PRME perspectives from Africa

Incorporating the principles of responsible management education (PRME) is a noble albeit ambitious agenda. Management schools and programme accreditation bodies around the world have responded to this agenda by committing and integrating Ethics, Responsibility, and Sustainability (ERS) into educational activities. Advocates for PRME are increasingly calling for management educators to develop graduates into responsible practitioners whose mindsets are attuned to sustainability and can integrate sustainable development goals (SDGs) into core business models. The success and evidence from business schools around the world are growing, yet the representation of business in Africa is scant. In this chapter, we contribute to this topic by highlighting how stakeholder analysis can be utilised as an investigative and strategic tool to build the legitimacy and ownership of PRME in African business schools. We consider whether and how these pillars have been adapted to inform management education in African business schools. Drawing on insights from four African business schools, we suggest promising practices that PRME can implement to facilitate the African business schools’ utilisation and adoption of PRME. We also consider the challenges of adopting PRME culture in African business schools.