoza&Thelen,2008).As

Nwagwu(inpress)notes,inclusivebusinessmodels:

presentanimportantavenueforcreatingsharedvalue,redirectingbusinessestolookbeyondthetypicalbottomlineoffinancialprofittothesocialaswellaseconomicandenvironmentalbenefitstheybringtothesociety.Indoingso,inclusivebusinessescontributetotheintegrationoftheUNGlobalCompactPrinciplesintobusinesspracticeandtheadvancementoftheSustainableDevelopmentGoals(SDGs).

Microfinanceinstitutions(MFIs)providebasicfinancialservices,suchasloansandsavings,tolow

incomeindividuals,whowouldotherwisenothaveaccesstotheseservices(ConsultingGrouptoAssist

thePoor,2011).Likebanksandothersavingsinstitutions,MFIs,induetime,collectinterestontheir

loans.WhileMFIshavebeencontroversial(Gutiérrez-Nieto,Serrano-Cinca,&Molinero,2009),the


Page|8

focushereistolinkMFIswithmicrocredit,anideamadepopularbyYunus(2007)asameansforgiving

poorindividualssmallamountsofcapitaltobuildandstrengthenbusinesses.“MFIshaveexpandedthe

frontiersofinstitutionalfinanceandhavebroughtthepoor,especiallypoorwomen,intotheformal

financialsystembyenablingthemtoaccesscreditinordertofightpoverty”(Bogan,2012,p.1046).

Specifically,inherreviewoftheacademicresearchonmicro-creditbetween2010-2015,Odell(2015)

concludedthat:

Overall,theevidencesuggeststhatcredithelpspoorpeopleinvariousways,leadingtoincreasedfreedomandchoiceevenwhenchangesinincomeandconsumptionarenotobservedduringtheperiodsunderstudy(generally18monthstothreeyears)(p.42).

ThisfindingsupportstherealitythatincountrieslikeBangladesh,India,Pakistan,HaitiandKenya,

micro-creditisreplacingtraditionaldevelopmentworkbyshiftingtheemphasisfromthegivingofaidto

thelendingofmoney(Neal,2010).

Socialenterprisesareanotherresponsetoinstitutionalvoids.Socialenterprisesareventures

that(1)respondtomarketopportunitiescreatedbymarketandgovernmentalfailuresand(2)combine

profitabilitywithsocial/environmentalobjectives(Dacin,Dacin,&Tracey,2011).Milleretal.(2012)

notethatsocialenterprisesalmostalwaysexpressthecompassionoftheentrepreneur,whose

motivationisfundamentallytofindsustainablesolutionstosocialproblems.Becausepoverty

permeatessomanyaspectsoflife,manysocialenterpriseseitherdirectlyorindirectlyreducepoverty

(Bornstein,2007;Seelos&Mair,2005;Yunus,2007).AgoodexampleofasocialenterpriseisVindhya

E-InfomediaPrivateLimited,aBangalore-based,businesscreatedtoprovideback-end,business

support,callcenterservicesforglobalfirms.Itprimarilyemploysdisabledindividuals.Theenterprise’s

husbandandwifefounderschosetoemploydisabledindividualsbecause“differentlyabledindividuals

wereoneofthemostmarginalisedsectionofIndiansociety…inspiteofholdingprofessional

capabilities”(Shukla&Laghate,2014,p.160).


Page|9

Finally,private-publicpartnershipshavedevelopedasinnovativecollaborationsforfilling

institutionalvoidscreatedbylimited,absent,orineffectivepublicservices.Private-publicpartnerships

usetheexpertiseofprivatesectororganisationstoprovideservicesthathavetraditionallybeen

providedbygovernments(WorldBank,2015).However,asFranceysandWeitz(2003)observed,in

ordertounderstandthedifferentneedsofthosetheyareserving“privateentities,bothnationaland

international,mayneedtobesupportedinlearninghowtodevelopparticipatoryapproachestodeliver

qualityservicetoallandparticularlytothepoor”(p.1096).Theyfurthernotethat“civilsociety,through

awholerangeofinterestedstakeholders,alsocanassistpublic–privatepartnershipsbyquestioning,

challengingandenablingservicestoall”(p.1096).

CorporateSocialResponsibilityandSustainableDevelopment

ConcurrentwiththeevolutioninthinkingaboutandworkingwithBoP/povertymarketshavebeen

paralleldevelopmentsinunderstandingtherelationshipofbusinessfirmstothecommunitieswithin

whichtheyoperate.AsMason(2016)notes,“Businessisthefarthest-reachinginstitutioninhuman

societyandcontrolsmostoftheEarth’sresources,includingnaturalresources,financialresourceand

humancapital”(p.79).Thus,businesseshaveobligationstoactinsociallyresponsibleways.Corporate

socialresponsibility(CSR)requireseverybusinesstoconsiderhowdecisionmakingaroundfinance,

marketing,sourcing,hiring,strategy,wagesandoverallorganisationalleadershipmustallbeconsidered

todetermine“rightaction”—inboththeshortandlongrun--everywhereacompanyoperates.CSRis

intimatelyentwinedwiththepoorbecausepovertyequateswithvulnerability(Celidoni,2015;

Chaudhuri,2003;Janvry&Sadoulet,2016;Morduch,1994).Fromthisperspective,CSRhasstronglinks

toethicaldecisionmaking(Hahn,2009;Rivera-Santos,Rufin,&Kolk,2012).Afirmactssocially

responsiblewhenitmakesethicalbusinessdecisions,internally,inallfunctionalunitsaswellas

externallywithcustomers,community,andcompetitors.


Page|10

ThisrelationshipbetweenCSRandethicsisgroundedinthebroader‘businessethics’movement

thathasitstraditionsinphilosophyandtheology.Ethicsinabusinesscontextareoftendescribedin

termsofmorals,rulesandstandards:“[…]thestudyofthegeneralnatureofmoralsandofspecific

moralchoices:moralphilosophy;andtherulesorstandardsgoverningtheconductofmembersofa

profession”(AmericanHeritageDictionary,2015).Inthiscontext,ofwhatissometimesreferredtoas

“ethicalCSR”(Crane&Matten,2010),corporationsaresaidtohavespecialmoralobligationstotheir

variousstakeholdersoutsideoftheorganisation.BusinessforSocialResponsibility(BSR)-aUS

organisationthatencouragescorporatesocialresponsibility–positionsanddefinesCSRinthisway:

"Businessdecision-makinglinkedtoethicalvalues,compliancewithlegalrequirements,andrespectfor

people,communities,andtheenvironment”(BusinessforSocialResponsibility,2012).

ThisrelationshipbetweenethicsandCSRisfurthersupportedbyLantos(2001),whosuggests

thattherearethreekindsofCSR,ethical,altruisticandstrategic,andarguesthattheconfusionand

controversyoverCSRrestsinafailuretodistinguishbetweenthem.Rahman’s(2011)reviewoftheCSR

literaturearguesthatthereisachronologytoCSRthatreflectsthechangeinemphasisoverpast

decades.Inthe1950s,CSRwasseenasprimarilyaboutobligationtothesociety.Inthe1960sandearly

70s,thefocusshiftedtotherelationshipbetweencorporationsandsociety,identifyingeconomic,legal,

ethicalanddiscretionaryresponsibilitiesthisareinlinewiththecommonlyquotedCarroll’sPyramid

ModelofCSR,withtheorganisation’seconomicobligationsformingthebaseofapyramidonwhichthe

legal,ethicalandphilanthropicCSRobligationsrest(Carroll,1999).Whilstthismodelhasperhapsbeen

oneofthemostenduring,ithasbeencriticisedforbeingtoosimplisticandtakingaFriedmanite

approach(Visser,2006)becauseitprioritisestheeconomicdrivers.

ItisclearthatCSRisusedasanumbrellatermthatencompassesawiderangeofdefinitionsand

interpretationsabouthowitisimplemented(Scherer&Palazzo,2007).However,itisthecompeting


Page|11

perspectivesoftheroleandresponsibilitiesofbusinessesinsocietyandthedebatessurroundingthem

thatcreatetherealtensionsinhowCSRisviewed.

Visser(2011)hasbeeninstrumentalinbothchartingthedevelopmentofCSRandindefining

CSRinabroad,contemporarycontext:

FirstletmesaywhatIunderstandaboutCSR.ItakeCSRtostandforCorporateSustainabilityandResponsibility,ratherthanCorporateSocialResponsibility…Mydefinitionisasfollows:CSRisthewayinwhichbusinessconsistentlycreatessharedvalueinsocietythrougheconomicdevelopment,goodgovernance,stakeholderresponsivenessandenvironmentalimprovement.Putanotherway,CSRisanintegrated,systematicapproachbybusinessthatbuilds,ratherthandestroys,economic,social,humanandnaturalcapital(Visser,2011,p.7).

Asnotedinthelastsentenceabove,VisserfirmlylinksCSRwithsustainabledevelopment.So,too,does

Sen(Grasso&deGiulio,nd)asnotedabove.

Sustainabledevelopmentisacomplex,complicatedterm,whichcontinuestoalludeacademic

agreement(Barkemeyeretal.,2014;Johnstonetal.,2007;Little,2014).Thedefinitionmostoftencited

isthatoftheBrundtlandCommission,whichstatesthatsustainabledevelopmentis"developmentthat

meetstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheir

ownneeds"(WCED,1987).

Elkington(1994)reducedsustainabledevelopedto“thetriplebottomline,”whichhasfound

resonancewithbusiness.Sustainableand,therefore,responsiblebusinessesevaluatetheiractionsin

termsofpeople,planetandprofit.Elkington’sstatementis“asimpleheuristicthatbothmanagersand

businessstudentscanuseasaprompttoremembertheinterrelatedsocial,environmental,and

economicdimensionsfundamentaltosustainability”(Collins&Kearins,2010,p.500).

Povertyalleviationfitssquarelywithinthedomainofsustainabledevelopment.Forexample,

theeffectsofclimatechangearebeingfeltallovertheplanet,butnotequally.AsKofiAnnan(2015)

statesinthe2015AfricaProgressReport–Power,PeopleandPlanet,"Noregionhasdonelessto

contributetotheclimatecrisis,butnoregionwillpayahigherpriceforfailuretotackleit”(p.11).


Page|12

Neal(inpress),throughhisexampleoftheDongNairegioninVietnam,andSantiagoandRoxas(2016),

throughtheirexamplesofthreelivecasesinthePhilippines,furtherillustratetheenvironmentaland

ecologicalconsequencesofpovertyinthosecountries.Sustainabledevelopmentisvirtuallyimpossible

withoutareductioninpoverty(Janvry&Sadoulet,2016).

ManagementEducation

Therehasalwaysbeenanongoingcritiqueabouttheeffectivenessofbusinessschoolsandprogrammes

(Ghoshal2005;Mintzberg,2004;Muffetal.,2013;Porter&McKibbin,1988;Thomas,2014).

Historically,thesecriticismscenteredonthejobmarketforgraduates:Werebusinessschoolgraduates

beingadequatelypreparedtodealwiththecomplexbusinessissuesemployers(mainlycorporations)

faced?Yetthe2008globalcrisis(Currie,Knights,&Starkey,2010;Giacalone&Wargo,2009),the

ongoingdeteriorationoftheearth’secosystems,andanumberofhighprofile,corporateethical

scandals(Klimek&Wenell,2011)havereinvigoratedtheongoingcritiqueofbusinessschools’purposes

andmethods(Pfeffer&Fong,2004).Ghoshal(2005)mostpointedlynotedthat

businessschoolfacultyneedtoownuptoourownroleincreatingEnrons.Itisourtheoriesand ideasthathavedonemuchtostrengthenthemanagementpracticesthatweareallnowso loudlycondemning(p.75).However,aglobalsurveyofbusinessschooladministratorsandfacultymembers,conducted

immediatelyaftertheglobalcrisis,foundgreatreluctanceintherespondentstoacceptthat

responsibility(CEEMAN,2009).Ontheonehand,fifty-eightpercentoftherespondentseitheragreedor

stronglyagreedwiththestatement,“Professorsrelytoomuchonsimplifyingassumptionstodrivetheir

researchandteaching”[asacontributingcauseofthecrisis],while51%oftherespondentsagreedor

stronglyagreedthat“Businesscoursesaretoobiasedtowardstheimpactonthebottomline”(CEEMAN,

2009).Ontheother(andmoreimportant)hand,whenaskedthedegreetowhich“businessschools

sharealargepartoftheblameforthecurrentcrisis,”slightlylessthantwo-thirdsofthesample

disagreedorstronglydisagreedwiththatstatement(CEEMAN,2009).Thecomplexityofthe2008crisis


Page|13

wasborneoutinoneotherquestion.Whenaskedtopinpointthecrisis’score,overwhelmingly

respondentssaiditwaseconomic,financial,andafailureofbothcorporateaccountabilityand

corporateleadership.Respondentsalsostatedthattheglobalcrisiswasafailureofethics(42%strongly

agreeingthestatement)(CEEMAN,2009).ItisagainstthisbackdropthatboththePrinciplesof

ResponsibleManagementEducationandTheAnti-PovertyWGemerged.

PrinciplesforResponsibleManagementEducation

Establishedin2007,thePrinciplesforResponsibleManagementEducationhasasitsmissionthe

developmentof“anewgenerationofbusinessleaderscapableofmanagingthecomplexchallenges

facedbybusinessandsocietyinthe21stcentury”(UNPRME-PrinciplesofResponsibleManagement

Education,2016).FundamentaltoachievingthatmissionisPRME’semphasisonthecreationof

sustainablevaluethroughresponsiblebusinessleadership.“Theacademicsectorcantrainprofessionals

toactasgeneratorsofsustainablevaluesforbusinessandsociety,willingtoendeavorforaninclusive

andsustainableglobaleconomy”(quotedinHayes,Parkes,&Murray,p.15).

Inthetenyearssinceitsfounding,PRMEhascontinuedtoflourish.Thenumberofbusiness

schoolsthatvoluntarilycommittoPRME’sSixPrinciplesisincreasing.Thereareanumberofregional

PRMEchapterstoencouragelocalimplementationofPRME’sSixPrinciples.TherearedesignatedPRME

Championschoolsthatserveasmodelsforinnovative,transformativeexpressionsofPRMEPrinciples,

andthereareanumberofworkinggroupsthatfocusontheintersectionbetweenmanagement

educationandsocialissues,suchaspoverty,genderequality,corruption,humanrights,climatechange,

andpeacebuilding.YetPRMEisnotwithoutitschallenges.

AsPRMEhascontinuedtoincreaseitsnumberofsignatories,theissueoforganisational

learningbecomesmoresalient.Currently,itisnotclearthatPRME’sorganisationalstructurefosters

easycollaborationbetweengroups.Forexample,workinggroupsandthePRMEchampionsgroupdo

notsharenaturaloverlapsorsynergies.Bothgroupsworkindependently,anditisonlybychancethat


Page|14

thetwogroupsmayhaveacommonmember,whobecomes,inturn,thedefactoconduitforidentifying

thecommonareasofcollaborationandsupportbetweenthegroups.Asalearningnetwork,thissiloed

structuremaynotbethebestorganisationaldesignforPRMEtofostercollaborationandinnovation.

Recently,theissueofinstitutionaldecouplinghasalsoreceivedattention(Moratis,2016;Rasche

&Gilbert,2015;Snelson-Powell,Grosvold,&Millington,2016).RascheandGilbert(2015)notethat

therecanbedifferencesbetweenabusinessschool’sespousedpoliciesandcommitmentstoPRMEthat

maybedifferentfromtheschool’sinternalpoliciesandactions-hencetheterm“decoupling”(Bromley

&Powell,2012).RascheandGilbert(2015)alsonotethat“therathervaguePRMEreporting

requirementscontainnoqualityassurancemechanism,makingitunclearhowmanyschoolsarein

realitycommittedtosubstantiveimplementationandhowmanyhidebehindgeneralstatements”(p.

240).PerryandWin(2013)suggestthatsignatorymotivationtojoinPRMEmaybeformarketingand

reputationalbenefitsratherthanthemoredeeplyembedded,substantive,andtransformativechanges

topedagogies,curriculardesigns,andstakeholderengagementstowhichPRMEaspires.Louw(2015)

alsofoundthatclaimsofPRMEadoptionresultingina“paradigmchange”onthepartofbusiness

schoolswereexaggerated.HiscriticaldiscourseanalysisofUKPRMEsignatories’SharingInformation

onProgressreports(SIPs)concludedthatPRMEdiscourseencouragesa“marketingled”asopposedto

“learningled”modelofPRMEadoptionandpractice,whichthuspositionsbusinessschoolsas‘’servants

ofthecorporatesector”(p.201).SimilartoRascheandGilbert(2015),Louw(2015)wantsPRMEtobe

morecriticalofsignatoriesandofitself.

SinceitistheoriginsandaccomplishmentsoftheAnti-PovertyWGthatisthisarticle’sfocus,itis

tothistopicthatthearticlenowturns.

OriginsoftheWorkingGrouponPoverty,aChallengetoManagementEducation

Aglobalsurveyonpovertyandmanagementeducation,sponsoredbytheCentralandEastEuropean

Management(CEEMAN)Association,wastheacademicprecursortotheAnti-PovertyWG’sformal


Page|15

development.Launchedin2008thisglobalsurveyentitled,ManagementEducation:CorporateSocial

ResponsibilityandPoverty,soughttoexplorefacultymemberandadministratorperceptionsaboutthe

seriousnessofpovertyasahumandevelopmentissuebothgloballyandlocallyaswellasfaculty

memberandadministratorattitudestowardbothimpoverishedindividuals(forexample,“Ibelievepoor

peoplehaveadifferentsetofvaluesthandootherpeople”)andtowardpovertyasabusinesstopic.

Thesurveyalsoaskedquestionsabouttheperceiveddepthofpovertydiscussionswithintheschool’s

currentcurriculum(Rosenbloom&Gudić,2008).Onehundredfifty-fourfacultymembersand

administratorsfrombusinessschoolsin33countriesrespondedtothesurvey.

Facultymembersandadministratorsstronglyconcurredthatpovertywasaserioushuman

developmentissue.Exactlytwothirds(66%)ofthesurveyrespondentssaidglobalpovertywas“avery

seriousproblem”(mean=6.40,asmeasuredona7-pointscale,with1=notaseriousproblematalland

7=averyseriousproblem).However,whenaskedabouttheirperceptionsoftheseriousnessofpoverty

inthecountrywheretheytaught,moredivergentperceptionsemerged.Approximatelyfourpercentof

thesample(n=5)saidpovertywasnotaproblemlocally;athirdofthesamplesaidpovertywas

moderatelyseriouslocally(n=46);while36%saidpovertywasaserioustoveryseriouscountryproblem

(n=51).

Thesurveyalsoaskedaseriesofquestionsrelatedtothelegitimacyofpovertyasabusiness

topicaswellaswhereandhowoftenpoverty-focuseddiscussionsoccurredinthecurrentcurriculum.

Overwhelmingly73%ofrespondents(n=102)saidthatpovertywasalegitimatetopic,while20%(n=26)

saidtheywere“unsure.”Eightpercent(n=11)saidthatpovertywasnotalegitimatebusinesstopic

(Rosenbloom&Gudić,2008).

InDecember2008,the1stPRMEGlobalForumwasheldinNewYorkCity.Findingsfromthis

surveywerepresentedinaplenarysessionoftheGlobalForum.Widespreadinterestamongthe

delegates,coupledwithboththepersonalinterestofthethenPRMESecretaryManuelEscudero,and


Page|16

hisacknowledgementthatpovertyalleviationwastheMDGs’firstgoal,promptedtheformationofthe

PRMEWorkingGroup:Poverty,aChallengetoManagementEducation(Gudić,Rosenbloom,&Parkes,

2014).

Anti-PovertyWGAccomplishmentsSinceitsfounding,theAnti-PovertyWGeffortsto“createopportunitiesformulti-stakeholder

discussions[onpoverty],tofosterdiscussionsthatleadtoconcreteresults,todisseminatereports,to

serveasaglobalrepositoryforinnovativecurricularapproaches,learningmethodsandeducational

materialsthatembedpovertyinmanagementeducation,andtosupportthedevelopmentofa

communityofmanagementeducators,researchersandprofessionalscommittedtointegratingpoverty

intothebusinesscurriculum”(PovertyWorkingGroupVisionStatement,2012)havefoundexpressionin

fourmajoractivities:(1)researchthatseekstounderstandthecurrentstateofpovertydiscussionsin

businessschoolsandprogrammesworldwide;(2)publicationsintheformofauthorshipofreportsand

editedbookcollectionsexploringthenexusofmanagement(broadlydefined)andpoverty;(3)support

forconferencesthatengagefaculty,administratorsandstudentswithpovertyinrelationtoresponsible

managementandsustainabledevelopment;and(4)broadeningthedepthandbreadthoftheWG’s

membership.

1.Research In2010,thefirstPRMEAnti-PovertyWGsurveywaslaunched.Thesurvey,CEEMAN/PRME

SurveyonPovertyasaChallengeforManagementEducationwasconductedbetweenMay-September

2010withthegoalof“graspingthenatureandscopeofinnovationstakingplacetoincludetheissueof

povertyincurrentandfuturecurriculaandpedagogicalapproaches”(Gudić,2015).Three-hundred-and-

seventy-sevenindividualsrespondedtothesurvey.Asinthe2008survey,respondentsaffirmedthat

povertywasasignificanthumandevelopmentchallenge,thatpovertyinthecountryinwhichthey

taughtwasaproblemandthatpovertywasalegitimatebusinesstopic(2010SurveyonGlobalPoverty

asaChallengeforManagementEducation,2010).Ninetypercentofrespondentseitheragreed,


Page|17

stronglyagreed,orverystronglyagreedwiththestatement“Povertyisalegitimatetopicfor

managementeducation.”

Respondentsnotedthatpovertywasoftenatopicdiscussedintheircourses,yetnotat

sufficientscopeanddepth.Whenaskedtospeculateaboutcoursechangesduringthenexttwoyears,

respondentsanticipatedgreatercoverageofpovertyrelatedissuesandtopicsintheircourses.

Respondentswereclearthatdifferentpedagogieswouldbeneededtoaddresspovertytopics.

Respondentsrevealedstrongpreferencesforexperientialactivities,suchasactionlearning,studytrips

withapovertyfocus,andconsultingprojectsfororganisationswithpovertyalleviationprojects,and

muchlesssupportformoretraditionalpedagogicalapproaches(e.g.,cases,articles,reports).Ofnote

wastheconsistencyintheserecommendations,sincerespondentssaidtheyappliedtoalllevelsof

business/managementeducation:undergraduatethroughdoctorallevelstudy.

Inearly2011,theWorkingGroupconductedathree-roundDelphiSurvey(Linstone&Turoff,

1975)withitsmemberstofindprojectsandworkproductsofcommoninterest.Memberinterests

coalescedaroundstudentlearningactivities(developingappliedstudentprojectswithastrongpoverty

alleviationfocus),facultyresearch(casewriting,actionresearchandcross-disciplinaryresearch),and

explorationsoftherelationshipbetweenpovertyandsustainabledevelopment.Workproducts

includedscholarlyarticles,researchsurveys,publications,andplatformsforsharinginformation.The

DelphiSurveyresultswerepresentedatanAnti-PovertyPlanningRetreatinBled,Slovenia,inJuly2011.

Memberdiscussionresultedin(1)thedesignandimplementationofanewglobalsurveyofbusiness

facultyandadministratorstobetterunderstandthechallengestheyfacedandthesolutionsthey

createdastheygrappledwithincludingpovertyincourses,programmesandcurricula;and(2)theneed

forteachingmaterialsthatwouldexplorethemultipledimensionsofpovertywithinvariousbusiness

disciplines.


Page|18

Thenewsurvey,whichwouldbecalled,FightingPovertythroughManagementEducation:

Challenges,Opportunities,Solutions,hadfoursections.SectionOneaskedrespondentstoratehow

extensively14responsiblemanagementtopicswerecoveredintheirschool’sundergraduateand

postgraduatecurricula.SectionTwo,thelongestandmostdetailedpartofthesurvey,asked

respondentstodescribetheirfirstandsecondgreatestchallengeforincludingpovertyintheschool’s

curriculum,coursesormodules.Thesewereallopen-endedquestions.SectionThreeasked

respondentstodescribesuccessestheyhadwithintegratingpovertyintotheirteaching,andSection

Four,whichconcludedthesurvey,askedaseriesofclassification/demographicquestions(e.g.,number

ofenrolledstudents,whetherprogramsoverofferedwereatbachelor’s,master’sand/ordoctoral

levels,whethertheschoolwaspublicorprivate,theproportionofdomesticandinternationalstudents,

whethertheschoolwasaccreditedandifsobywhichaccreditingbody,andwhethertheschoolwasa

PRMEsignatory).ThissurveyreceivedfundingfromEQUAL(TheEuropeanQualityLink),the

InternationalAssociationofQualityAssessmentandaccreditationagenciesinthefieldofEuropean

managementeducation.SurveyresultswerepresentedandpublishedattheRio+20ConferenceinRio

deJaneiro,whichalsocoincidedwith3rdPRMEGlobalForumonManagementEducationfortheFuture

WeWant.Fourhundredthirty-fivefacultymembersoradministrators,from70differentcountries,

completedthesurvey.

Thesurveyconfirmedthataroundtheworld,facultymemberswithinterestsinthetopicwere

pursuingcreativestrategiesforincorporatingpovertydiscussionswithintheirrespectivecourses.

Disciplinesrepresentedinthesuccessstoriesincludedmanagement,marketing,operations,

entrepreneurship,finance,strategy,humanresources,andaccounting.Importantly,thestudyalso

confirmedearlierfindingswithregardtotheperceivedacceptabilityofpovertyinbusinessand

managementschoolsgenerally(i.e.,asdistinctfromtherespondents’ownviewsregardingthe

importanceofthistopic).Astrongandrecurrentthemeinthe2012studywastheperceivedlackof


Page|19

topiclegitimacywithinthiscontext.Inparticular,commonlyheldviewswerethatpovertydidnothave

aplacewithinthebusinessschool,belongingrathertootherdisciplines,suchassociologyorpolicy

studies.Inthiscontext,afocusonpovertyissueswasalsoconceivedofasinconsistentwiththesubject

areaofbusiness,or,atbest,as‘secondary’or‘soft’topics(Gudić,Parkes,&Rosenbloom,2012,p.24).

Asonerespondentnoted,“Howdowejustifyhavingthiscourseinabusinessschool?Itisthejobof

businesstoaddresspoverty?Imaythinkitis,butIneedtohaveagoodargumentforthatandI'mnot

sureIdoatthisexactmoment.”Thus,theissueofperceivedlackoftopiclegitimacyiscloselylinkedto

prevailingbusinessandmanagementschoolattitudes.Asanotherrespondentnoted,oneofthebiggest

challengesfacedinintegratingpovertyintomanagementcurriculawas“conventionalmindsetsaround

whatmanagement/businessasadisciplinedoes/shouldconsistof”(Gudić,Parkes,&Rosenbloom,2012,

p.24)

InsertTable1AboutHere Perhapsunsurprisingly,inlightoftheabove,thesurveyfoundasignificantgapbetween

individualfacultymember’swillingnesstoincludingpovertyintheirrespectivecoursesandtheschool’s

overallcommitmenttoafullerintegrationofthetopicintothecurriculumorprogramme.Table1

highlightsthisgap.Whenrespondentswereaskedtoevaluatetheperceivedopportunitiesfor

undergraduatesandpost-graduatestudentstostudy14responsiblemanagementtopics,the

opportunitytostudypovertyandinequalitywasrankednexttolastinbothundergraduateandpost-

graduateprograms.AsasurveyrespondentfromRussiasaid,“Thefirststepispersonal-whetherI

believethissubjectisworthbeingtaught.Thesecondisintellectual-howdoesitfittoabroader

philosophyofbusinesseducation.Thethirdisproperlyinstitutional-whatmeasureshouldwetakeon

thelevelofprograms,courses'syllabiandcases”(Gudić,Parkes,&Rosenbloom,2012,p.6).


Page|20

Surveyrespondentswereequallyclearabouttheinstitutionalbarriersthataccountforthisgap.

Theyidentifiedthefollowing:(1)A“silomentality”amongstfacultythatstymiesinterdisciplinary

teachingopportunitieswhichisneededtodojusticetothemultiplefactorsthatbusinessesmust

considerastheyconsiderpro-poorbusinessstrategies.(2)Facultyperceptionsthatquantitative

disciplines(economics,financeandaccount)holdprivilegedpositionsinthecurriculumandthat

businessdegreeprogrammesshouldstressknowledgedevelopmentinthesedisciplines.(3)An

acknowledgementthatexistingcurriculaandcoursesarealreadystrainingtoinclude

“required”/”essential”knowledgeandthat“newtopics,”suchaspoverty,wouldfurtherreducethe

foundationalknowledgegraduatesneedtocompetesuccessfullyinthejobmarket.Asonerespondent

noted,“Ithinkthebiggestchallengeissimplyamatterof’space’inthecurriculum.Manyfaculty[sic]

alreadyfeelwearetryingtodotoomuch(andnotaswellaswemightliketo).Thisiscertainlyan

importanttopic,butIthinkitneedstobepartofamorebroadlybased‘designofcurricula‘discussion-

i.e.,whichtopicswillbefocuseduponwhere”(Gudić,Parkes,&Rosenbloom,2012,p.17).(4)Thefailure

ofaccreditingbodiestoincludepovertyasoneoftheirexpectationsforaccreditation.Paralleltothe

saying,“Whatgetsmeasuredgetsdone”(Peters&Waterman,1982),whatisoutlinedinthe

accreditationstandardsgetstaught.However,movingforward,Cooperetal.(2014)havearguedthat

thevaluesembodiedbyPRME,asitdevelops,arelikelytobecomemoreembeddedinthestandards

endorsedbythemajoraccreditationagencies,notleastofallbecauseofthesebodies’establishedlinks

toPRME.BothAACSBandEFMD(EQUIS)wereco-convenersintheestablishmentofPRMEin2007,

whileCEEMANandAMBAbecamesupportersofPRMEin2009(Gudić,Parkes,&Rosenbloom,2012.)

Thereisalsoanissueaboutthelanguageusedinrelationtopovertyandcommon

understandingsofhowpovertyisdefinedandhoweffortstoalleviatepovertyaredescribed.While

thereisgeneralworld-wideagreementonpovertyreductionasanoverridinggoal(asarticulatedinboth

theMDGsandtheSDGs),therearevaryingapproachestodefiningpoverty.Theseincludeapproaches


Page|21

usingmonetaryterms,bycapability,asamechanismofsocialexclusionand/orparticipation(Laderchiet

al.,2003).Inaddition,therearedistinctionsbetweenabsolutepoverty(definedintermsofminimal

livingstandards)andrelative(incomedistributionbased)povertyrelatedto“comparisonothers”

(O’Boyle,1999).Similarly,thelanguagearoundeffortstoalleviatepovertyhaschangedand‘propoor’

inclusivestrategies,definedasthose“thatenablesthepoortoactivelyparticipateinandsignificantly

benefitfromeconomicactivity”isasignificantshiftfromearlier‘trickledown’policiesthatfailedto

benefitthepoor(Kakwani&Pernia,2000).

WhilstBoPapproaches(discussedearlierinthispaper)ignitedaninterestindeveloping

businessapproachestopoverty,thecriticismsoftheexploitativenatureoftheconcepthaveseenashift

towardsframeworksthatfavourmoreinclusivebusinessmodelsfocusingmoredirectlyonpoverty

reduction.However,thequestionremainsastowhetheralwayslookingtoprovethe‘businesscase’

allowsforrealchange.Inarecentpaper,DyllickandMuff(2016)arguethattrulysustainableand

inclusivebusinessneedstoshiftsitsperspectivefromseekingtominimiseitsnegativeimpactsto

understandinghowitcancreateasignificantpositiveimpactincriticalandrelevantareasforsociety

andtheplanet.Inareviewofestablishedbusinessapproaches,theynotethatusingthebusinesscase

andalwaysstartingwiththebusinessperspectiveresultsina‘disconnect’betweentheactionsand

impactwithmanyoperatinga‘businessasusual’or‘refinedshareholdervalue’approach,ratherthan

activitiesthatreallydeliverimpact.

2.Publications

TheAnti-PovertyWG’smotivationtoauthorreportsandeditedvolumesofacademicresearch

onbusiness/managementeducationandpovertyisthreefold.First,publicationsconcretelyrealizethe

Anti-PovertyWG’saspiration“toserveasaglobalrepositoryforinnovativecurricularapproaches,

learningmethodsandeducationalmaterialsthatembedpovertyinmanagementeducation.”Second,

WGresearch,bothexternaltothegroup(theGlobalPovertyasaChallengeforManagementEducation


Page|22

Survey)andinternaltothegroup(the2011DelphiSurvey),foundthatfacultymembersworldwide

stronglydesiredteachingmaterialsonpoverty’srelationshiptobusiness/managementtopics.Third,

scholarshipthatundergoesthescrutinyofarigorous,blind,peer,oreditorialreviewprocessaspartof

thepublicationprocesshasthehigheststandinginacademia.Thisishowknowledgeiscertifiedto

becomepartofthepublicrepositoryofideasinanyfieldofstudy(Kingsley,2007).TheAnti-PovertyWG

thusdevelopedtwobooks,whichwouldexplainwhypovertywasanimportantbusinesstopic(Gudić,

Rosenbloom,&Parkes,2014)andshowhowthetopicofpovertycouldbetaughtinandoutsidethe

classroom(Gudić,Rosenbloom,&Parkes,2016).

Book1(SociallyResponsiveOrganisationsandtheChallengeofPoverty,2014)respondedto

earliersurveyfindingsthatthetopicofpovertystillrequiresacompellingbusinesscaseformanagement

facultyandseniormanagement/administrators.Tothisend,thebooksetaboutprovidingrationalesfor

whyaddressingtheissueofpovertyisimperativeinmanagementeducationandmanagement.Further,

italsoprovidedacollectionofactionresearchandcasestudiestoillustratewaysinwhichbusinesses

(includingmanySMEs)andcivilsocietyorganisationsinlocalandglobalcommunitieswerefinding

practicalsolutionstoalleviatingpoverty.Morespecifically,thebookincludedtheapplicationoffuzzy

setmathematicstoWorldBankpovertydata(Lechman,2014),thelinkbetweencorruptionand

constrainedhumandevelopmentinAfrica(Malgwi,2014),theeffectsofpovertyonsectoralgrowth

(Borgonovi,Boscolo,&Calo,2014;O’Keefe&O’Keefe,2014),povertyandhumanrightsasanalysed

througha“protect,respectandremedy”framework(Lynch-Wood,2014),andredefinitionsofinclusive

markets(Chevrollieretal.,2014;Boechatetal.,2014).

Aspovertyisaregionalphenomenonandthushasdifferentcontoursanddimensionsin

differentcountries,thebook’spovertyalleviationcaseexamplescoverarangeofcountry-specific

contextsandthusshedlightonthesedifferingexperiences:Argentina(Koch,2014),Poland(Wasowska,

2014),Palestine(Al-Arda,2014),Laos(Prejer,Levall,&Mark-Herbet,2014),theUnitedKingdom


Page|23

(Lowman,2014),andAustralia(Ayson,2014).Innovations,suchasusingstrategicdesigntoimprove

communitywell-beinginaRiodeJaneiroslum(delGaudio,JeffersondeOlieira,&Franzato,2014)and

crowdsourcingasameansofco-creatingvaluewiththepoor(Berardi,Tonelli&Serio,2012),werealso

included.Blasco(2015)reviewedthebooknotingthatthebook’stitle,withitsfocuson‘organisations,’

wasunderdevelopedinthebook’sintroductionandthatnotallchaptersaddressedtheteaching

implicationsoftheresearchandideaspresented.

Book2(ResponsibleManagementEducationandtheChallengeofPoverty:ATeaching

Perspective)directlytookupBlasco’s(2015)chargetohavemoreconsistent,sustained‘reflectionson

howmanagementeducatorscanincludetheissuesraisedintheirteaching’(p.303).Responsible

ManagementEducationandtheChallengeofPoverty:ATeachingPerspective(Gudić,Rosenbloom,&

Parkes,2016),forexample,presentedideasabouthowtointegratepovertyintoanorganisational

behaviorcourse(Rivera,2016),intomarketingcourses(Motta&Brashear,2016;Subramahniyan&

Gomez,2016),andintoaneconomicscoursethatalsohadstudentsreadingfiction(Mason,2016).

London(2016b)presentedadetaileddescriptionofhisMBAcourseontheBoP,whileNitkinandShapiro

(2016)describedthedesignofanintensive,two-week,interdisciplinary,immersionprogrammethat

requiredstudentstodevelopsustainablesolutionstoempoweringwomenwholive“ontheedgeof

poverty.”Thebookincludedfourexamplesofcommunity-basedandexperientiallearning(Fiorroto,

2016;Portales&delaTorre,2016;Schlange,2016;Vikhanski,Kiseleva,&Churkina,2016),whilealso

demonstratinghowstudentscangaindifferentinsightsintopovertywhenthelearninglensesof

pragmatism,criticalpraxis,andembodiment(Simola,2016),orexplication(Lowman,2016),orsystems

thinking(Santiago&Roxas,2016)areapplied.Horne(2016)discussedfinancialexclusionandthedigital

divide,andChymis,DiBitetto,D’Anselmi,andSkouloudis(2016)describedresponsiblepublic

managementindealingwiththeissueofpoverty.


Page|24

Inanefforttoworkmorecollaborativelywithotherworkinggroups,theAnti-PovertyWGis

involvedintwojointbookprojectswiththePRMEAnti-corruptionandthePRMEGenderEquality

workinggroups.ThetwopublicationsunderthisjointsponsorshipexploretheintegrationoftheUnited

NationsGlobalCompactprinciples,values,andspiritintobusinesspracticesandmanagement

education.BeyondtheBottomLine:IntegratingtheUNGlobalCompactintoBusinessandManagement

Practice(Gudić,M.,Tan,T.K.,&Flynn,P.,inpress)offersbestpracticesandinnovativesolutionsthatcan

assistorganisationsinsuccessfullyimplementingtheUNGlobalCompact’sTenPrinciplesandPRME’sSix

Principles.Thebook’sthemeisthatorganisationalviabilityandsuccessisachievablebutnotatthe

expenseofthelargercommunityandfuturegenerations.RedefiningSuccess:IntegratingUNGlobal

CompactintoManagementEducation(Flynn,P.,Tan,T.K.,&Gudić,M.,inpress)assistsacademicsin

bringingglobalsustainabilityissuesintotheirclassroomsandscholarship.Bothbooksreferencethe

post-2015developmentagendaandtherelated17SustainableDevelopmentGoals(SDGs),includingthe

SDG#1onpoverty.

Lastly,theAnti-PovertyWG’s,CollectionofBestPracticesandInspirationalSolutions

(http://www.ceeman.org/docs/default-source/hc-presentations/poverty-wg-collection-of-best-

practices-june2012.pdf?sfvrsn=0),isanonlinedocumentthatprovidesshortteachingexamplesofhow

tointegratepovertyissuesintobusiness/managementcourses.Thedocumentisstructuredaround13

typesofinnovativeexperiences:cases,journalarticles,books,pictures,videos,guestlectureseries,etc.

Throughalloftheabove-mentionedpublications,theWGthusseekstoadvanceanappreciationofthe

criticalneedtointegratepovertyinmanagementeducationcurriculawellastomakeapractical

contributionastohowthismaybeachievedviaspecificlearningmethodologiesandapproaches.

3.ConferencesandOutreach

Asafurtherstepindevelopingalearningcommunityoffaculty,administrators,andstudents

withsharedinterestsinunderstandingpovertyfromabusinessperspective,theAnti-PovertyWorking


Page|25

Grouphasconvenedandco-sponsoredseveralthematicconferences.Notonlyweretheseconferences

anothertangibleexpressionoftheAnti-PovertyWG’saspirationtosupportplatformsforknowledge

exchangeandlearning,buttheyalsoweredesiredactivitiesidentifiedinthethreeglobalpoverty

surveysnotedaboveandthe2011WGDelphiSurveyresults.Whetheritwasinaseriesofworkshops

thatranalongsidethe2013PRMESummiton“NewWaysforDevelopingLeadersfortheFutureWe

Want”heldinBled,Slovenia,orinitsco-organisingcapacityoftheinternationalexperientiallearning

conferenceonLeveragingInnovativeandCross-countryLearningforPovertyReduction:Climbingthe

EconomicLadder–ExamplesfromandforNicaragua(PRMEAnti-PovertyWorkingGroup,2014),orits

participationinthefirst,second,thirdandfourthResponsibleManagementEducationResearch

conferences,theAnti-PovertyWGhasconsistentlydevelopedsessionsontheinnovations,newideas

andperspectivesonteachingaboutpoverty;hassponsoredpoverty-focusedresearchtracks;andhas

providedforumsformulti-dimensionaldialoguesontheissuesofpovertyandmanagementeducation.

Anti-PovertyWGmembersalsocontributedvideostoriesdescribingtheirprofessionalandinstitutional

experiencesintheformatofthe2013PRMESummit’sframeworkof“4I’sofPRME:Inspiration,

Innovation,ImplementationandImpact.”

TheNicaraguaconference,withitsthemeofinnovationandcross-countrylearning,brought

togethertheWG’scommitmentto(1)developalearningcommunityaroundpoverty,(2)provide

delegateswithaconferenceexperiencethatwentbeyondacademicpresentations,and(3)modelhow

povertyintersectswiththeworkofotherPRMEworkinggroups.HeldattheINCAEBusinessSchool,

Managua,Nicaragua,theconferenceemphasizedinteractive,experientiallearningactivitiesforall

delegates.Delegatesvisitedamilkprocessingcompany,Centrolac,andCoopamilkcooperativeinalow

income,ruralareaofNicaraguaandparticipatedinknowledgeintegrationssessionsthroughoutthe

conference.Theintentwastocreatearich,experientiallearningenvironmentforfacultymembers

similartostudentexperientiallearningexperiences.Additionally,theconferencehadasessioninwhich


Page|26

theAnti-CorruptionToolkit(http://actoolkit.unprme.org/modules/introduction/),producedbythe

PRMEAnti-CorruptionWorkingGroup,wasdiscussedinthecontextofthemutuallyinterrelated

corruptionandpoverty-relatedissues.

WhilenotexplicitlymentionedintheWGvisionandaspirations,theWGisalsodeeply

committedtofosteringcriticalengagementwithpovertyonthepartofyoungpeople,believingthat

suchengagementiscrucialtothefuturesuccessofanydiscussions,activities,knowledgecreationand

disseminationinthecontextofpovertyreduction.Aspartofthiscommitment,theWGco-sponsored

theChallenge:Futureinitiative(www.challengefuture.org),withtheaimofestablishingnew

transnationalpartnershipsforprovidingrealskillsandleadershipopportunitiestoglobalyouth,while

strengtheningtheiremployabilityprospects.InBled,the2013Challenge:Futurecompetitionfinalists,

whoworkedonthechallengeoffightingpovertybyreducingyouthunemployment,andAnti-Poverty

WGmembersparticipatedinajointworkshopwherethetwogroupsexchangedideas.

TheAnti-PovertyWG’soutreachactivitiesandeventsaredesignedtomeettwoofitskey

aspirationaltargets,namelytocreateopportunitiesformulti-stakeholderdiscussionsonpovertyandto

supportthedevelopmentofacommunityofmanagementeducators,researchersandprofessionals

committedtointegratingpovertyintothebusiness/managementcurricula(PovertyWorkingGroup

VisionStatement,2012).Tothatend,theAnti-PovertyWGhasbeeninvolvedinanumberofevents,

bothwithinandoutsideofthePRMEcommunity.Ithas,forexample,contributedtoaspecialanti-

povertycollaboratory,whichwaspartoftheRio+20CorporateSustainabilityForum’ssessionon

FoundationsforSustainableLeadership:ResponsibleManagementandLeadershipEducation(2012);it

participatedintheAcademyofManagement’sannualmeeting(Boston,2012)withanAllAcademy

Themedsession,“TheInformalEconomy,PovertyandResponsibleManagementEducation;”andit

developedtwotracksattheEURAM2015annualconference(Warsaw,Poland)on“Uncertaintyasan

Opportunity.”Onetrackwasonpoverty,whiletheothercoveredleadershipchallengesand


Page|27

opportunitiesinthecontextofuncertainty.Weybrecht(2012)publishedatwo-partinterviewwithone

oftheAnti-PovertyWG’sco-founders.

TheWG’soutreachtoyoungadults,asemergingbusiness,communityandgloballeaders,is

evidencedbyitsthree-year,co-sponsorshipoftheStudentEssayWritingCompetitionprojectatthe

D.A.TsenovAcademyofEconomics(Svishtov,Bulgaria),launchedandorganisedbyWGmember

AnastasiyaMarcheva.Universitystudentsfromaroundtheworldwereaskedtowriteessaysonthe

relationshipbetweensocialinclusionandpoverty,themeaningofresponsibleleadership,andinclusive

businessesasatoolforpovertyreduction.Overthosethreeyears,theessaycontesthasinvolvedover

250students,from24businessschoolsanduniversitiesin14countries.

Assessmenttodate

Whatlaterbecameknownasthe“4HiddenI’sofPRME”:Inspiration,Innovation,

ImplementationandImpactprovideasimpleframeworkthroughwhichtoevaluatetheAnti-Poverty

WG’sactivitiestodate.Astheprecedingsectionsindicate,theAnti-PovertyWGhasbeeneffectivein

creatinginspirationandpromotinginnovationrelatedtopovertyasanoverlookedyetimportantissue

inbusiness/managementeducation.TheAnti-PovertyWGhasconductedthefirst-of-its-kindresearch

tomeasuretheextentofpovertyinclusioninbusiness/managementeducationworldwide.TheWGhas

publishedcaseexamplesfromscholars,whoareattheleadingedgeofpovertyeducationin

business/managementschoolsandprogrammes,toshowcaseteachingandextracurricularinnovations.

TheWGhasbroughttheissueofpovertyintothedomainofgeneralmanagementthroughits

participationintheAcademyofManagementannualconference,andithastappedthecreativityof

youth,whowillbethenextgenerationofbusinessandcommunityleadersdealingwiththechallengeof

povertyreduction.TheAnti-PovertyWGhasalsomodeledcross-collaborationwithotherPRMEworking

groupsandchapters.TheseachievementsareallinlinewiththeAnti-PovertyWG’svisionand

aspirationalobjectivestobeadvocatesforpovertyasalegitimatetopicfordiscussionandresearchin


Page|28

schoolsofbusinessandmanagement;tobecatalystsforinnovative,profitableandresponsible

approachestopovertyreduction;andtoengagemultiplestakeholderswhocandriveinnovative

curriculumdevelopment(PovertyWorkingGroupVisionStatement,2012).Thecontinuousinternal

dialogueamongWGmembersandtheirindividualcontributionsandcommitmentshavebeen

instrumentaltotheseachievements.Atthetimeofthispublication,theAnti-PovertyWGhad172

membersfrom137institutionsin53countriesaroundtheglobe.

YetchallengesaswellasopportunitiesstillremainfortheWG,particularlyintheareasof

implementationandimpact.AlthoughtheAnti-PovertyWGhasworkedcollaborativelywithsome

PRMEworkinggroups,moreneedstobedone.PovertyimpingesonthePRMEworkinggroupsrelated

topeace,sustainability,innovation,climatechangeandenvironment,aswellashumanrights.TheAnti-

PovertyWGhasyettoestablishastrongworkingrelationshipwiththesePRMEworkinggroups.

Similarly,becausepovertyexistsineverycountry,forgingstronger,moreformalrelationshipswith

PRMERegionalChaptersbecomesimperative.

PRMEPrinciple3relatedtomethods.Surprisingly,theWG’sCollectionofBestPracticesand

InspirationalSolution,hasfailedtobecomeadynamicresource.Designedtobeanopen,collaborative,

organicdocumentinwhichfacultymemberswouldbothreadaboutandcontributetheirown

innovationsinteachingaboutpoverty,theCollectionhasremainedalmoststaticsinceitspublicationin

2012.Fewnewideashavebeenaddedsincepublication.TheCollectionisanobleyetunfulfilledeffort.

PRMEPrinciple4relatestoresearch.WhiletheAnti-PovertyWGhasundertakenimportantfirst-of-its-

kindresearch,here,too,moreneedstobedone.Topicsworthyofmoreresearchinclude:povertyand

thepersistentlygrowinginequalitiesaseconomic,socialandhumanphenomena;approachesand

effortstointegratethisglobalchallengeintomanagementeducation,andtheSDGperspectivethat

positstheinterconnectednessofthecomplex,multidimensionalissueofpovertywiththeother16

SDGs. WhatliesaheadfortheAnti-PovertyWGwillbediscussedinthepaper’slastsection.However,


Page|29

beforeproceedingtothatdiscussion,thepaperturnsnexttothedualchallengesofmakingthe

transitionsfromtheMDGstotheSDGsandfromfocusingon“poverty”tothebroaderissueof“income

inequality.”

TheNextTransitions:FromPovertytoInequality,fromMDGstoSDGs Inthepost-2015eraoftheSustainableDevelopmentGoals(SDGs),emphasishasbeguntoshift

fromanemphasisonextremepoverty,aspreviouslyencapsulatedbyMDG1(“toeradicateextreme

povertyandhunger”,toawiderlensunderstandingofpovertyinitsbroadermanifestations(SDG1:

“Endpovertyinallitsformseverywhere”).Thishasbeenanimportantadvancementbecause,furtherto

recognisingthatpovertyisaphenomenonnotlimitedtotheglobalSouth,itpresentsan

acknowledgementthatpovertywearsmanydifferentmantles,overandaboveitsextremeforms,andis

experiencedinmanydifferentwaysindifferentplaces.AsGudić,RosenbloomandParkes(2015)

observe,“Povertyisrelativetotheplaceandtimeonelivesin”(p.2).Thusakeydevelopmentinthe

povertyagendarecently(andmovingforwardwiththeSDGs)hasbeenthegrowingappreciationofthe

criticalroleplayedbyinequality.

Asdiscussedearlierinthispaper,theappreciationoftherelativedimensionofpovertyhasalso

foundexpressionintheconceptof‘relativepoverty’,intermsofwhichpovertyisdefinedinrelationto

theeconomicstatusofothermembersofsociety(UNESCO,2016).Indeed,asnotedbyUNESCO(2016),

theconceptofrelativepovertywasdevelopedtoaddressperceivedshortcomingsassociatedwiththe

constructofabsolutepoverty;inparticular,thecriticismsthatthelatterdoesnotaccountforbroader

issuesconcerningthequalityoflife(suchassocialorculturalneeds)andisnotconcernedwiththe

overalllevelofinequalityinsociety.Inthiscontext,vanTulder(2007)hasobservedthattheconceptof

relativepovertyismorecontroversialthanthatofabsolutepoverty,asitisassociatedwithinequalityin

society.


Page|30

Yet,greaterrecognitionofthecorrosiveeffectofinequalityisofcrucialimportanceinany

debatesonpoverty.Inequalityisoneofthegreatestchallengesfacingtheworldtoday,asithasbeen

showntobelinkedtoawiderangeofhumanproblems,suchasillhealth,criminality,war,lackof

educationandsafety(vanTulder,2007),violence,higherteenagebirthrates,lowerlevelsoftrust,

weakercommunitylivesandmorepeopleinprison(Wilkinson,2010).Indeed,JimYongKim,the

PresidentoftheWorldBank,hasrecentlyidentifiedinequalityasa‘’powerfulthreat”toprogress

aroundtheworld,whichis“constrainingnationaleconomiesanddestabilisingglobalcollaborationin

waysthatputhumanity’smostcriticalachievementsandaspirationsatrisk.Thisincludesthegoalof

endingextremepovertyby2030”(WorldBankGroup,2016,p.ix).

Compellingresearchevidenceforthelinkbetweenincomeinequalityandavarietyofsocietal

illshasbeenprovidedbyWilkinsonandPickett(2010),whoinvestigatedtheeffectsofinequalityona

widerangeofhealthandsocialproblems.Theauthorsfoundthat,thehigherthelevelsofinequalityina

givencountry,theworsethesecountriesfaredforarangeofdifferentproblems,suchasmentalhealth,

physicalhealth,drugabuse,violence,imprisonment,educationalperformance,socialmobility,trustand

communitylife,teenagepregnancies,obesityandchildwell-being.Whatmadetheauthors’findingsso

remarkable,wasthatitwasnotpovertypersethatincreasedtheincidenceoftheabove problems,but

disparitiesinincomewithinsocieties,withthemoreunequalcountriesexperiencingasignificantly

higherleveloftheaboveconditions.

Theseresearchfindingsunderscorethenecessityofincorporatingthetopicofinequalityinany

poverty-baseddiscussions.Furthermore,whilebothpovertyandinequalityareimportantforthewell-

beingofpopulations,itshouldbeborneinmindthatabsolutepovertybecomeslessrelevantinrich,

developedcountries,whereitnolongerimpactsonmorethanjustasmallpercentageofthepopulation

(Wilkinson&Pickett,2010).Bycontrast,relativepovertyandrelativesocialstatusaffectthevast

majorityofpeople.Thus,“theproblemsinrichcountriesarenotcausedbythesocietynotbeingrich


Page|31

enough(orevenbybeingtoorich)butbythescaleofmaterialdifferencesbetweenpeoplewithineach

societybeingtoobig.Whatmattersis“wherewestandinrelationtoothersinourownsociety”

(Wilkinson&Pickett,2010p.25).

Inordertohelpfacilitatecompanies’effortsinthisregard,theGlobalCompacthasdevelopeda

‘GuideforBusinessActionontheSDGs’,alsoknownastheSDGCompass,whichshowscompanieshow

theycanaligntheirstrategiesinlinewiththeSDGs,whilealsohelpingthemtomeasureandmanage

theircontributiontothegoals(UNGlobalCompactSDGCompass,2015).

Equally,businessschools,aseducatorsofcurrentandfuturemanagersandbusinessleaders,

haveacruciallyimportantroletoplayinthesuccessofachievingtheseobjectives.TheUNPRME

Secretariat(2015)holdsthathighereducationinstitutions(HEIs)areof“critical”importanceinthe

advancementoftheSDGs,astheyhavetheabilitytoequipstudents,tomorrow’sbusinessleaders,with

responsibleandsustainablebusinessskills.Businessschoolscancontributetoanadvancementofthe

SDGsinanumberofways:byaligningtheircurriculaandresearchtotheSDGagenda;engaginginmore

appliedresearchthatcanenhancebusinesses’abilitiestobemoresustainable;inspiringstudentsto

committo,andactinaccordancewith,theSDGs;actingasadvisors,suppliersofknowledgeand

mediatorsamongbusinesses,civilsocietyandgovernmentinsupportoftheSDGs(ibid.)

Lawrence(2016),ProfessoratHultInternationalBusinessSchool,advancesaconvincing

argumentwhytheSDGsshouldbeintegratedintobusinesscurricula:

Aswemovethroughthe21stcentury,thegrowinggapbetweenrichandpoorhasbeen identifiedasoneofthegreatestthreatstoworldsecurityandprosperity.Ifcompaniesaregoing tocontinuetothrive,theyaregoingtoneedskilledemployeesandeducatedconsumers.The pursuitoftheSDGsisnotjustmorallyrightbuteconomicallyessential.TheSDGsareabout bringingthemajorityoftheworld—the‘other’6billionpeople–intotheeconomy.Addressing theSDGsandbusinessgrowthandeconomicstabilityareintegrated.TheseviewpointsaresharedbyWeybrecht(2015),whostressesthattheSDGsshouldnotberegarded

asseparatefrombusiness.TheauthornotesthatallseventeenSDGsimpacton,andareimpactedby,all

aspectsofbusiness-businessastaughtandresearchedbybusinessschoolsallovertheglobe.Thus,itis


Page|32

imperativethatstudentsunderstandtheSDGs,appreciatetheirrelevancetobusinessandtherisksand

opportunitiestheyrepresent.

EmbeddingtheSDGsintothecorecurriculaofbusinessschoolswillbeoneofthewaysinwhich

thiscantakeplace.Likewise,researchcanplayanimportantroleinadvancingthegoals(UNPRME

2015),while,conversely,thegoalsthemselveshavethepowertoredirectresearchinawaythatwill

makeitmorerelevanttobusinessandsocietyandbusinessschoolresearchcapabilitiesarean

“underutilisedresource”byboththebusinessandtheglobalcommunityinmovingtheagendaforward

(Weybrecht,2015).

Furthermore,asKingo(2016),theExecutiveDirectoroftheUNGlobalCompact,observed,

“ChangewillnotcomeasaresultofmeetingsheldatUNHeadquartersalone,butasaresultof

deliberateandtangibleactionontheground.”Yet,businesses,asoneofthegroupofactorsonthe

ground,willnotbeabletocontributemuchtochangeiftheyarenotinformedabouttheSDGsandthis

iswherebusinessschoolshaveakeyrole.Thisiswherebusinessschoolscomein.“Businessand

managementschoolsalreadyplayakeyroleinshapingtheskillsoffuturebusinessleaders,butmuch

morecanbedonetoensuretheseleadershavetheskillsneededtobalanceeconomicandsustainability

goals”(Haertle,2016).

WhatliesaheadfortheAnti-PovertyWG

GuidancefortheAnti-PovertyWG’sfutureactivitiescomesfromthreesources:(1)Anewlycompleted

DelphiSurvey(2016),(2)acommitmentto‘zero’povertybyunderstandingpoverty’srootcauses

(paralleltoSDG#1)(GlobalForumAnti-PovertyWGRoundtable,2015);and(3)anongoingcommitment

toaction/impact-orientedcommunicationandcollaboration(GlobalForumAnti-PovertyWG

Roundtable,2015).Table2presentstheresultsofanewDelphiSurveyofworkinggroupmembers

completedinearly2016.

InsertTable2aboutHere


Page|33

Table2identifies16projectsthathavethemostcommoninterestamongstAnti-PovertyWGmembers.

Asnoted,membersgavethehighestprioritytodevelopinganonlinetoolkit.Asevidencedbytheriseof

MassivelyOpenOnlineCourses(MOOCs)andtheglobalshifttohybrid/blendedlearningaroundthe

world,anonlinetoolkithasthepotentialnotonlytoacceleratetheimplementationofideas

surroundingpovertyandincomeinequalityintobusinessandmanagementcourses,butalsotoenable

theevaluationoftheirimpact.Table2alsoidentifiesfacultydevelopmentasthesecondmostimportant

initiativefortheWG.Thereisanatural,mutuallyreinforcingrelationshipbetweentheonlinetoolkit

andfacultydevelopment:Asanonlineplatform,thetoolkitbecomesthebackboneforallotherlisted

projectsinTable2,whilealsoservingastheentrypointintoanaccessible,easy-to-updatelearning

resourceonpovertyandincomeinequality.Further,itcanbenotedthatmostofthemember-identified

activitiesafterthetoolkitandfacultydevelopmenttopicsarespecificallyaimedatimplementationand

impactintheirrespectiveareas(entrepreneurshipdevelopment,executiveeducation,specialsummer

schoolsandmodulesforyouth,targetedprogramsforpoorregionsandemergingeconomies,

collaborationamongbusinessschoolsfromdifferentpartsoftheworld,jointfocusedresearch,

publication,etc.).

InlinewiththeAnti-PovertyWG’salreadyestablishedcommitmenttoresearch,WGmembers

alsosupportedupdatingtheglobalsurveyonFightingPovertythroughManagementEducation:

Challenges,Solutions,Opportunities(Gudić,Parkes,&Rosenbloom,2012).Itwillbeofinteresttosee

whethertherehasbeenashiftintheopportunitytostudythetopicofpoverty,relativetoother

responsiblemanagementtopics,sincethefirstsurveywasconducted(seeTable1)andwhether

poverty/inequalityisnowanymoreembeddedinbusinessandmanagementdegreecoursesthroughout

theworld.Thisnewstudywillprovideameasureofbothimpactandimplementationof


Page|34

poverty/inequalityissuesinbusiness/managementeducation.ThesurveywillbeconductedinSpring

2017,withpreliminaryresultspresented,itishoped,atthe2017PRMEGlobalForum(NewYork).

Lastly,theWorkingGroupswillneedtoestablishand/orfurtherexpandclosercommunication

andcollaborationwithotherstakeholdersandpossiblepartnersinthenextcoupleofyears.Whilstthe

workoftheAnti-PovertyWGfocusesonSDG1,itisessentialtoseetheSDGsasinterconnectedentities,

withclearlinksbetweenits17differentgoals.Forexample,itisimpossibletothinkaboutadvancesin

genderequalitywithoutthinkingaboutitscausalrelationshipwithpoverty.Similarly,progresson

climatechangewillbelimitedifpovertyforcesindividualstoactinwaysthatcontinuetodegradethe

environment.TheAnti-PovertyWGwillneedtoworkwithpartnersthattackletheseissuestoo.

OneofthemostimportantpartnersistheUNGlobalCompact.ManyGlobalCompact

businessesarenotonlyactivelyinvolvedinbuildinginclusivebusinessmodelsbutarealsoinvolvedin

responsiblymarketingproductsandservicesdesignedforlowincomeindividualsandcommunities.Yet

theAnti-PovertyWGhasyettoestablishaworkingrelationwithGlobalCompactcompanies.Whilst

thereareproposalsfortheintegrationofthe10UNGlobalCompactPrincipleswiththesixPRME

principles,theAnti-PovertyWGcantaketheleadindevelopingthisrelationship.Thiscloserrelationship

betweenPRMEandtheUNGlobalCompactwouldthenrealizethesynergisticpotentialbetweentheUN

GlobalCompactasa“platformofplatforms”andPRMEasa“networksofnetworks”.

Asthisarticleisbeingwritten,theworldisincreasinglybesetbychallengestothefundamental

dignityandrespectforthediversityofhumankind.Thecorevaluesoftolerance,integrityandfair-

mindednessarealsobeingchallenged.TheSDGsrepresentthepursuitofuniversalvaluesand

principlesoftheUnitedNations,namelynon-discrimination,equality,freedom,anddiversity.Asa

PRMEworkinggroup,thesevaluesandprinciplesareattheheartoftheAnti-PovertyWG'swork.Whilst

itisrecognizedthattheseglobalgoalsarecomplexandchallenging,itisparticularlyimportantduring

timesofuncertaintyandchangetoupholdandpromotethesefundamentalprinciplesandvaluesin


Page|35

everysocietyaswellasintheeducationalandresearchworkandactivitiesofworkinggroupsandof

PRME.

Asinthepast,theAnti-PovertyWGwillexpressthesevaluesasitseekstoinfluencevarious

elementsoftheeducationalmanagementsystemthatincludeeducationalprogrammes,processes,

actorsinvolved,andinstitutionalandorganisationalarrangements.Withitsemphasison

implementationandimpact,theWG’sfutureactionsfocuswillalsobemultidimensionaltoencompass:

individuals,individualschools,groupsofschools,aswellasinternationalorganisations,andinparticular

thePRMEcommunityasawhole.TheAnti-PovertyWGiscommittedtoupholdingthesevalues,to

workingwithconstituenciesthatcanreduceglobalinequality,andtoparticipatinginthecreationofa

worldwithoutpoverty.

REFERENCES

Al-Arda,L.(2014).Povertyinacontestedterrain:ThecaseofPalestine.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.145-152).Sheffield:GreenleafPublishing.

AmericanheritagedictionaryoftheEnglishlanguage.(2015)5thedition.Boston,MA:HoughtonMifflin

Anderson,J.,&Markides,C.(2007).StrategicInnovationatthebaseofthepyramid.MITSloanManagementReview,49(1),83-88.

Annan,K,(2015)Africaprogressreport,power,people,planet.Availablefromhttp://www.africaprogresspanel.org/publications/policy-papers/2015-africa-progress-report/[Accessed27November2016].

Arora,S.,&Romijn,H.(2012).Theemptyrhetoricofpovertyreductionatthebaseofthepyramid.Organization,19(4),481-505.

AsianDevelopmentBank.(2008).Millenniumdevelopmentgoals(MDGs).

Ayson,S.(2014).Aco-operativeapproachtocaringforthosewhocan’taffordtocareforthemselves:Oz-Harvest.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.188-196).Sheffield:GreenleafPublishing.

BanKi-Moon.(2015)UNPrivateSectorForum19September2015.Availablefrom:http://www.un.org/apps/news/story.asp?NewsID=54959#.WBJqpTKZOuU[Accessed27September2015].


Page|36

Barkemeyer,R.,Holt,D.,Preuss,L.,&Tsang,S.(2014).Whathappenedtothedevelopmentin‘sustainabledevelopment’?SustainableDevelopment,22(1),15-32.

Berardi,M.,Tonelli,M.,&Serio,L.(2014).Crowdsourcingindevelopingcountries:Apossiblemodeltoco-createwiththepoor.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.253-263).Sheffield:GreenleafPublishing.

Blasco,M(2015).Sociallyresponsiveorganizationsandthechallengeofpoverty.AcademyofManagementLearning&Education,14(2),301-303.

Boechat,C.B.,Faria,J.,Pimental,M,&Ferreira,M.C.(2014).Measuringbusinesses’inclusiveness:Newdriversfromtheinclusivemarketapproach.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.78-90).Sheffield:GreenleafPublishing.

Bogan,V.L.(2012).Capitalstructureandsustainability:Anempiricalstudyofmicrofinanceinstitutions.ReviewofEconomicsandStatistics,94(4),1045-1058.

Borgonovi,E.,Boscolo,P.R.,&Calo,F.(2014).Fightingpovertyatthebottomofthepyramid:Casestudiesonwatermarketprojects.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.46-55).Sheffield:GreenleafPublishing.

Bornstein,D.(2007).Howtochangetheworld:Socialentrepreneursandthepowerofnewideas.NewYork:OxfordUniversityPress.

Bromley,P.,&Powell,W.W.(2012).Fromsmokeandmirrorstowalkingthetalk:Decouplinginthecontemporaryworld.AcademyofManagementAnnals,6(1),483-530.BusinessforSocialResponsibility.Availablefrom:http://www.bsr.org/[Accessed28September2012].

Carroll,A.B.(1999).Corporatesocialresponsibility:Evolutionofadefinitionalconstruct.BusinessandSociety,38(3),268–295.

Celidoni,M.(2015).Decomposingvulnerabilitytopoverty.ReviewofIncomeandWealth,61(1),59-74.

CEEMAN.(2009).Businessschoolsresponsestotheglobalcrisis.Availablefromhttp://www.ceeman.org/publications/ceeman-research-reports/survey-on-business-school-responses-to-global-crisis.[Accessed10October2016]

Chaudhuri,S.(2003).Assessingvulnerabilitytopoverty:concepts,empiricalmethodsandillustrativeexamples.DepartmentofEconomics,ColumbiaUniversity,NewYork.Availableat:http://econdse.org/wp-content/uploads/2012/02/vulnerability-assessment.pdf[Accessed10November2016]

Chevrollier,N.,Nijhof,A.,vanderKlein,W.,&Calo,F.(2014).InclusivenessinBoPventures.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).SociallyResponsiveOrganizationsandtheChallengeofPoverty(pp.66-77).Sheffield:GreenleafPublishing.


Page|37

Christensen,L.J.,Peirce,E.,Hartman,L.P.,Hoffman,W.M.andCarrier,J.(2007)Ethics,CSR,andsustainabilityeducationintheFinancialTimestop50globalbusinessschools:Baselinedataandfutureresearchdirections.JournalofBusinessEthics.73(4),pp.347-368.

Chymis,A.,DiBitetto,N.,D’Anselmi,P.,&Skouloudis,A.(2006).Theimportanceofresponsiblepublicmanagementinaddressingthechallengeofpoverty:Theneedforsociallyresponsiblepublicmanagement.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.222-235).Sheffield:GreenleafPublishing

ConsultativeGrouptoAssistthePoor.(2006).Accessforall:BuildingInclusiveFinancialSystems.Availableat:https://openknowledge.worldbank.org/bitstream/handle/10986/6973/350310REV0Access0for0All01OFFICIAL0USE1.pdf;sequence=1.[Accessed12November2016]

Cooper,S.,Parkes,C.,&Blewitt,J.(2014).Canaccreditationhelpaleopardchangeitsspots?Socialaccountabilityandstakeholderengagementinbusinessschools.TheAccounting,AuditingandAccountabilityJournal,27(2),234-258.

Crane,A.,&Matten,D.(2010).Businessethics,3rded.Oxford:OxfordUniversityPress.

Crane,A.,Palazzo,G.,Spence,L.,&Matten,D.(2014).Contestingthevalueof“creatingsharedvalue.”CaliforniaManagementReview,56(2),130-153.Currie,G.,Knights,D.,&Starkey,K.(2010).Introduction:Apost-crisiscriticalreflectiononbusinessschools.BritishJournalofManagement,21,s1–s5.Dacin,M.T.,Dacin,P.A.,&Tracey,P.(2011).Socialentrepreneurship:Acritiqueandfuturedirections.OrganizationScience,22(5),1203-1213.Davis,M.(2006).Planetofslums.NewYork:Verso

DeJanvry,A.,&Sadoulet,E.(2016).Developmenteconomics.NewYork:Routledge.

delGaudio,C.,JeffersondeOlieira,A.,&Franzato,C.(2014).Strategicdesigninmarginalizedsocialcontexts:Thedesigner’sactionwithincontextualforces.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.242-252).Sheffield:GreenleafPublishing.

Donaldson,T.,&Walsh,J.P.(2015).Towardatheoryofbusiness.ResearchinOrganizationalBehavior,35,181-207http://dx.doi.org/10.1016/j.riob.2015.10.002.

Dyllick,T.,&Muff,K.(2016).Clarifyingthemeaningofsustainablebusiness:Introducingatypologyfrombusiness-as-usualtotruesustainability.Organization&Environment,29(2),156-174.

Elkington,J.(1997).CannibalswithForks:TheTripleBottomLineof21stCenturyBusiness.Oxford:Capstone.


Page|38

Fiorotto,M.L.(2016).Ethicstoreducepoverty:Thecaseofthe‘100YouthsforEthicsinDevelopment’programmeinArgentina.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.156-166).Sheffield:GreenleafPublishing.

Franceys,R.,&Weitz,A.,(2003).Public–privatecommunitypartnershipsininfrastructureforthepoor.JournalofInternationalDevelopment,15(8),1083-1098.Flynn,P.,Tan,T.K.,&Gudić,M.(inpress).Redefiningsuccess:IntegratingUNGlobalCompactintomanagementeducation.Sheffield:GreenleafPublishing.Ghoshal,S.(2005).Badmanagementtheoriesaredestroyinggoodmanagementpractices.AcademyofManagementLearning&Education,4(1),75-91.

Giacalone,R.A.,&Wargo,D.T.(2009).Therootsoftheglobalfinancialcrisisareinourbusinessschools.JournalofBusinessEthicsEducation,6,147–168.GlobalForumAnti-PovertyWGRoundtable.(2015).Takingstockandlookingahead.Availablefrom:http://www.unprme.org/resource-docs/PovertyWGSessionNotes24June.pdf

Golja,T.,&Po,S.(2012).Inclusivebusiness-whatitisallabout?Managinginclusivecompanies.InternationalReviewofManagementandMarketing,2(1),22-42.

Grasso,M.,&DiGiulio.(nd).Mappingsustainabledevelopmentinacapabilityperspective.Availablefrom:https://core.ac.uk/download/pdf/9315088.pdf[Accessed3September2016]

Gudić,M.(2015).Poverty,achallengeformanagementeducation:ThePRMEworkinggroupjourney.In75thinternationaljubileescientificconferenceineconomicsandmanagement.Solutionsinthe21st,Svishtov,Bulgaria:TsenovAcademyofEconomics.

Gudić,M.,Parkes,C.,&Rosenbloom,A.(2012).Fightingpovertythroughmanagementeducation:Challenges,opportunities,solutions.Retrievablefromhttp://www.unprme.org/resource-docs/FightingPovertythroughManagementEducationChallengesOpportunitiesandSolutions.pdf.[Accessed6October2016]

Gudić,M.,Rosenbloom,A.,&Parkes,C.(2015).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective.Sheffield:GreenleafPublishing.Gudić,M.,Rosenbloom,A.,&Parkes,C.(2014).Sociallyresponsiveorganisationsandthechallengeofpoverty.Sheffield:GreenleafPublishing.Gudić,M.,Tan,T.K.,&Flynn,P.(inpress).Beyondthebottomline:IntegratingtheUNGlobalCompactintobusinessandmanagementpractice.Sheffield:GreenleafPublishing.


Page|39

Gutiérrez-Nieto,B.,Serrano-Cinca,C.,&Molinero,C.M.(2009).Socialefficiencyinmicrofinanceinstitutions.JournaloftheOperationalResearchSociety,60(1),104-119.

Haertle,J.(2016),Meaningfulcorporations?businessschoolscanhelpusgetthere,HuffingtonPost,22/09/2016.Availableathttp://www.huffingtonpost.com[Accessed:11October2016]Hahn,R.(2009).Theethicalrationalofbusinessforthepoor–integratingtheconceptsbottomofthepyramid,sustainabledevelopment,andcorporatecitizenship.JournalofBusinessEthics,84(3),313-324.Hart,S.L.(2015).Prologue:DefiningthepathtowardsaBoP3.0.InCaneque,F.C.,&Hart,S.L.(Eds).Baseofthepyramid3.0(pp.1-4).Sheffield:GreenleafPublishing. Hart,S.L.(2007).Capitalismatthecrossroads:Aligningbusiness,earth,andhumanity,2ndEdition.UpperSaddleRiver,NJ:WhartonSchoolPublishing.Hart,S.L.,&Christensen,C.M.(2002).Thegreatleap:Drivinginnovationfromthebaseofthepyramid.SloanManagementReview,44(1):51-56.Hayes,R.,Parkes,C.,&Murray,A.(2016).Developmentofresponsiblemanagementeducationandtheprinciplesforresponsiblemanagementeducationincontext.InSunley,R.amdLeigh,J.(Eds.).Educatingforresponsiblemanagement(pp.16-27).Sheffield:GreenleafPublishing.

Horn,D.(2016).Financialexclusion:Technology,thedigitaldivideandpoverty.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.208-221).Sheffield:GreenleafPublishingJain,S.C.,&Vachani,S.(2006).Multinationalcorporationsandglobalpovertyreduction.Cheltenham,UK:EdwardElgarPublishing.Jaiswal,A.K.(2007).Fortuneatthebottomofthepyramid:Analternateperspective,WorkingPaperNo.2007-07-13.IndianInstituteofManagement,Ahmedabad.Johnston,P.,Everard,M.,Santillo,D.,&Robèrt,K.(2007).Reclaimingthedefinitionofsustainability.EnvironmentalScienceandPollutionResearch,14(1),60–68.

Kakwani,N.,&Pernia,E.M.(2000).Whatispro-poorgrowth?Asiandevelopmentreview,18(1),1-16.

Kandachar,P.,&Halme,M.(Eds).Sustainabilitychallengesandsolutionsatthebaseofthepyramid:business,technologyandthepoor.Sheffield:Greenleaf.Karnani,A.(2007).Themirageofmarketingtothebottomofthepyramid:Howtheprivatesectorcanhelpalleviatepoverty.CaliforniaManagementReview,49(4),90-111.Kayser,O.,&Budinich,K.(2015).Scalingupbusinesssolutionstosocialproblems.Houndsmill,UK:Palgrave.


Page|40

Kingo,L.(2016),Contributor:Let’screateaglobalmovement,HuffingtonPostContributorPlatform,25August.Availableat:http://www.huffingtonpost.com/entry/lets-create-a-global-movement_us_57bf2ab8e4b00c54015cbe50?[Accessed:4October2016]

Kingsley,D.(2007).Thejournalisdead,longlivethejournal.Onthehorizon,15(4),211-221

Kinsley,M.,&Clarke,C.(2009).Creativecapitalism:AconversationwithBillGates,WarrenBuffett,andothereconomicleaders.NewYork:SimonandSchuster.Klimek,J.,&Wenell,K.(2011).Ethicsinaccounting:Anindispensablecourse?AcademyofEducationalLeadershipJournal,15(4),107–118.Koch,S.(2014).Offeringsustainablehousingsolutionstolow-incomeclients:Businessopportunitiesorcorporatesocialresponsibility?InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.177-187).Sheffield:GreenleafPublishing.

Kolk,A.,Rivera-Santos,M.,&Rufín,C.(2014).Reviewingadecadeofresearchonthe"base/bottomofthepyramid"(BOP)concept.Business&Society,53(3),pp.338-377.

Laderchi,C.R.,Saith,R.,&Stewart,F.(2003).Doesitmatterthatwedonotagreeonthedefinitionofpoverty?Acomparisonoffourapproaches.Oxforddevelopmentstudies,31(3),243-274.

Lantos,G.P.(2001).Theboundariesofstrategiccorporatesocialresponsibility.JournalofConsumerMarketing,18(2),595–630.

Laszlo,C.,&Zhexembayeva,N.(2011).Embeddedsustainability:Thenextcompetitiveadvantage.Sheffield:GreenleafPublishing.

Lechman,E.(2014).Humanpoverty—meaningrelativedeprivationfrombasicachievements:Acomparativestudyof144countriesovertheperiod1990-2010.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.10-21).Sheffield:GreenleafPublishing.

LinstoneH.&TuroffM.(1975).TheDelphimethod:Techniquesandapplications.Reading,MA:Addison-Wesley.

Little,D.(2014).Definingsustainabilityinmeaningfulwaysforeducators.JournalofSustainabilityEducation.Aailableathttp://www.jsedimensions.org/wordpress/content/defining-sustainability-in-meaningful-ways-for-educators_2014_12/.[Accessed21June2016]London,T.(2016a).Thebaseofthepyramidpromise:Buildingbusinesseswithimpactandscale.Stanford:StanfordUniversityPress.

London,T.(2016b).Teachingaboutthebaseofthepyramid:Bringingstudentstotheintersectionandbusinessandpovertyalleviation.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsible


Page|41

managementeducationandthechallengeofpoverty:Ateachingperspective(pp.62-77).Sheffield:GreenleafPublishing.

London,T.andHart,S.(Eds.).(2011).Next-generationbusinessstrategiesforthebaseofthePyramid:Newapproachesforbuildingmutualvalue.UpperSaddleRiver,NJ:FinancialTimesPress.London,T.,&Hart,S.(2004).Reinventingstrategiesforemergingmarkets:Beyondthetransnationalmodel.JournalofInternationalBusinessStudies,35(5),pp.350-370.Louw,J.(2015).“ParadigmChange”orNoRealChangeAtAll?ACriticalReadingoftheU.N.PrinciplesforResponsibleManagementEducation.JournalofManagementEducation,39(2),pp.184–208Lowman,V.(2016).Explicationasamethodtoaccessandenhancepractitionerandfacultylearning.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.23-32).Sheffield:GreenleafPublishing.

Lowman,V.(2014).LendLease:Aninclusiveapproachtofightingpoverty.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.103-111).Sheffield:GreenleafPublishing.

Lubin,D.A.,&Esty,D.C.(2010).Thesustainabilityimperative.HarvardBusinessReview,88(5),pp.42-50.

Lynch-Wood,G.(2014).Poverty,humanrights,andresponsibilities.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.56-65).Sheffield:GreenleafPublishing.

Maddison,A.(2001).Theworldeconomyvolume1:Amillennialperspective.Paris:OECD.

Mair,J.,&Marti,I.(2009).Entrepreneurshipinandaroundinstitutionalvoids:AcasestudyfromBangladesh.JournalofBusinessVenturing,24(5),419-435.

Malgwi,C.A.(2014).PovertyinthecontextofAfrica:Poorestofthepoor?InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.22-36).Sheffield:GreenleafPublishing.

Marti,I.,&Mair,J.(2009).Bringingchangeintothelivesofthepoor:Entrepreneurshipoutsidetraditionalboundaries.InT.B.Lawrence,R.Suddaby,&B.Leca(Eds.),Institutionalwork:Actorsandagencyininstitutionalstudiesoforganizations(pp.92-119).Cambridge,UK:UniversityofCambridgePress

Mason,G.(2016).Strategiesfortheintegrationofpovertyalleviationintomanagementcurriculum:Poverty–howcanbusinesshelp?InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.78-90).Sheffield:GreenleafPublishing.


Page|42

Matten,D.,&Moon,J.(2004).CorporatesocialresponsibilityeducationinEurope.JournalofbusinessEthics,54(4),323-337.

McPhee,W.(2014).Anewsustainabilitymodel:engagingtheentirefirm.JournalofBusinessStrategy,35(2),4-12.

Mendoza,R.U.,&Thelen,N.(2008).Innovationstomakemarketsmoreinclusiveforthepoor.DevelopmentPolicyReview,26(4),427-458.

Miller,T.L.,Grimes,M.G.,McMullen,J.S.,&Vogus,T.J.(2012).Venturingforotherswithheartandhead:Howcompassionencouragessocialentrepreneurship.AcademyofManagementReview,37(4),616-640.Mintzberg,H.(2004).Managers,notMBAs:Ahardlookatthesoftpracticeofmanagingandmanagementdevelopment.SanFrancisco:Berrett-KoehlerPublishers.

Mitchell,A.(2014).CSOsinmarginalizedcommunities:ThecaseoftheinformalsettlementsofBuenosAires.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.114-125).Sheffield:GreenleafPublishing.

Moratis,L.(2016).Decouplingmanagementeducation:Someempiricalfindings,comments,andspeculation.JournalofManagementInquiry,25(3),235-239.

Morduch,J.(1994).Povertyandvulnerability.TheAmericanEconomicReview,84(2),221-225.

Motta,P.C,&Brashear,T.(2016).Anewvocabularyforteachingpovertyinmarketing.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.106-120).Sheffield:GreenleafPublishing.

Muff,K.,Dyllick,T.,Drewell,M.,North,J.,Shrivastava,P.,&Haertle,J.(2013).Managementeducationfortheworld:Avisionforbusinessschoolsservingpeopleandtheplanet.Cheltenham,UK:EdwardElgarPublishing.

Nitkin,M.R.,&Shapiro,M.(2016).SimmonsWorldChallenge:Acasestudyingroundingmanagementeducationinglobalpoverty.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.134-153).Sheffield:GreenleafPublishing.

North,D.C.(1990).Institutions,institutionalchangeandeconomicperformance.Cambridge:CambridgeUniversityPress.

Nwagwu,I.(inpress).Reachingthebottombillionthroughinclusivebusiness:LessonsfromenterprisesinAfrica.InGudić,M.,Tan,T.K.,&Flynn,P.(Eds.).Beyondthebottomline:IntegratingtheUNGlobalCompactintobusinessandmanagementpractice.Sheffield:GreenleafPublishing.


Page|43

O'Boyle,E.J.(1999)Towardanimproveddefinitionofpoverty.ReviewofSocialEconomy,57(3),pp.281-301.

O’KeefeW.M.,&O’Keefe,H.(2014).Integratingpovertyintothepovertydialogue.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.37-45).Sheffield:GreenleafPublishing.

Odell,K.E.(2015).Measuringtheimpactofmicrofinance:Lookingtothefuture.Washington,DC:GrameenFoundationUSA.Availablefromhttp://microfinanceceoworkinggroup.org/wp-content/uploads/2016/01/2015-Measuring-the-Impact-of-Microfinance-Kathleen-Odell.pdf[Accessed1November2016]

Parkes,C.L.Scully,J.W.andAnson,S.(2010)CSRandthe‘undeserving’:Aroleforthestate,civilsocietyandbusiness?InternationalJournalofSociologyandSocialPolicy,CSRSpecialIssue.30(11/12),697-708.

Peng,M.W.(2002).Towardsaninstitution-basedviewofbusinessstrategy.AsiaPacificJournalofManagement,19(2-3),251-267.

Perry,M.,&Win,S.(2013).AnevaluationofPRME’scontributiontoresponsibilityinhighereducation.JournalofCorporateCitizenship,49,48-70.Peters,T.J.,&Waterman,R.H.(1982).Insearchofexcellence:LessonsfromAmerica’sbest-runcompanies.NewYork:WarnerBooks

Pfeffer,J.,&Fong,C.T.(2004).Thebusinessschool‘business’:SomelessonsfromtheUSexperience.JournalofManagementStudies,41(8),1501-1520.

Piketty,T.(2014).Capitalinthetwenty-firstcentury.Cambridge,MA:Belknap-HarvardUniversityPress.

Portales,L.,&delaTorre,C.G.(2016).Theimpactofuniversitysocialservicesthroughsocialincubationandstudentengagementinpovertyallevation.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.179-190).Sheffield:GreenleafPublishing.

Porter,L.W.,&McKibbin,L.E.(1988).ManagementEducationandDevelopment:DriftorThrustintothe21stCentury?Highstown,NJ:McGraw-HillBookCompany.

Porter,M.E.,&Kramer,M.R.,(2011).Creatingsharedvalue.HarvardBusinessReview,89(1/2),62-77.Prahalad,C.K.(2005).Thefortuneatthebottomofthepyramid.UpperSaddleRiver,NJ:PearsonPrenticeHall.Prahalad,C.K.,&Hammond,A.L.(2002).Servingtheworld'spoor,profitably.HarvardBusinessReview,80(9),48-57.


Page|44

Prahalad,C.K.,&Hart,S.L.(2002).Thefortuneatthebottomofthepyramid.Strategy+Business,20,1-13.

Prejer,B.,Levall,S.,&Mark-Herbet,C.(2014).Fightingpovertyasachallengeforbusinessandmanagementeducation:Developingbusinessmodelsforalleviatingpoverty:AcasestudyofStoraEnsoinLaoPDR.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.91-102).Sheffield:GreenleafPublishing.

PRMEAnti-PovertyWorkingGroup.(2014).Managuaconferencenotesandproceedings.Retrievablefromhttp://www.unprme.org/resource-docs/ConferenceNotesandProceedingsLeveragingInnovativeandCrossCountryLearningforPovertyReductionNicaragua.pdf.

PRMEAnti-PovertyWorkingGroup.(2012).Povertyworkinggroupvisionstatement.Availablefrom:http://www.unprme.org/working-groups/display-working-group.php?wgid=824

Rahman,S.(2011).Evaluationofdefinitions:Tendimensionsofcorporatesocialresponsibility.WorldReviewofBusinessResearch,1(1),166–176.

Rangan,V.K.,Quelch,J.A.,Herrero,G.,&Barton,B.(Eds.).(2007).Businesssolutionsfortheglobalpoor:Creatingsocialandeconomicvalue.NewYork:JohnWiley&Sons.

Rasche,A.,&Gilbert,D.U.(2015).Decouplingresponsiblemanagementeducation:Whybusinessschoolsmaynotwalktheirtalk.JournalofManagementInquiry,24(3),239-252.

Rasche,A.,Waddock,S.,&McIntosh,M.(2013).TheUnitedNationsGlobalCompact:Retrospectandprospect.BusinessandSociety,52(1),6-30.

Rivera,C.(2016).Educatingyoungleadersforalleviatingpovertythroughanorganizationalbehaviorcourse.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.121-133).Sheffield:GreenleafPublishing.

Rivera-Santos,M.,Rufin,C.,&Kolk,A.(2012).Bridgingtheinstitutionaldivide:Partnershipsinsubsistencemarkets.JournalofBusinessResearch,65(12),1721-1727.Rosenbloom,A.,&Gudić,M.(2008).Managementeducation:Corporatesocialresponsibilityandpoverty.Availablefromhttp://www.ceeman.org/docs/default-source/hc-presentations/ceeman-survey-execsum.pdf?sfvrsn=0,[Accessed6October2016]. Sachs,J.(2005).Theendofpoverty:Economicpossibilitiesforourtime.NewYork:PenguinPress.

SantiagoA.,&Roxas,F.(2016).Innovativeinclusivedevelopmentstrategies:LessonsfromthePhilippines.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.33-47).Sheffield:GreenleafPublishing.

Sen,A.(1999).Developmentasfreedom.NewYork:AlfredA.Knopf.


Page|45

Scherer,A.G.,&Palazzo,G.(2007).Towardapoliticalconceptionofcorporateresponsibility:Businessandsocietyseenfromahabermasianperspective.AcademyofManagementReview,32(4),1096-1120.

Schlange,L.(2016).Acasestudyofcommunitylearningandopeninnovationtoreducepovertyatthebaseofthepyramid.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.191-206).Sheffield:GreenleafPublishing.

Schrader,C.,Freimann,J.,&Seuring,S.(2012).Businessstrategyatthebaseofthepyramid.BusinessStrategy&theEnvironment,21(5),281-298.Seelos,C.,&Mair,J.(2005).Socialentrepreneurship:Creatingnewbusinessmodelstoservethepoor.BusinessHorizons,48(3),241-246.Shukla,S.,&Laghate,K.(2014).Creatingdifference:ThestoryofVindhyaE-InfomediaPrivateLimited.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.160-167).Sheffield:GreenleafPublishing.

Simanis,E.(2011),Need,needs,everywhere,butnotaBoPmarkettotap.InLondon,T.&Hart,S.L.(Eds).Next-generationbusinessstrategiesforthebaseofthePyramid:Newapproachesforbuildingmutualvalue(pp.103-126).UpperSaddleRiver,NJ:FinancialTimesPress.Simanis,E.,Hart,S.,&Duke,D.(2008).Thebaseofthepyramidprotocol:Beyond“basicneeds”businessstrategies.Innovations,3(1),57-84.

Simola,S.(2016).Realizingthepromiseofexperientiallearninginpoverty-relatedmanagementeducation.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.10-22).Sheffield:GreenleafPublishing.

Snelson-Powell,A.,Grosvold,J.,&Millington,A.(2016).Businessschoollegitimacyandthechallengeofsustainability:Afuzzysetanalysisofinstitutionaldecoupling.AcademyofManagementLearning&Education,15(4),703-723.Subramahniyan,S.,&GomezJ.T.(2016).Povertyinamarketingclass/InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.91-105).Sheffield:GreenleafPublishing.

Thomas,H.,Wilson,A.,&Thomas,L.(Eds.).(2014).SecuringtheFutureofManagementEducation:CompetitiveDestructionorConstructiveInnovation?(Vol.2).Bingley,UK:EmeraldGroupPublishing.

UNDP.(2008).Creatingvalueforall:Strategiesfordoingbusinesswiththepoor.ReportoftheGrowingInclusiveMarketsInitiative.NewYork.Availableat:http://www.undp.org/gimlaunch/docs/GIM%20Report%20Final%20August%202008.pdf[Accessed20December2015].


Page|46

UNESCO.(2016).Learningtolivetogether:Poverty.Availableat:http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/poverty/),accessed:9November2016UNGlobalCompact.(2015a).

Executivesummary,impact:Transformingbusiness,changingtheworld,availableat:https://www.unglobalcompact.org/docs/email_downloads/2016_01_13/IMPACT_Content_Excerpt-web.pdf[Accessed:27April2016].

UNGlobalCompact.(2015b).Fullreport.Impact:transformingbusiness,changingtheworld,availableat:https://www.unglobalcompact.org/docs/publications/ImpactUNGlobalCompact2015.pdf[Accessed27April2016).

UNPRMESecretariat.(2015).Managementeducationandthesustainabledevelopmentgoals:Transformingeducationtoactresponsiblyandfindopportunities,availableathttp://www.unprme.org/resource-docs/SDGBrochurePrint.pdf[Accessed4October2016].

UNPrinciplesofResponsibleManagementEducation.(2016)availableathttp://www.unprme.org/about-prme/the-six-principles.php[Accessed1October2016].

UNSustainableDevelopmentgoals(nd)availableathttp://www.un.org/sustainabledevelopment[Accessed4October2016].

vanTulder,R.(2007.AresearchagendaforbusinessSchools:Povertyandbusiness,FirstMaxHavelaarLecture,Rotterdam,31October.RotterdamSchoolofManagement,ErasmusUniversity.Availablefromhttp://www.maxhavelaarlecture.org/downloads/max_havelaar_lectures_2007_booklet.pdf,[Accessed29November2016].

Vikhanski,O.,Kiseleva,E.,&Churkina,N.(2016).ChallanegesandopportunitiesforstudentengagementinuniversitysocialprojectsinthecurrentsocioeconomiccontextofRussia.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Responsiblemanagementeducationandthechallengeofpoverty:Ateachingperspective(pp.167-178).Sheffield:GreenleafPublishing.

Visser,W.(2011).Theageofresponsibility:CSR2.0andthenewDNAofbusiness.WestSussex,UK:JohnWiley&Sons.

Visser,W.(2006).RevisitingCarroll’sCSRpyramid.In:E.R.PredersenandHuniche,M.(Eds),Corporatecitizenshipindevelopingcountries,TheCopenhagenCentre.Waibel,P.(2012).Puttingthepoorfirst.Sheffield:GreenleafPublishing.Walsh,J.,Kress,J.andBeyerchen,K.(2005).Bookreviewessay:Promisesandperilsatthebottomofthepyramid/Thefortuneatthebottomofthepyramid:Eradicatingpovertythroughprofits.AdministrativeScienceQuarterly,50(3):473-482.


Page|47

Wasowka,A.(2014).MilkStartbyDanonePoland:ServingtheBOPmarketthroughinnovativepartnership.InGudić,M.,Parkes,C.,&Rosenbloom,A.(Eds).Sociallyresponsiveorganizationsandthechallengeofpoverty(pp.168-176).Sheffield:GreenleafPublishing.

WCED.(1987).OurCommonFuture.Oxford:OxfordUniversityPress.

Weybrecht,G.(2015).Managementeducationandthesustainabledevelopmentgoals—Getengaged,availableat:http://www.aacsb.edu/blog/2015/october/management-education-and-the-sustainable-development-goals-get-engaged[Accessed23October2016].

Wilkinson,R.(2010).InterviewwithMukulDevichand,12October,TheSpiritLevel:Britain'snewtheoryofeverything?availableat:http://www.bbc.com/news/uk-politics-11518509,[Accessed2November,2016].

Wilkinson,R.,&Pickett,K.(2010).Thespiritlevel:Whygreaterequalitymakessocietiesstronger,NewYork:BloomsburyPress.

WorldBankGroup(2016).Povertyandsharedprosperity2016:Takingoninequality,Washington,DC:WorldBank.

WorldBankGroup.(2015).WorldBankGroupsupporttopublic-privatepartnerships:Lessonsfromexperienceinclientcountries,FY02–12.Availableat:http://documents.worldbank.org/curated/en/405891468334813110/pdf/93629-REVISED-Box394822B-PUBLIC.pdf[Accessed8November2016]

Yunus,M.(2007).Creatingaworldwithoutpoverty:Socialbusinessandthefutureofcapitalism.NewYork:PublicAffairs.


Page|48

Table1.PerceivedOpportunitiestoStudyResponsibleManagementTopicsinUndergraduateandPost-GraduateBusinessPrograms

Undergraduate Post-Graduate

Topic Mean StandardDeviation

Topic Mean StandardDeviation

Ethics 3.77* .993 CorporateGovernance 3.80* 1.034

CorporateSocialResponsibility

3.65 .992 CorporateSocialResponsibility

3.77 .990

InternationalDevelopment

3.64 1.097 InternationalDevelopment

3.71 1.061

CorporateGovernance 3.62 1.094 Ethics 3.68 .998

SustainableDevelopment 3.32 1.158 SustainableDevelopment

3.42 1.115

SocialEntrepreneurship 3.07 1.148 SocialEntrepreneurship

3.13 1.090

EnvironmentalSustainability

3.02 1.095 EnvironmentalSustainability

3.07 1.110

PublicPolicy/GovernmentalStudies

3.01 1.227 PublicPolicy/GovernmentalStudies

3.05 1.189

PoliticalStability 2.74 1.165 ThirdSector/CivilSociety/NGORelationships

2.80 1.183

ThirdSector/CivilSociety/NGORelationships

2.71 1.137 PoliticalStability 2.74 1.140

HumanRights 2.67 1.093 Corruption 2.73 1.132

Corruption 2.65 1.108 HumanRights 2.66 1.128


Page|49

Poverty&Inequality 2.51 1.089 Poverty&Inequality 2.60 1.082

ClimateChange 2.41 1.101 ClimateChange 2.46 1.140

*Scale:1=noopportunitytostudy,2=littleopportunitytostudy,3=someopportunitytostudy,

4=significantopportunitytostudy,5=extensiveopportunitytostudy


Page|50

Table2.DephiSurveyTopicsHavingtheGreatestConsensusfortheAnti-PovertyWG’sFutureWork*1.Developanonlinetoolkit(comprisedofreadingsandcases)forintegratingpovertyinspecificmanagementdisciplines2.Designfacultydevelopmenttools/modulesforPRMEschoolstousetotrainfacultytointegratepoverty/globalcompactintocurriculum3.EntrepreneurshipEducationandpovertyreduction4.Framefightingpovertyasabusinessopportunity5.Holdapoverty-focusedconferencethatincludesapovertyimmersionexperiencefordelegates6.Establishinternationalteamsfordeliveringsummerschoolsandvariouselectivecoursesonpovertyalleviationaroundtheglobe7.Jointresearchprojectaboutthemaincausesofpoverty8.Facilitatecollaborativepaperwritingonpovertytopics9.Designanexecutiveeducationprograminmodule(forexample3-4moduleseverytwomonths)tobedeliveredindifferentuniversitiesorotherinstitutionsinvolvedinanti-povertyprogram.10.Cooperatewitheducationalinstitutioninpovertycountries11.Cooperate/increasecooperationwithsocialresponsibleenterprises,whichcouldgiveinternshipopportunities12.IdentifyinnovativeinclusivebusinessmodelsascaseexamplesfortheUNGC13.InitiatecollaborationandpartnershipwithUNGlobalCompactanditssignatories14.Encouragethetransferofknow-howtomanagementeducationinstitutionslocatedinpoorregions15.DesignanddeliveryofaMOOC(MassiveOpenOnlineCourse)courseonpovertyissue16.AnalyseallSDGsforcrossreferencetopovertyreduction*Thefulllistof71topicsisavailablebycontactinganyoftheauthors.


A PRME response to the challenge of fighting poverty: How ......In this context, fighting poverty is...

Documents

Transcript of A PRME response to the challenge of fighting poverty: How ......In this context, fighting poverty is...