THE world is facing an era of profound challenges, described aptly by the term polycrisis, where multiple crises intersect, creating complex problems that are difficult to solve.
From climate change to inequality and social unrest, these crises demand a fundamental shift in how we approach business and education. Business schools and universities, as key shapers of future leaders, are at the forefront of this transformation.
In Zimbabwe, where the journey towards sustainable development is fraught with unique social, economic and environmental hurdles, the need for a new paradigm in business education has never been more urgent.
This article sets an agenda for integrating humanistic management into the curricula of Zimbabwe’s business schools and universities, drawing from insights shared at the recent International Humanistic Management Association (IHMA) conference themed “Transforming Business and Education for Flourishing — Rethinking Foundations and Practice”.
Transforming business, education
The theme of the IHMA conference serves as a clarion call for rethinking how business is taught and practiced.
The current economic system and educational frameworks are under pressure to adapt, particularly in the face of the United Nations Sustainable Development Goals (SDGs), which remain elusive for many countries, including Zimbabwe.
To flourish in these uncertain times, education systems need to foster leaders who are equipped not only with technical skills but also with a profound understanding of human dignity, social justice and ethical decision-making.
- Re-imagining business education
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For Zimbabwean universities, the integration of humanistic management into business curricula offers a pathway to developing leaders who can steer businesses toward sustainable and inclusive growth.
The foundational role of dignity
At the heart of humanistic management is the concept of dignity — the recognition of the intrinsic worth of every individual, regardless of their role in the economic system.
The IHMA conference underscored dignity as a foundational element for re-imagining business and education.
In the Zimbabwean context, where economic instability and social inequalities have eroded trust in institutions, embedding the principle of dignity into business education can help rebuild this trust.
Universities and business schools have a responsibility to teach future leaders to value human dignity as much as they value profit margins. This requires a shift from seeing employees and stakeholders as mere resources to recognising them as partners in a collective journey towards a thriving society.
Humanising interventions
Humanising interventions are practical strategies that aim to infuse business practices with compassion, empathy and respect for human values.
The IHMA conference highlighted various approaches to such interventions, including community-based learning, ethical leadership training and social innovation projects.
Zimbabwe’s business schools can draw on these insights to design curricula that emphasise experiential learning. For instance, incorporating real-world case studies on local companies that successfully balance profit with purpose — like Econet Wireless or Delta Corporation — can help students understand how humanistic principles can be applied in practice.
Moreover, partnerships with local communities and organisations can provide students with hands-on experience in solving social and economic issues, thus fostering a sense of responsibility towards society.
Redesigning the curriculum
Redesigning business education curricula to incorporate humanistic management is not merely an academic exercise; it is a necessity for creating a more equitable and sustainable future.
The IHMA conference called for a radical rethink of the paradigmatic foundations of business education, urging schools to move beyond traditional, profit-centric models.
For Zimbabwe’s universities, this means developing courses that blend management theories with interdisciplinary insights from sociology, psychology and environmental science.
A course on Sustainable Business Strategies, for example, could cover topics ranging from circular economy models to social entrepreneurship, encouraging students to think holistically about the impact of business decisions on society and the environment.
Additionally, Zimbabwean business schools should consider introducing mandatory modules on Ethics and Social Responsibility and Leadership for Sustainable Development. Such modules could explore global frameworks like the UN SDGs and discuss their applicability to the Zimbabwean context.
The aim would be to equip students with the skills to lead organisations that are not only financially successful ,but also contribute positively to societal well-being.
Rethinking paradigmatic foundations
The traditional business education model has long been dominated by the narrative of shareholder primacy — where the primary responsibility of a business is to maximise returns for its shareholders.
However, this narrow focus has contributed to numerous social and environmental problems. The IHMA conference called for a paradigm shift towards stakeholder capitalism, where businesses are accountable not just to shareholders but to all stakeholders, including employees, customers, communities and the environment.
Zimbabwean business schools have an opportunity to be at the forefront of this shift. By redefining the paradigmatic foundations of their programmes, they can help cultivate a generation of business leaders who see value creation as a multi-dimensional concept.
Courses that explore concepts such as conscious capitalism and inclusive business models could be integral to this new approach, enabling students to understand that profitability and social responsibility are not mutually exclusive but rather mutually reinforcing.
Curriculum transformation
The IHMA conference also provided valuable lessons from ongoing efforts to transform business education globally. For Zimbabwean institutions, these lessons offer a blueprint for action.
One key takeaway is the importance of collaboration between academia, industry, and civil society in developing curricula that are relevant and impactful. Universities could create advisory boards comprising academics, business leaders and social entrepreneurs who provide guidance on integrating humanistic management principles into the curriculum.
This would ensure that courses are not only theoretically sound, but also practically relevant to Zimbabwe’s socio-economic context.
Moreover, engaging in global networks and partnerships, such as those fostered by the IHMA, can help Zimbabwean universities stay abreast of the latest trends and best practices in humanistic management education.
These partnerships could also provide opportunities for faculty development, enabling lecturers to learn from peers worldwide and incorporate innovative teaching methods, such as problem-based learning, flipped classrooms and immersive field experiences.
A call to action
Zimbabwe boasts over 10 universities and several business schools that have the potential to lead this transformative agenda. However, integrating humanistic management thinking into their curricula requires a deliberate and strategic approach.
Here are some key steps that Zimbabwean institutions can take:
Curriculum audit and redesign: Conduct a thorough audit of existing business programmes to identify gaps in humanistic content. Redesign courses to incorporate modules that focus on ethics, sustainability, and social responsibility.
Faculty development: Invest in training and development programmes for faculty members to build their capacity in teaching humanistic management. This could include workshops, seminars, and exchange programmes with leading institutions globally.
Community engagement: Foster partnerships with local communities and businesses to provide students with practical, real-world learning opportunities that emphasise humanistic management principles.
Research and thought leadership: Encourage faculty and students to engage in research that explores the application of humanistic management in the Zimbabwean context. Publishing case studies, papers, and articles can position Zimbabwean business schools as thought leaders in this field.
Global partnerships and networks: Actively participate in global networks, such as the IHMA, to exchange ideas, learn from best practices, and collaborate on projects that advance humanistic management education.
Conclusion
As Zimbabwe continues its journey towards sustainable development, the role of education in shaping ethical and compassionate leaders cannot be overstated.
The call to integrate humanistic management into the curricula of Zimbabwe's business schools and universities is not just an academic endeavour; it is a moral imperative.
By embracing this paradigm shift, Zimbabwean institutions can help cultivate a new generation of leaders who are not only skilled in business but also deeply committed to building a more just, equitable, and sustainable society. It is time to move beyond profit-centric models and embrace a more holistic, human-centred approach to business education — one that is fit for the challenges and opportunities of the 21st century.Jongwe is an experienced business consultant with extensive expertise across various industries in Southern Africa, including higher education. WhatsApp: +27 82 408 3661/+263 788 016 938 or e-mail: consultgws@gmail.com
