1. “International Accreditations as Driver of Responsible Management Education” 1st PRME Chapter Meeting Central and Eastern Europe (CEE) 18-19 April 2016 Dr. Alenka Braček Lalić, CEEMAN IQA Director

2. CEEMAN network Over 200 members from 54 countries 70% institutional members

3. CEEMAN activities International conferences and forums Educational programs for deans, faculty, and staff (IMTA, PMS) International Quality Accreditation (IQA) Promoting responsible management education Research and publications Case Writing Competitions CEEMAN Champion Awards

4. PRME in CEEMAN activities International Management Teachers Academy (IMTA) - Business in Society CEEMAN Champion Awards -Teaching -Research -Responsible Management Education -Institutional Management Case Writing Competitions International Quality Accreditation (IQA)

5. 1. Are international accreditations really the drivers of responsible management education? 2. What should/could be improved? Main questions:

6. 1. Creation of knowledge 2. Transfer of knowledge 3. Service to society What is the role of higher education?

7. HE should revive its third mission and strive to boost incorporation of socially responsible, ethical and moral values in all dimensions of HE institutions as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and global environment. Service to society

8. PRME Working Groups PRME Champions PRME Chapters PRME Regional Meetings Transformational model for PRME implementation, The first report on PRME chapters PRME efforts

9. Principle 6: Competences, Graduate Attributes & Learning Outcomes (vii) understand the complexities of business ethics in a global environment and act with integrity Principle 7: Curriculum Breadth & Depth (xi) an understanding of the impact of sustainability, ethics and risk management on business decisions and performance, and on society as a whole AMBA

10. Eligibility criteria for AACSB accreditation: 1. The school must encourage and support ethical behaviour by students, faculty, administrators, and professional staff 2. Commitment to corporate and social responsibility AACSB

11. One of the seven areas of assessment: COMMITMMENT TO RESPONSIBLE PRACTICES The institution has to demonstrate responsible practices through education, research, and institutional behaviour. Strategy and objectives, governance and structures, research, education, resources, continuous improvement/innovation CEEMAN IQA

12. Chapter 1: Context, Governance and Strategy Chapter 2: Programmes (design, delivery and assessment of the School’s degree programmes) Chapter 3: Students (recruitment, admissions and management (e.g. scholarships, awards, diversity) Chapter 4: Faculty (faculty training and development) Chapter 5: Research and Development Chapter 6: Executive Education Chapter 7: Resources and Administration Chapter 8: Internationalisation Ethics, Responsibility and Sustainability Chapter 9: Ethics, Responsibility and Sustainability EQUIS

13. EUROPEAN STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA (ESG) EUROPEAN ASSOCIATION FOR QA IN HE EUROPEAN STUDENTS‘ UNION EUROPEAN UNIVERSITY ASSOCIATION EUROPEAN ASSOCIATION OF INSTIUTIONS IN HE EDUCATION INTERNATIONAL BUSINESSEUROPE EUROPEAN QUALITY ASSRUANCE REGISTER FOR HE ESG

14. WE KNOW WHAT AND WHY. WE NEED TO KNOW HOW? 1.ESG standards should include general principles on ethics, responsibility, sustainability 2.Sharing Information on Progress (SIP) Reports could be required documents within QA procedures 3.International accreditations should join their efforts and promote PRME within special action 4.Joint initiative to change the methodologies rankings (ARWU, THE, FT, QS, etc..) RECOMMENDATIONS