Principles for Responsible Management Education …
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2.3 Sustainable Development
As a response to the advent of industrialization, discussions on concern for the
environment begin (ONUBR 2018). The human being realizes daily that the use
of human, natural and economic resources in a conscious way is the only way to
guarantee quality of life for this generation without harming future generations.
In this perspective of avoiding the degradation of the planet, the United Nations
(UN) encouraged the study of the environment and development and published in
1987 the “Our Common Future Report” (Brundtland Report) which contained the
definition of sustainable development as being the ability to “meet the needs of the
current generation without compromising the ability of future generations to meet
their own needs” (Agenda 2030 2018). In 1992, in Rio de Janeiro, the UN conference
creates “Agenda 21” with the goal of promoting a sustainable development pattern for
the new millennium. In the year 2000, the UN launched the Millennium Development
Goals (MDGs) containing eight goals in the form of a commitment to quantitatively
achieve better life for the century by creating strategies that include sustainability.
In the same year, the “Global Economic Forum” was held, in which the Global
Compact was created to align policies and business practices with values of human
rights, labor relations, the environment and anti-corruption set out in ten principles
to be followed (Pacto Global 2018).
It is necessary to clarify what the Principles for Responsible Management Education are, in view of the demands placed on organizations by minimizing the question
of sustainability, which is a major objective of this text.
2.4 Principles for Responsible Management
Education—PRME
In 2006, 60 university presidents, business school representatives and academic institutions gathered to implement a platform to promote responsible management education based on the UN Global Compact. In 2007, the “Principles for Responsible
Management Education” (PRME) came out with six principles to be followed by
institutions that opted to be signatories of this pact. There are (approximately) 16
thousand business and management programs in the world and today there are 726
PRME signatory institutions, 29 in Brazil (UNPRME 2018). PRME is the “largest
platform for voluntary engagement of academic institutions to transform their teaching, research and leadership in support of universal values of sustainability, accountability and ethics” (UNPRME 2018).
The structure of the PRME is divided into chapters whose purpose is to disseminate
the information of the platform. Each chapter is made up of two or more countries
from the same world region, Brazil, due to geographical configurations and active
network, is the only country to have an exclusive chapter created in 2013 (PRME
Brasil 2018).
689
2.3 Sustainable Development
As a response to the advent of industrialization, discussions on concern for the
environment begin (ONUBR 2018). The human being realizes daily that the use
of human, natural and economic resources in a conscious way is the only way to
guarantee quality of life for this generation without harming future generations.
In this perspective of avoiding the degradation of the planet, the United Nations
(UN) encouraged the study of the environment and development and published in
1987 the “Our Common Future Report” (Brundtland Report) which contained the
definition of sustainable development as being the ability to “meet the needs of the
current generation without compromising the ability of future generations to meet
their own needs” (Agenda 2030 2018). In 1992, in Rio de Janeiro, the UN conference
creates “Agenda 21” with the goal of promoting a sustainable development pattern for
the new millennium. In the year 2000, the UN launched the Millennium Development
Goals (MDGs) containing eight goals in the form of a commitment to quantitatively
achieve better life for the century by creating strategies that include sustainability.
In the same year, the “Global Economic Forum” was held, in which the Global
Compact was created to align policies and business practices with values of human
rights, labor relations, the environment and anti-corruption set out in ten principles
to be followed (Pacto Global 2018).
It is necessary to clarify what the Principles for Responsible Management Education are, in view of the demands placed on organizations by minimizing the question
of sustainability, which is a major objective of this text.
2.4 Principles for Responsible Management
Education—PRME
In 2006, 60 university presidents, business school representatives and academic institutions gathered to implement a platform to promote responsible management education based on the UN Global Compact. In 2007, the “Principles for Responsible
Management Education” (PRME) came out with six principles to be followed by
institutions that opted to be signatories of this pact. There are (approximately) 16
thousand business and management programs in the world and today there are 726
PRME signatory institutions, 29 in Brazil (UNPRME 2018). PRME is the “largest
platform for voluntary engagement of academic institutions to transform their teaching, research and leadership in support of universal values of sustainability, accountability and ethics” (UNPRME 2018).
The structure of the PRME is divided into chapters whose purpose is to disseminate
the information of the platform. Each chapter is made up of two or more countries
from the same world region, Brazil, due to geographical configurations and active
network, is the only country to have an exclusive chapter created in 2013 (PRME
Brasil 2018).