From Capacity to Capability? Rethinking the PRME agenda for inclusive development in management education

Jill Millar, Juliette Koning


Building  on Sen’s capabilities approach this paper focuses on the United Nations Principles for Responsible Management Education (PRME) to assess whether  current developments in management education have the capacity to contribute to the promulgation of an  inclusive development that moves beyond  the discourse of ‘growth’ and ‘income’.  Arguing that PRME in its current form reproduces a dominant market logic, and lacks the sensitivity to difference as captured in the plural quality of Sen’s capability approach, we conclude by suggesting  a PRME agenda for management education that contributes to inclusive development as human wellbeing,  rewriting it in terms of capabilities.


inclusive development; capabilities; PRME; management education

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