Costales, Emilio ORCID: https://orcid.org/0000-0003-1595-5531 and Darmenova, Yuliya ORCID: https://orcid.org/0000-0002-3884-6621 (2025) Aligning principles through an Ordonomic perspective: students as partners in the landscape of Responsible Management Education. In: Day, Michael James ORCID: https://orcid.org/0000-0001-9612-2595, (ed.) Emancipatory Education Without Boundaries in the Age of Neoliberalism, Artificial Intelligence and Digital Learning Platforms. Palgrave Macmillan, Cham, Switzerland, pp. 131-146. ISBN 978-3031979989 (doi:10.1007/978-3-031-97999-6_10)

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Abstract

In this chapter, we seek to explore how does adopting SaP approach enhance the institutionalisation of the PRME in higher education. We employ the ordonomic framework and collective autoethnography to contextualise the concept of Students-as-Partners (SaP) within the context of the United Nation’s Principles for Responsible Management Education (PRME) initiative. In doing so, this chapter sheds light on responsible education in praxis and introduces a point of departure for business schools to empower students to become future leaders of responsible and sustainable social change. We contend that by restructuring in-class dynamics, educators can better position students to draw on their lived experiences, guide the proliferation of educational content suited to meet the needs of the twenty-first century economy, and in doing so, set the foundation for wider institutional change.

Item Type:	Book Section
Uncontrolled Keywords:	Students-as-Partners (SaP), United Nation’s Principles for Responsible Management Education (PRME), sustainable social change, Ordonomics
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Executive Business Centre
Last Modified:	19 Nov 2025 17:45
URI:	https://gala.gre.ac.uk/id/eprint/51334

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