Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on “the right work” are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the “right work” and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.
ArthurM. B. (2014). The boundaryless career at 20: Where do we stand, and where can we go?Career Development International, 19, 627–640. https://doi.org/10.1108/CDI-05-2014-0068
2.
ArthurM. B.RousseauD. M. (Eds.). (2001). The boundaryless career: A new employment principle for a new organizational era. Oxford University Press on Demand.
BandyopadhyayK. R.DasK.MahajanR. (2022). Addressing diversity, equity and inclusion (DEI) through service learning in management education: Insights from India. International Journal of Educational Management, 36(4), 470-494. https://doi.org/10.1108/IJEM-08-2021-0327
5.
BeddewelaE.WarinC.HesseldenF.CosletA. (2017). Embedding responsible management education–staff, student, and institutional perspectives. International Journal of Management Education, 15(2B), 263–279. https://doi.org/10.1016/j.ijme.2017.03.013
6.
BlascoM. (2012). Aligning the hidden curriculum of management education with PRME: An inquiry-based framework. Journal of Management Education, 36(3), 364–388.
7.
BraedonL.AndersonC.ColeB.HormanJ.OverlyA.GentryC.KingJ. (2021). Generation Z perceptions of a positive workplace environment. Employee Responsibilities and Rights Journal, 33(3), 171–187. https://doi.org/10.1007/s10672-021-09366-2
8.
BrightD.S.CazaA.TureskyE. F.PutzelR.NelsonE.LuechtefeldR. (2016). Constructivist meta-practices: When students design activities, lead others and assess peers. Journal of Leadership Education. 15(4), 75–99. https://doi.org/1012806/V15/I4/R6
9.
CazaA.NelsonE. (2019). Simplifying instructional methodology through metal practices. Management Teaching Review, 4(2), 164–172. https://doi.org/10.1177/2379298118801548
ChristieM.CareyM.RobertsonA.GraingerP. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9–30.
12.
CrantonP. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63–72. https://doi.org/10.1002/ace.50
13.
CullenJ. G. (2020). Varieties of responsible management learning: A review, typology and research agenda. Journal of Business Ethics, 162(4), 759–773. https://doi.org/10.1007/s10551-019-04362-x
ForrayJ. M.LeighJ. S. (2012). A primer on the principles of responsible management education: Intellectual roots and waves of change. Journal of Management Education36(3), 295–309. https://doi.org/10.1177/105256291143303
GerhardtM.Nachemson-EkwallJ.FogelB. (2021). Gentelligence: The revolutionary approach to leading an intergenerational workforce. Rowman & Littlefield
20.
GueldenzophL. E.MayG. L. (2002). Collaborative peer evaluation: Best practices for group member assessments. Business Communication Quarterly, 65(1), 9–20. https://doi.org/10.1177/1080569902065001
HartD.BaruchY. (2021). The dynamics of diplomatic careers: The shift from traditional to contemporary careers. Human Resource Management, 2022(61), 259–276. https://doi.org/10.1002/hrm.22092
23.
Haski-LeventhalD.PournaderM.LeighJ. S. (2022). Responsible management education as socialization: Business students’ values, attitudes, and intentions. Journal of Business Ethics, 176, 17–35. https://doi.org/10.1007/s10551-020-04593-3
HøgdalC.RascheA.SchoenebornD.ScottiL. (2021). Exploring student perceptions of the hidden curriculum in responsible management education. Journal of Business Ethics, 168(1), 173–193. https://doi.org/10.1007/s10551-019-04221-9
26.
HoneymanR.JanaT. (2019). The B Corp handbook: How you can use business as a force for good (2nd ed.). Berrett-Koehler Publishers, Inc.
27.
Integrated Postsecondary Education Data system. (n.d.) National Center for Education Statistics. https://nces.ed.gov/ipeds/
28.
IorgulescuM. C. (2016). Generation Z and its perception of work. Cross-Cultural Management Journal, 18(1), 47–54.
KitchenhamA. (2008). The evolution of John Mezierow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–123. https://doi.org/10.1177/1541344608322678
KnowlesM. S.HoltonE. F.IIISwansonR. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Elsevier.
33.
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice-Hall.
34.
KouzesJ.PosnerB. Z. (2017). The leadership challenge (6th ed.). Jossey-Bass.
35.
LouwJ. (2015). “Paradigm change” or no real change at all? A critical reading of the UN principles for responsible management education. Journal of Management Education, 39(2), 184–208. https://doi.org/10.1177/105256291454796
McCordM.HouseworthM.MichaelsenL. (2015). The integrative business experience: Real choices and real consequences create real thinking. Decision Sciences Journal of Innovative Education. 13(3), 411–429. https://doi.org/10.1111/dsji.12070
38.
MerizowJ. (2009). Transformative learning theory. In MerizowJ.TaylorE. W. (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. (pp. 18–31). Jossey-Bass.
39.
MerriamS. B.CaffarellaR. S.BaumgartnerL. M. (2007). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
MezirowJ. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185–198.
44.
MezirowJ. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
45.
MerizowJ. (2009). Transformative learning theory. In MerizowJ.TaylorE. W. (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. (pp. 18–31). Jossey-Bass.
46.
MichealsenL.McCordM. (2011). The integrative business experience: A practical approach for learning by doing. Journal of Applied Learning in Higher Education, 3, 25–43.
47.
MichaelsonL.KnightA. B.FinkL. D. (2002). Team-based learning: A transformative use of small groups. Prager.
48.
MillarJ.PriceM. (2018). Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education. Management Learning, 49(3), 346–362. https://doi.org/10.1177/1350507618759828
Opatrny-YazellC. M.JensenD. H.McCordM. H. (2021). The dilemma of social entrepreneurship and social enterprise: An exercise. Entrepreneurship Education and Pedagogy, 4(4), 830–850. https://doi.org/10.1177/25151274211006896
51.
OzkanM.SolmazB. (2015). The changing face of the employees–generation Z and their perceptions of work (a study applied to university students). Procedia Economics and Finance, 26, 476–483. https://doi.org/10.1016/S2212-5671(15)00876-X
PirsonM. (2020). A humanistic narrative for responsible management learning: An ontological perspective. Journal of Business Ethics, 162(4), 775–793. https://doi.org/10.1007/s10551-020-04426-3
PutzelR. (2007). XB: New-paradigm management of the classroom as a complex organization. Journal of Business and Leadership. 1(3), 136–143. https://doi.org/10.58809/DSJQ7935
RascheA.EscuderoM. (2010). Leading change: The role of the principles of responsible management education. Journal of Business and Economic Ethics, 10(2), 244–250.
58.
RommeA. G. L.PutzelR. (2003). Designing management education: Practice what you teach. Simulation & Gaming, 34(4), 512–530. https://doi.org/10.1177/1046878103258202
59.
RusinkoC. A. (2010). Integrating sustainability in management and business education: A matrix approach. Academy of Management Learning & Education, 9(3), 507–519. https://doi.org/10.5465/amle.9.3.zqr507
60.
ScarcellaR.CrookallD. (1990). Simulation/gaming and language acquisition. In CrookallD.OxfordR. L. (Eds.), Simulation, gaming, and language learning (pp. 223–230). Newbury House.
SopherM. J. (2003). A historical biography of Malcolm S. Knowles: The re-making of an adult educator (Publication No. 3101344) [Doctoral dissertation, University of Wisconsin-Madison], ProQuest Information and Learning.
TaylorE. (1998). The theory and practice of transformative learning: A critical review. Informa.
66.
TaylorE. W. (2000). Analyzing research on transformative learning theory in Mezirow and associates. Jossey-Bass.
67.
TaylorE. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173–191. https://doi.org/10.1080/02601370701219475
68.
TiceC. J.LongD. D.CoxL. E. (2020). Macro social work practice: Advocacy in action. Sage.
69.
United Nations, Department of Economic and Social Affairs, Sustainable Development. (n.d.). The 17 goals. https://sdgs.un.org/goals.
WrightC.MichaelsenL.McCordM. (2014). Can transferable team skills be taught? A longitudinal study. Academy of Educational Leadership Journal, 18(2), 61–72.
