Who Supports PRME Implementation? An Analysis of Influences on Individual Faculty Commitment to PRME

Abstract

A sizable scholarly literature has developed which examines initiation and implementation of the Principles for Responsible Management Education (PRME) in higher education. Moving beyond schoollevel work previously done, we develop a model of predictors for individual faculty PRME commitment. We test our model in a small regional business school via a survey of faculty, a review of faculty research interests, and a content analysis of course syllabi. Our findings point to faculty discipline and gender as key predictors of PRME engagement. Implications of these findings for PRME implementation are discussed.