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Technology in Responsible Management Education

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Technology in Responsible
Management Education
Peter Jack Gallo, Raquel Antolin-Lopez
and Ivan Montiel
INTRODUCTION
Technology can be crucial to enhance the
learning process required for effective
responsible management education (RME).
Despite the interdisciplinary nature of RME
and the various tensions between sustainabil-
ity, responsibility and ethics; the three dimen-
sions of RME do share one commonality.
This commonality is the role of interrelating
the perspectives of multiple actors in the
solution of sustainability, responsibility and
ethics challenges. It is exactly this type of
relational competence (Laasch & Moosmayer,
2016) for which technology provides very
specific means of learning, application and
assessment. Whether it is the use of pre-pro-
grammed actors in games and simulations, or
the social network building of Web 2.0, a
variety of new technologies facilitate the
introduction of multiple actor perspectives
and dynamic environmental contexts that are
crucial in honing essential RME skills.
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 315
19
The importance of context has always been
a unique attribute of management education
as a whole. The role of introducing context
when teaching new management theories and
skills explains why the case study, borrowed
from Harvard Law School (Hoskin, 1998),
became such an integral part of management
pedagogy. However, the written case study
can only go so far in helping students grasp
the multiple perspectives and various con-
texts of management, and thus technology
has increasingly played a role in the manage-
ment classroom.
History of Technology in RME
Probably the earliest example of technology
applied to management pedagogy is the use of
audio-visual equipment. That is, using videos
to supplement students grasp of contextual
elements of a given case study or management
issue (Lacho & Herring, 1996). Videos can
include interviews with managers, employees
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 316 The SAGE Handbook of Responsible Management Learning and Education
and customers that help students get a richer
grasp of the issues, emotions and perspectives
of various parties in a management situation.
Videos have become such an accepted tech-
nology that some cases now include video
supplemental material. In RME, context is
equally as important but perhaps more com-
plex to grasp. Each element of RME intro-
duces multiple additional and sometimes
conflicting dimensions that require consider-
able effort to make sense of. Sustainability, for
example, introduces a focus on the triple
bottom line that requires an understanding and
analysis of the social, environmental and
financial dimensions inherent in a particular
management decision. With sustainability
alone, the challenge of designing a 30-page
written case study that can elucidate all of
these dimensions is quite challenging. This is
not even considering the contextual variety
needed to understand the stakeholder value
optimization of responsibility and the moral
excellence challenge of ethics (Laasch &
Conway, 2015). Therefore, the use of video
technology has been a very important element
in successful RME pedagogy.
Since RME requires an understanding of
dynamic and multiple perspectives on both
the physical and social environment; a num-
ber of video sources are available that convey
these complexities to students. Excerpts from
the evening news that portray any number of
social or environmental challenges that face
managers or result from management deci-
sions can be utilized. Additionally, docu-
mentaries (Comer & Holbrook, 2012) and
Hollywood movies can be utilized to convey
social and environmental realities relevant
to a particular RME challenge or theory.
For example, in expressing the devastation
of corporate environmental disasters certain
movies provide excellent portrayals, such
as Silkwood (1983) or Bhopal: A Prayer for
Rain (2013). While dramatizations may not
be historically accurate, they provide a level
of detail and emotional impact that cannot
be captured solely in written case studies or
class discussion.
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 316
While videos still represent a useful technol-
ogy applicable to the RME classroom, a num-
ber of technological advances have introduced
new opportunities for management pedagogy.
These include the rapid development and
acceptance of the World Wide Web, starting in
the mid-1990s to the explosion of portable com-
puting power made available from the smart-
phone revolution of 2007. The Internet proved
useful in a number of ways critical to RME
pedagogy, not the least of which included the
greater availability of firm specific information
(annual and sustainability reports) available at
corporate websites. Professors could supple-
ment discussion of particular RME practices
with exercises that challenged students to
identify and criticize the practices of specific
firms through searches of corporate websites.
The Internet also provided a new means of
distribution for management simulation soft-
ware, rather than requiring individual software
purchases or that course simulation assign-
ments be run exclusively on a university server.
Finally, the early web provided blogging sites
that could be utilized to encourage student dia-
logue and discussion through blog post entries
(Quible, 2005). Since discussions of RME can
include topics of ethics and personal morals,
students may be less likely to share in class-
room discussion. Therefore, online blog dia-
ries or discussions allow students the digital
distance to open up more than they might in
face-to-face discussion.
Assessing Current State of
Technology in RME
All of these historical technologies continue to
be a part of the RME classroom, however the
dynamics of Web 2.0 and mobile computing
power have contributed multiple new peda-
gogical opportunities. In today’s RME
courses, instructors have the option of multi-
ple new technologies that can be accessed via
students’ own devices and are available out-
side of classroom management software and
traditional text and case publishers. These new
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 Technology in Responsible Management Education
technologies provide great learning opportu-
nities, however they can also present consider-
able new challenges in course design and
course management. Despite these challenges,
a comprehensive introduction to the emerging
technologies used in today’s RME classrooms
will provide any instructor the ability to com-
bine the exact mix of pedagogies to achieve
their teaching goals.
The use of multiple and innovative
pedagogies is linked to positive learning
outcomes in the educational psychology lit-
erature (Khoo & Bonk, 2014). Therefore,
teaching effective responsible management,
as with many topics, requires using a wide
range of approaches (Figueiró & Raufflet,
2015; Starik, Rands, Marcus & Clark, 2010).
Technology has introduced a number of novel
learning tools to the management classroom,
and today’s students are more and more com-
fortable shifting between the various learning
environments provided by different technolo-
gies. Understanding the depth of technology
options available, and how they may work in
conjunction to create a holistic learning envi-
ronment is essential for RME. To that end,
this chapter will evaluate the effectiveness of
three such interactive technological tools cur-
rently used in RME courses: games/simula-
tions, social media and mobile apps.
ONLINE GAMES/SIMULATIONS
Gamification consists of the introduction of
game elements, characteristics and dynamics
into non-game contexts, for example in an
educational context (Buckley & Doyle,
2016). Learning through games falls into the
category of experiential learning of Kolb’s
(1984) model, since learning takes places not
only by reading and studying material, but
also by reflection on doing – playing.
Students learn by playing, which helps to
engage and motivate students since they per-
ceive the learning process as fun, obtain
rapid and continuous feedback on how to
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 317
317
improve at the game, and have to solve a
challenge that has to be solved through their
progress at the game (Buckley & Doyle,
2016). Gamification promotes active partici-
pation, personal experience and problem-
based learning (Hansmann, 2010).
Specifically, technological advances have
contributed to the spread of online and digital
games and gaming-based software that involve
modern media as a means to improve instruc-
tion and the learning experience in higher
education (Fletcher & Tobias, 2011), becom-
ing a trend on business education (Seaborn
& Fels, 2015; Veltsos, 2017). Examples of
digital games used in management-related
classes are World of Warcraft, railroad tycoon
and civilization. Gaming-based software and
digital games not only provide the advantages
derived from using gamification but also fit
well the new types of students, digital native,
that prefer and widely use new technologies in
all aspects of their daily life (Rodriguez, Ajjan
& Honeycutt, 2014; Wankel, 2009). However,
their potential for learning remains underex-
ploited (Pivec, 2007).
Digital Simulations in Responsible
Management Education
Recent studies have also proposed digital
games as an effective and engaging approach
in responsible management education; for
example, in the domain of corporate sustain-
ability learning (e.g. Dieleman & Huisingh,
2006; Gatti, Ulrich & Seele, 2018; Heuer,
2010; Mercer, Kythreotis, Robinson, Stolte,
George & Haywood, 2017) or business ethics
learning (e.g., Dubbelt, Oostrom, Hiemstra
& Modderman, 2015; Jagger, Siala & Sloan,
2016). Within digital games, the use of simu-
lation games as a teaching methodology is
increasingly becoming a trend in responsible
leadership, business ethics and sustainability
related courses. The main reason is their abil-
ity to imitate the operation of real-world
complex processes or systems (Doyle &
Brown, 2000; Salas, Wildman & Piccolo, 2009).
03/04/20 6:07 AM
 318 The SAGE Handbook of Responsible Management Learning and Education
Simulation games provide a realistic busi-
ness environment that resembles real life
where students have to make decisions or
solve challenges organized as a sequence or
steps involving different thinking processes,
knowledge and skills (decision-making, criti-
cal thinking, problem-solving, etc.) and can
experiment with the consequences of their
choices and actions (Salas et al., 2009). This
is important because ethics and sustainability
are complex domains that require more
dynamic and holistic pedagogical approaches
to understand their multi-dimensional and
inter-temporal characteristics (Starik et al.,
2010), as well as, their cognitive and emo-
tional effects (Montiel, Antolin-Lopez &
Gallo, 2018; Shrivastava, 2010).
Recent studies have recognized that despite
effort and research, to date, the Principles of
Responsible Management Education have
not significantly impacted practice (Hibbert
& Cunliffe, 2015; Hilliard, 2013). According
to Hilliard (2013) the existing disconnect
between responsible management theories
and their application in real-life organiza-
tions is due to the complexity and holistic
nature of the field. Simulation games might
be an effective teaching tool to educate man-
agers and students to behave responsibly
and significantly impact practice since they
might help build bridges between knowledge
and practice in responsible management.
Simulation games engage students to develop
a critical reflexive practice about business,
sustainability and ethics issues (Gatti et al.,
2018), a key competency recently identi-
fied as essential to achieving transforma-
tional learning that leads to the development
of more responsible behaviors (Brunstein,
Sambiase & Brunnquell, 2018; Hibbert &
Cunliffe, 2015).
Games/simulations learning
advantages for RME
The main pedagogical potential of simula-
tion games as a teaching tool in responsible
management education is their ability to
place students in learning environments that
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 318
present ethics and sustainability-related chal-
lenges that they can only solve through the
development of mindsets capable of dealing
with complexity. In other words, simulation
games promote the development of systems
thinking that is required for effective respon-
sible management, compared to other teach-
ing methods focused solely on the acquisition
of factual knowledge. Creating responsible
management solutions requires the ability to
deal with the complex dynamics that charac-
terize the world in which we live and focus
on the world as a whole, considering both
immediate problems and long-term conse-
quences that decision-making processes
could generate, and the interconnectedness
of multiple factors exerting influence on it.
Students must learn that a business is part of
a much larger system involving other com-
petitors, a wide variety of stakeholders and
natural ecosystems.
Scholars have acknowledged a number of
specific learning advantages of simulation
games for responsible management learn-
ing. First, multi-player simulation games can
create shared learning experiences that allow
bringing students together to reach solutions
(Dieleman & Huisingh, 2016). Students make
decisions whose outcomes on their organiza-
tion, society and the natural environment are
constantly updated, not only on the basis of
the results of their own decisions but with the
results of the other participating groups or
students. If the dilemma is raised in an inter-
national context, simulation games have the
potential of contextualizing transboundary
and cross-cultural conflicts as well. In addi-
tion, some simulation games even allow for
performing different roles with varying points
of view that interact with complex respon-
sible management issues that do not have
a single correct outcome (Maier, Baron &
McLaughlan, 2007). This is an important ped-
agogical advantage because most of the ethics
and sustainable challenges require agreement
and collaboration from multiple organizations
and stakeholders with conflicting interests.
For example, the United Nations included
03/04/20 6:07 AM
 Technology in Responsible Management Education
‘partnerships for the goals’ as the 17th goal in
its list of Sustainable Development Goals to
emphasize the role of collaboration and coop-
eration to address global sustainability-related
grand challenges.
Furthermore, simulation games help to pro-
mote an interdisciplinary learning since they
present scenarios where students can learn that
developing responsible management solutions
require handling multiple and diverse factors
(Dieleman & Huisingh, 2016; Gatti et al.,
2018; Heuer, 2010). For example, simulation
games can be helpful in responsible manage-
ment learning on corporate sustainability since
they provide students with the opportunities
to struggle with how to integrate dynamic
natural systems and complex social dilemmas
with profit-oriented management. The skills
required for an effective integration of multi-
ple, often opposing, factors in the design of a
responsible organizational strategy can only be
learned through experience. Simulation games
allow the students to see, feel and experiment
several aspects of the systemic behavior.
Third, simulation cases also seem to be well
suited to help students to learn about the inter-
temporality nature of responsible manage-
ment. Irresponsible business practices have
negative consequences in the short-term, but
also mid- and long-term effects that are dif-
ficult to observe and learn though traditional
teaching methodologies. Even changes in
one dimension of responsible management
might have consequences in other dimensions
that are only felt in the long term. For exam-
ple, the importance of time and the interac-
tion between its dimensions over time have
recently been proposed as one of the major
issues to take into account for a comprehen-
sive understanding of corporate sustainability
and its practice (Bansal & DesJardine, 2014;
Sweeney & Sterman, 2000). Through different
rounds of decision-making that represent dif-
ferent time horizons, simulation games allow
students to learn about the consequences of
their decisions in the short, mid and long-term.
Another advantage of using simulation
games for responsible management learning
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 319
319
resides in that games allows students to learn
by doing, as previously stated, but also learn-
ing by failing, an important aspect of learning
(Dieleman & Huisingh, 2006). Trial and error
is a core characteristic of game playing since
the main goal of games is to develop a positive
relationship with failure by creating rapid feed-
back cycles and promoting reflection (Buckley
& Doyle, 2016). Just-in-time feedback about
success or failure helps students develop a
systemic understanding of the consequences
of their actions when dealing with ethics and
sustainability issues without negative conse-
quences to the real world. However, learning
by failing is frequently absent in traditional
pedagogical approaches (e.g. in corporate sus-
tainability classes) since failure usually leads to
lower grades (Mercer et al., 2017).
Games also promote self-knowledge in
different personal spheres. When addressing
complex decision-making, interacting with
students from different backgrounds, and
observing the consequences of their actions,
students develop knowledge on themselves,
for example about their own values, beliefs,
and attitudes. Simulation games create reali-
ties where students can put themselves in
other shoes, developing an emotional under-
standing of their and others’ behaviors (Jagger
et al., 2016). This creates an emotional link
and allows for really experiencing emotions
connected with ethics and sustainability. For
example, horror when experiencing a natural
catastrophe derived from their decision mak-
ing or hope when developing a technology
that allows for the integration of sustainability,
responsibility, and ethics. This is important
because responsible management is strongly
connected with values and personal attach-
ment. For instance, recent scholars in the
corporate sustainability domain of responsi-
ble management education have highlighted
the need for developing and using teaching
methodologies that help students not only to
engage in cognitive, but also emotional learn-
ing (Montiel et al., 2018; Shrivastava, 2010).
Taken all together, simulation games
might be seen as an effective tool to learn
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 320 The SAGE Handbook of Responsible Management Learning and Education
about the complexities of responsible man-
agement related dilemmas since they can
foster integrative values and cognitions that
can lead students towards a transformational
learning necessary for behavioral change
towards responsible behaviors (Mercer et al.,
2017). Traditional pedagogical methods, for
instance the case method, might be less effec-
tive to address systemic nature and complex-
ity that responsible management requires.
Games/simulations examples for
RME
We provide a list of simulation games that might
be used in the classroom to teach responsible
management. Table 19.1 describes the domains
of responsible management they help to cover
and specific themes within them explain the
simulation games in terms of the context, objec-
tive and game process description, and provide
the link where they can be found.
Fishbanks, World Climate, Shortfall and
Cesim SimPower might be excellent simula-
tion games to learn about environmental sus-
tainability as students assume the role of a
business leader making decisions involving
trade-off between environmental and eco-
nomic aspects in different organizational con-
texts. For instance, Fishbanks is a simulation
game used in corporate sustainability courses
to explain a core foundation of environmental
sustainability: The Tragedy of the Commons
(Hardin, 1968). Students play the role of fish-
ermen that make decisions on buying, selling,
building ships, where to fish, participate in
policy options, etc. All these decisions have
an impact on the natural environment and the
availability of natural resources. If decisions
are made from a profit-maximizing perspec-
tive, students will face the problem of the
depletion of fishery resources which challenge
their survival. Students learn that the lack of a
sustainable management of natural resources
hampers carrying out their business goals.
As can be seen in the table, Social Progress
Index takes a step further by involving the
three elements of sustainability in decision-
making. It is a digital simulation game that
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 320
helps to understand the trade-offs between
the triple bottom line at a country level: social
well-being, GDP growth and environmental
progress. Students perform the role of country
leaders as decision-makers that have the main
aim of turning their countries into prosperous
but sustainable economies. By playing this sim-
ulation game, students learn about the interplay
and trade-offs between the economic, social
and environmental dimensions of sustainability.
The rest of the simulation games add
complexity to students’ decision-making by
covering the three pillars of sustainability
but also business ethics or corporate social
responsibility. For example, Sustentics is an
appealing simulation software that combines
the learning advantages of the case method
with the potential of simulations to enhance
the use of case studies in the classroom. It
consists of a simulation software system
that supports decision-making derived from
cases studies. Students first read the cases
that present ethical and sustainability dilem-
mas, and then, Sustentics is used as a digi-
tal platform that allows different rounds of
decision-making, which allows students to
see the impact and consequences of their
decisions and lead them to different subse-
quent scenarios. Therefore, decision-making
is expanded compared to the traditional use
of the case method, making the case method
more dynamic and interactive.
Napuro is another interesting example of a
simulation game that can be applied in respon-
sible management education. It presents stu-
dents with a futuristic scenario where they run
companies that produces sustainable clean-
ing robots. Their main goal is developing a
sustainable strategy that allows for success
in their competitive environment. It involves
many aspects connected with business ethics
and corporate sustainability such as design-
ing a sustainability strategy, both internal and
external actions connected with sustainability
and ethics, stakeholders’ management, govern-
ance, etc. It is a complete simulation with a lot
of potential to bring the student closer to busi-
ness realities.
03/04/20 6:07 AM
 Table 19.1 Examples of games/simulation to teach sustainability, responsibility and ethics
Simulation game RME field Specific themes Context Objective Description Further information

Fishbanks Environmental Tragedy of Commons Participants play the role Maximizing the net worth Different years (rounds) of https://mitsloan.mit.
sustainability Managing resources of fishermen that as they compete choices on boats purchases, edu/LearningEdge/
sustainably make decisions on against other players place of fishing, etc. simulations/Pages/
buying, selling, building and deal with variations Sustainability.aspx
ships, where to fish, in fish stocks and their
participate in policy catch
options, etc.

BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 321
World Climate Environmental Climate change World Climate is a team This exercise provides Participants play negotiators https://mitsloan.mit.
sustainability Stakeholders role- play simulation participants the chance representing countries and edu/LearningEdge/
involvement and of the international to explore the risks regional blocks that work simulations/
cooperation climate change of climate change to create an agreement that worldclimate/Pages/
Environmental impact negotiations and the challenges limits climate change by default.aspx
Emotions and of negotiating reducing GHG emissions.
sustainability international Proposals are tested using
agreements to reduce a climate policy simulation
greenhouse gas (GHG) model that provides
emissions. They have to participants science-based
come to an agreement feedback on the implications
on the quotas by of their proposals for
country atmospheric carbon dioxide
concentrations, global mean
surface temperature, sea
level rise, and other impacts
Shortfall Environmental Green supply chain Students ran an automobile Developing a supply chain The game is played in a series http://www.coe.neu.edu/
sustainability Sustainable manufacturer company that is sustainable and of rounds, each of which Groups/shortfall/
manufacturing in a competitive economically profitable represent a fiscal quarter. In
Technology in Responsible Management Education

environment. They the final round, teams ‘sell

have to plan and off’ their companies, and the
make decisions that team with the most money
involve economic and and that perform well
environmental trade- environmentally wins
offs along the supply Students play in teams
chain
321

(Continued)

03/04/20 6:07 AM
 Table 19.1 Examples of games/simulation to teach sustainability, responsibility and ethics (Continued)
322

Simulation game RME field Specific themes Context Objective Description Further information

Cesim Sim-Power Environmental Renewable energy Students teams manage a The success of the teams There are different rounds of https://www.cesim.com/
sustainability investment power utility that has is measured by their decision-making. During simulations/compare-
Environmental its own production with ability to generate the rounds, participants business-simulations
sustainable policies coal-fired, gas-fired, sustainable shareholder experience how variations
Risk-management and wind power plants returns. The returns in the electricity spot price,
The company uses are dependent on pricing policies to customers,
forward contracts for how teams are able customers demand for
hedging against market to incorporate the renewable energies, and

BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 322
price fluctuations and impact of regulatory regulations impact the
it operates in markets policies, customer company’s profits
where greenhouse gas preferences, sustainable
regulations and carbon development and risk-
emissions trading take management policies
place in their investment
decisions
Social Progress Sustainability Social progress: basic In a fictional country, Becoming an economic The instructors determine http://processimlabs.
Index (SPI) human needs, health players make prosperous society that the length of the game in com/
status, economic, social and is also sustainable terms of years (different
Economic growth: GDP environmental decisions The simulation shows the generations) and the
Environmental progress: The conditions are interdependency of number of rounds (choices).
future generations’ endogenously multiple variables and Students are divided into
resources, long- determine, with no economic sectors at teams where they can play
term environmental price shocks or variance country level different roles
impacts in the relationships
Cleanstart Sustainability Sustainable venture Participants play the role Developing the technology In each year quarter, teams https://mitsloan.mit.edu/
Ethics creation (Sustainable of the founder of a new into a successful must set prices, hire LearningEdge/
entrepreneurship) startup company in the company engineers and sales people, simulations/Pages/
Business ethics clean tech sector set compensation, (salary, Sustainability.aspx
decisions: employee stock, options and profit
salaries, firing, etc. sharing), select sources of
funding, etc.
The SAGE Handbook of Responsible Management Learning and Education

03/04/20 6:07 AM
 Napuro Sustainability Sustainability strategy It simulates a set of four Developing a sustainable Students have to make different http://www.simxp.com/
CSR design to six companies of the strategy that allows decisions regarding both SimulationExperience/
Sustainability future that produces them being successful internal and external factors en/catalogue-with-
communication sustainable cleaning in the competitive for strategy making and our-selection-of-
Sustainability practices robots competing in environment. execution. The simulation our-ready-to-play-
Relationships with one common market. Companies have to takes places in different simulations-and-
stakeholders (e.g. The companies can be profitable, while years. games/11-napuro/
clients, NGOs) distinguish themselves sustainable, and Students play in teams
Product sustainability through defining manage well the The game lasts 4-8 hours
Governance internal and external relationships with the

BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 323
measures for corporate stakeholders
sustainability
Sustentics Sustainability Universal principles (life, It is a simulation system Students read cases In each case there are three http://sustentics.
CSR peace, justice, liberty that makes the use that present ethical decisions moments. Each aguascordobesas.
Ethics and love) of case studies more and sustainability alternative represent a com.ar/course/index.
Ethics (personal, social, dynamic and interactive. dilemmas and then different path with its own php?categoryid=2
global) Decision-making is use Sustentics to make implications and unique
Sustainability extended and the choices that generate scenario
Development Goals choices are followed by impacts and observable Student feedback is based on
(e.g. water security, different implications consequences eight badges
health, etc.) and scenarios Example of cases:
Paradoxical Blessings,
Indupalma, Coca Cola
Technology in Responsible Management Education
323

03/04/20 6:07 AM
 324 The SAGE Handbook of Responsible Management Learning and Education
SOCIAL MEDIA
In the past 10–15 years, social media plat-
forms of different nature have emerged to
become the most used communication and
information sharing tools globally. People,
especially the younger generations, e.g. mil-
lennials, spend substantial time in social
media platforms. In fact, millennials, who
were born between 1980 and 1999, are often
called ‘digital natives’ because they grew up
with digital technology in their homes and
they are likely to turn to technology when
gathering any type of information (Hesel &
Williams, 2009). This new reality needs to be
recognized and embraced as significant novel
opportunities to educate managers and future
managers can emerge from an effective use
of social media platforms in responsible
management education.
In addition, the use of social media plat-
forms such as Facebook and Twitter to
enhance student interaction in manage-
ment courses is becoming a trend (Lantz-
Andersson, Vigmo & Bowen, 2013). It is
therefore very important for educators to
understand how different social media plat-
forms like Facebook, Twitter, or Instagram
work as they may offer opportunities for a
more holistic experiential learning experi-
ence that may enhance responsible manage-
ment behaviors.
Social media learning advantages
for RME
Using social media provides several peda-
gogical advantages in responsible manage-
ment education. First, the convenience of
such platforms for learners who are already
users. Most learners are already predisposed
to use social media platforms for educational
purposes as they already spend substantial
amount of time checking their different
social media accounts like Facebook,
Instagram or Twitter. Thus, there will be only
an extra-step to reach relevant information
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 324
which may only require learners to become a
fan of a particular Facebook page, or follow
a particular Instagram or Twitter account. In
fact, it is likely that most leaners will appre-
ciate the bundling of educational content into
their daily routines of checking their differ-
ent social media accounts. The learning
experience becomes embedded into their
lives rather than having to deal with the usual
divide between personal and educational/
professional informational platforms.
Second, social media platforms have the
ability to enhance collaboration between
learners as these platforms are based on
interaction between users to function. For
example, in business communication courses
the use of social media has facilitated group
decision making but also generated individ-
ual responsibility for their ideas (Buechler,
2010). In addition, previous studies have
noted positive reasons to educate students on
the appropriate use of social media as they
should learn how to use the different plat-
forms responsibly (Hagler, 2013).
Social media examples for RME
Several studies have already showcased the
opportunities that social media platforms
provide for responsible management educa-
tion. Here we provide a couple of examples
from three of the most used social media
platforms: Facebook, Instagram, and Twitter.
Facebook was released in 2004 as a social
media and networking service that quickly
grew to become the number one global social
media platform. In January 2018, Facebook
claimed to have more than 2.2 billion
monthly active users. Of those users, many of
them consider Facebook as their ‘home site’
and visit the sites multiple times throughout
the day. Facebook has been adopted by com-
panies for marketing and communication
purposes because it provides a rich user envi-
ronment to disseminate information about
their products and services, to build brand
awareness and to establish relationships
with consumers (Hyllegard, Ogle, Yan &
Reitz, 2011). Furthermore, Facebook offers
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 Technology in Responsible Management Education
extensive learning opportunities for responsi-
ble management. The platform is easy to use,
most people are already part of the network
and it includes tools to create closed groups
to share materials, comment and engage
in conversations about any relevant topic
on responsible management. Additionally,
students can be asked to analyze the social
network strategies of different organiza-
tions and their legitimacy. In the context of
sustainable development agendas, learners
can be assigned to analyze how companies
develop legitimacy using social media when
addressing stakeholders’ multiple demands
(Castelló, Etter & Årup Nielsen, 2016).
Instagram was launched in 2010 as a photo
and video-sharing social media platform and
was quickly acquired by Facebook in 2012.
This social media app has recently gained pop-
ularity to become the most popular platform
among younger generations, the post-millen-
nials. It has even helped create a new market-
ing figure, the ‘influencer’ – individuals and
organizations with a large number of follow-
ers who can be used to disseminate ads and
information very efficiently. In fact, according
to a recent study, 78% of the social influenc-
ers for brand collaboration use Instagram as
their preferred social media platform (Zine,
2017). The opportunity that Instagram offers
for responsible management education relies
on identifying the right influencers for learn-
ers to follow, those that can enhance educa-
tion on responsible management topics. These
influencer accounts can be either individuals
or organizations that post pictures and vid-
eos with relevant content. Some examples
include B Corporation (@bcorporation), UN
Sustainable Development Goals (@sdgac-
tion) or individual influencers in areas like
environmental sustainability and zero waste.1
Identifying the right accounts and influencers
to follow can be an effective way to ensure that
users receive relevant information to become
more responsible managers.
First released in 2006, Twitter is a micro-
blogging service that has become extremely
popular as a form of disseminating concise
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 325
325
information in a very fast fashion. Users
interact by posting and re-posting short mes-
sages, ‘tweets’, that were originally limited
to 140 characters but later this limit was
doubled. Twitter has since become a very
powerful communication tool, with the most
relevant example being the US President,
Donald Trump, who is an avid Twitter user to
quickly disseminate any type of information
or thought that crosses his mind. Ten years
ago, shortly after Twitter had been released,
Reuben (2008) predicted the immense poten-
tial of Twitter as a learning tool and Dunlap
and Lowenthal (2009) pointed out how Twitter
would become a powerful tool to enhance
social presence. In fact, no global company
or CEO can exist these days without a Twitter
account and this provides enormous opportu-
nities to create exercises around responsible
management education. For example, stu-
dents can analyze how different companies
and business leaders disseminate informa-
tion about their corporate social responsibil-
ity and sustainability practices. Alternatively,
students can also examine how different
business crisis have been managed in Twitter,
the types of responses that companies have
released and how their followers have reacted
to such responses. Another interesting exer-
cise could involve testing the effectiveness
of such tools and how responsive companies
and executives are to questions raised by their
followers. Students could test communication
effectiveness and responsible management
by tweeting questions to specific companies
or CEOs and analyzing their responses (or
non-responses) to their requests as well as
different communication strategies between
competing companies.
MOBILE APPS
In addition to the social media explosion, the
use of smart phones has also brought additional
technology tools for information dissemina-
tion: the mobile app. Recent statistics show that
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 326 The SAGE Handbook of Responsible Management Learning and Education
60% of the time spent by Americans on the
Internet is done through their smartphones
(Techcrunch, 2014), which explains why
smartphone app design is one of the fastest-
growing tech industries. For instance, since
2008, over 100 billion apps have been down-
loaded (The Economist, 2016). Academics
have also started to investigate the potential of
mobile apps to be used in management educa-
tion. For example, a recent call for papers on
‘There is an App for that! The use of new tech-
nologies and apps for ethics, CSR and sustain-
ability education’ was recently released at the
Journal of Business Ethics (Montiel, Delgado-
Ceballos, Ortiz-de-Mandojana & Antolin-
Lopez, 2020).
Mobile apps learning advantages
for RME
This technology boom founded on the devel-
opment of smartphones and mobile apps has
also created new opportunities in responsible
management education (Montiel, Delgado-
Ceballos & Ortiz-de-Mandojana, 2017).
Some have a pedagogy component (e.g. math
fluency apps for children, language-learning
apps or brain-training apps for seniors), and
instructors may benefit from them. Some of
these mobile apps may offer the opportunity
to educate managers in responsible manage-
ment. Mobile apps are very convenient to use
since everyone now has a mobile device and
they are already using those devices at all
times. The identification and use of apps that
can help educate managers on responsible
behaviors seems natural.
Mobile apps examples for RME
Mobile apps may offer the opportunity to
educate managers in responsible manage-
ment. In fact, within the entire university of
mobile apps that are currently available in
our smartphones, one can find multiple apps
that are useful to educate on different aspects
of responsible management. These apps are
also useful to educate managers about the
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 326
importance of all the different stakeholders
since they cover issues related to different
stakeholders such as government, employ-
ees, consumers, communities, civil society
organizations (NGOs), and the natural envi-
ronment. Next, we provide a few examples
that try to tackle different aspects of ethical
business, corporate social responsibility and
environmental sustainability.
Philanthropy apps are apps aimed at facili-
tating philanthropic activities of different
types of organizations such as non-profits or
private companies. Some examples include
Donate a Photo and Google One Today.
Donate a Photo is an initiative developed by
Johnson & Johnson that takes phones and
turns them into a way to do good. For every
photo shared through the Donate a Photo app,
Johnson & Johnson donates $1 to the charity
of choice such as Save the Children or Girl Up.
Similarly, Google One Today facilitates users
to support nonprofit causes they believe in.
Employee fair wages apps provide a mecha-
nism for consumers to learn about fair wages
by providing information on wages. For exam-
ple, ROC United (Restaurant Opportunities
Centers United) is a mobile app that provides
information on whether a particular restaurant
is paying fair wages or not to its employees.
Another interesting app named Sweatshop
allows users to play the role of a sweatshop
owner who has to hire staff, make them work
and make decisions of sales and salaries.
Consumer protection apps are apps aim-
ing at providing transparent and accurate
information to consumers. For example, the
GoodGuide is an app developed at Berkeley
University that provides health attributes
information on food and other consumer
goods when user scan the products barcodes.
Piensa en Clima app was developed by a
Spanish non-profit, Fundacion Economia y
Desarrollo to help consumers in their pur-
chasing decisions. The apps provide informa-
tion on the climate change actions (or lack of)
undertaken by corporations.
Business political involvement apps are
apps that provide information on the political
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 Technology in Responsible Management Education
involvement of businesses. For example,
BuyPartisan in the United States allows
users to scan a product’s barcode and find
out the political contributions of each com-
pany’s CEO, Board of Directors, political
action committees and employees. Similarly,
Dollarocracy is an app developed by
OpenSecrets.org that provides information
about money in politics in the United States.
Both apps aimed at providing more transpar-
ency to the American political process.
Community activism apps provide opportu-
nities to engage users in community activism
in different ways. For example, the Buycott
app is an app with barcode scan capabilities
that suggests whether consumers should buy
or avoid a particular product based on how
well it aligns with the consumer’s values and
principles. The app also allows consumers to
join boycott campaigns to express their sup-
port or opposition to various issues. Joulebug
is an app game that helps users to be more
sustainable and compete with their friends
and contacts towards being more environ-
mentally sustainable in their daily lives
at work and at home. Users gain points by
changing their behaviors towards being more
environmentally sustainable.
Finally, there are hundreds of apps avail-
able that aim at helping users becoming more
environmentally sustainable. For example,
Seafood Watch is an app developed by the
Monterey Bay Aquarium in California that
provides information on how to consume sea-
food and fish in a sustainable way. It reveals
whether a particular seafood item can be
consumed in sustainable way in a particular
season. Another example is Air4U, an app
developed at the University of California,
Los Angeles, that provides real-time air qual-
ity information based on location.
FUTURE TRENDS
The technologies we have discussed in the
RME environment are focused on providing
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 327
327
the additional context that we mentioned as
being lacking in written case studies and tradi-
tional class discussion. We see two themes
emerging from these technologies: first there
are the technologies that achieve a connection
between the management challenge being
studied and the student’s personal life. The
location apps that allow learners to connect
sustainability concepts with their daily con-
sumption, philanthropic decisions and waste
disposal decisions are just one example of
making the issues of a particular RME issue
concrete and relevant for the student’s daily
life. The second theme emerging from this
group of current technologies is the connec-
tion with the perspectives, needs and desires
of others; separate from the personal experi-
ence of the student. Social media interaction is
a perfect example of how the technology can
help expose the student to issues and beliefs
outside of their own lived experience and
allow them to approach management deci-
sions with the multiple perspectives of various
stakeholders. It is through this enhanced expo-
sure to personal connection and outsider per-
spectives that these technologies allow for
better engagement with the sustainability,
responsibility, and ethics pillars of RME.
While we cannot fully speculate about what
great technologies are around the corner that
may benefit management education, there are
certain technologies that are almost reaching
the level of maturity needed for effective uti-
lization in the management classroom. As we
look at these maturing technologies, we can
identify direct connections with the two con-
textual themes of personal connection and
outsider perspective we found in the current
technologies. The two technologies we see as
having a significant potential to impact RME
pedagogy in the future are virtual reality
(VR) and artificial intelligence (AI). We see
these technological advances less as stand-
alone pedagogical technologies and more as
advancements that may influence some of the
tools we have already identified.
Virtual reality is the use of technology to
simulate a 3D immersive experience for the
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 328 The SAGE Handbook of Responsible Management Learning and Education
user of the technology. This is separate from
virtual worlds, which are simulated artificial
environments that exist in a digital space and
have been used by businesses to create simu-
lated meeting or teamwork environments.
These virtual worlds do not necessarily include
the level of sophisticated visual immersion of
virtual reality. The focus on immersion and
rich visual detail makes VR a perfect extension
of the traditional use of videos in the manage-
ment classroom. Rather than observe a video
of a manufacturing process, customer service
interaction, or human resource management
situation, VR would allow students the oppor-
tunity to experience these management sce-
narios as if they were real to life. Using VR
technology, a professor can expose students to
a rich experience that might not be possible to
recreate through field-trips or other pedagogi-
cal tools. For example, a VR experience could
place a student in the heart of the Bhopal dis-
aster, rather than watch a Hollywood film. VR
technology has a significant impact for RME
pedagogy specifically because it can place
the student in an interactive environment that
might not be easily experienced in the real
world (Eschenbrenner, Fui-Hoon Nah & Keng
Siau, 2008).
VR technology builds on those technolo-
gies that seek to build a personal connection
for the student with the material being studied.
Obviously, the material will be more immer-
sive than videos or images on Facebook and
Instagram, however it is unclear whether the
greater depth of immersion heightens the learn-
ing and personal connection of the manage-
ment material. Studies have shown that VR
can improve students’ enjoyment and interest
with the learning material but has no improved
impact on reliability and understandability
(Lee, Sergueeva, Catangui & Kandaurova,
2017). A counterpart to VR technology is aug-
mented reality (AR), which provides the user
with additional objects and environments over-
laid with their true reality. This technology has
implications for the ability to introduce class
concepts to the student’s everyday life. Rather
than ask students to utilize a mobile app when
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 328
shopping, these future technologies might
allow the instructor to create an overlay that
highlights environmental or social issues as
the student passively goes by their daily life.
For example, such AR may highlight a diesel
bus with text or colors to suggest their nega-
tive environmental impact in comparison to a
natural-gas bus. Again, this focuses on bring-
ing the classroom material alive for the student
throughout their daily life which allows them
to reinforce cognitive learning and build a per-
sonal emotional connection with RME con-
cepts of sustainability, responsibility and ethics.
The second maturing technology that has
significant implications for RME pedagogy
is artificial intelligence (AI). There are a mul-
titude of different opinions and definitions of
AI, but in the simplest terms it concerns the
simulation of human intelligent behavior. AI
can refer to physical robots, but the technol-
ogy is equally impressive even if it only exists
as a software program that one interacts with
through voice or type inputs. As computing
power grows, and programming prowess
improves these simulations can appear more
and more realistic. The Touring test refers to
a diagnostic process whereby an AI is tested
to see whether it can appear indistinguishable
from an actual human subject to an outside
observer. These ever more realistic AI tech-
nologies have significant implications for the
game/simulations we have covered exten-
sively in the earlier sections of this chapter.
Most of those simulations rely on simplistic
agent behavior models or at most some sto-
chastic processes in their interaction with stu-
dents. However, more sophisticated AI would
significantly impact the quality of interaction
in these simulations and would go much
further in exposing students to the dynamic
perspectives of various stakeholders. RME
simulations based on advanced AI could truly
duplicate the complex and unpredictable
behaviors of various stakeholders faced with
an ethical challenge, sustainability misstep,
or effort to create shared stakeholder value.
AI technology is also playing an ever-
increasing role in mobile app technology.
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 Technology in Responsible Management Education
From music apps that help you identify new
music that fits your past tastes, to virtual
assistants that automate some of your daily
tasks. Therefore, advances in AI may modify
the existing mobile apps we have identified
in this chapter, or more interestingly, allow
for the development of new apps that provide
further opportunities to explore RME issues.
Imagine an app that is designed to play an
ethical devil’s advocate. Students may be
tasked to make an ethically challenging man-
agement decision. After applying all course
tools in a comprehensive analysis, students
may then be challenged to justify their deci-
sion to this devil advocate app. Finally, they
could then provide a written reflection on the
outcome of the AI assisted discussion.
Both virtual reality and artificial intelligence
have been around for many years, therefore
we are not predicting the emergence of new
technologies. However, if these technologies
follow their existing development curves, they
will inevitably play a greater role in the man-
agement classroom. RME pedagogy relies on
the particular exposure to personal connection
and outsider perspectives. We identify a rela-
tion between VR and the creation of deeper
personal experiences and AI and the exposure
to almost infinite possibilities of outsider per-
spectives. Therefore, these two technologies
will play an important role in the evolution of
technologies used in the RME classroom.
CONCLUSION
We provide a survey of three technology
domains for their effective use in RME.
Games/simulations, social media and mobile
apps were introduced as the domains with the
greatest relevance to current RME pedagogy.
We define each technology for the reader and
provide a general analysis of how it provides
useful learning outcomes in the three dimen-
sions of RME, sustainability, responsibility
and ethics. For each technological domain we
introduce specific examples of how to apply
BK-SAGE-MOOSMAYER_ET_AL-190341-Chp19.indd 329
329
them in the management classroom. Finally,
we argue that these technologies address the
need for introducing two main contextual ele-
ments to RME courses: a personal connection
to the material and a greater exposure to out-
sider perspectives on the material.
Note
1  www.skinnyfit.com/blog/eco-friendly-influencers/.
ACKNOWLEDGMENTS
We acknowledge the financial support from
the Spanish Ministry of Economy, Industry
and Competitiveness, Agencia Nacional de
Investigación-AEI, and the European Regional
Development Fund-ERDF/FEDER-UE (R&D
Project ECO2015-66504).
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