Faculty transformation for enhanced student learning: A structural equation modelling study on responsible management education in India

Abstract

In a world grappling with environmental and social challenges, the role of Responsible Management Education (RME) remains underexplored in emerging markets such as India. While existing studies focus on the transformative effects of RME on students, research on its impact on faculty in higher education institutions (HEIs) is limited. This study combines Mezirow’s transformative learning theory with DiMaggio and Powell’s institutional pressures theory to conceptualise faculty transformation pathways. A survey completed by 508 Indian business school faculty, analysed using structural equation modelling, found that mimetic, coercive, and normative pressures influence faculty ‘habits of mind’, but motivation is key for RME-driven transformation. Additionally, 19 semi-structured interviews with recruiters of new management graduates indicate that HEIs must refine their pedagogical approaches to enhance the impact of RME, even though students are increasingly aware of sustainable development issues, mainly through social media.