As Zimbabwe’s universities and business schools embrace the integration of humanistic management into their curricula, the next logical step is to explore innovative learning formats that can effectively deliver this human centred education.
While the foundational principles of humanistic management — dignity, wellbeing, and social responsibility — are now on the agenda, the challenge lies in how to teach these concepts in ways that engage students and equip them with the skills needed to navigate a complex, ever changing business landscape.
Alongside this, there is an equally pressing need to stimulate research into humanistic management, an area still in its infancy in Zimbabwe.
By drawing on leading international research and contextualising it for Zimbabwe, we can foster a deeper understanding of how human-centred leadership can transform our business practices.
Innovative learning formats
Incorporating humanistic management into the curriculum is only the first step.
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The real challenge is to ensure that students not only understand the concepts but are also able to apply them in practical settings.
This requires rethinking traditional methods of teaching and exploring innovative formats that align with the principles of human centred education.
Below are some learning formats that could reshape business education in Zimbabwe.
Experiential learning , field projects
Human centred education thrives on experience rather than rote learning.
Experiential learning allows students to engage directly with real world issues, encouraging them to apply classroom concepts in practical contexts.
In Zimbabwe, where many communities face socio-economic challenges, business students could be tasked with developing projects that aim to solve local problems while adhering to humanistic principles.
For example, students could partner with small businesses in rural areas, helping them implement sustainable business models that balance profitability with community wellbeing.
This approach not only teaches students how to run businesses but also instils a deep sense of social responsibility.
By working directly with communities, students are exposed to the human side of business, learning first — hand the importance of dignity, empathy, and ethical decision making.
Flipped classrooms, digital learning
The traditional lecture based classroom is increasingly being challenged by innovative formats such as the flipped classroom.
In this model, students are required to watch pre-recorded lectures or read material before coming to class, where they engage in active discussions and problem solving activities.
This format encourages students to take ownership of their learning while freeing up class time for more interactive, human-centred discussions.
In the context of Zimbabwe, where access to digital resources can sometimes be a challenge, universities could partner with local businesses or NGOs to create open access digital platforms.
These platforms could host lectures, case studies, and interactive learning materials on humanistic management.
Such resources would not only benefit students but also be accessible to business practitioners seeking to learn more about human centred leadership.
Role playing and simulations
To truly understand the ethical and social dimensions of business, students need to be placed in scenarios where they must make tough decisions.
Role playing and simulations are powerful tools for this kind of learning.
For instance, a simulation could present students with a dilemma where they must balance the need for profitability with the wellbeing of employees or the local community.
These learning formats can be particularly effective in Zimbabwe, where many business leaders face complex ethical challenges in navigating a volatile economy.
By engaging in role playing exercises, students can better appreciate the difficult trade — offs that human-centred leaders must make, developing their capacity for ethical decision-making and empathy.
Collaborative learning
Humanistic management emphasises the value of collaboration and community.
In the classroom, this can be translated into collaborative learning, where students work in teams to solve problems, share ideas, and challenge each other’s thinking.
Peer teaching, where students take turns presenting and discussing key concepts, can also be an effective method for reinforcing learning.
Zimbabwean business schools can leverage this format to create learning environments that mirror the collaborative, community focused nature of humanistic management.
For example, students could work together on case studies of local companies that embody human centred principles, fostering a deeper understanding of how these values can be applied in practice.
Stimulating research interest
While humanistic management has garnered significant attention internationally, there is still a lack of substantial research on the subject in Zimbabwe.
To develop a robust body of knowledge in this area, Zimbabwean universities and business schools need to encourage and support research that explores the application of humanistic management principles in local contexts.
Below are some ways to stimulate research interest in this discipline;
Fostering interdisciplinary research
Humanistic management intersects with numerous disciplines, including sociology, psychology, and environmental science.
Encouraging interdisciplinary research can help broaden the scope of human centred business studies.
For instance, a collaboration between a business school and a department of social sciences could explore how community based enterprises in Zimbabwe incorporate humanistic management principles into their operations.
Such research could provide valuable insights into the ways in which dignity, social responsibility, and wellbeing are integrated into business models in Zimbabwe’s unique socioeconomic environment.
Highlighting leading research
To stimulate interest in humanistic management, Zimbabwean scholars and students should be exposed to some of the leading international research in the discipline.
Key figures like Amartya Sen, Martha Nussbaum, and R Edward Freeman have contributed substantially to human centred approaches in economics and business.
Their work on ethics, capabilities, and stakeholder theory offers a rich foundation for exploring how humanistic principles can reshape business education and practice.
Research from the International Humanistic Management Association (IHMA) also offers valuable insights.
Studies that examine how humanistic management can contribute to achieving the UN Sustainable Development Goals (SDGs) provide a critical framework for Zimbabwe, where the focus on inclusive and sustainable growth is paramount.
For instance, a study on how social enterprises balance profitability with social impact could serve as a model for Zimbabwean businesses looking to integrate human centred values into their operations.
Creating research incentives
To build a strong research culture around humanistic management, Zimbabwean universities could offer incentives for research in this area.
Grants, fellowships, and awards could be established to support faculty and students conducting research on topics related to human centred business practices.
Such incentives would not only stimulate academic interest but also encourage collaboration between universities, business schools, and industry partners.
Moreover, business schools could organise conferences and workshops that bring together scholars, practitioners, and students to share research findings and discuss the latest trends in humanistic management.
This would help build a community of researchers dedicated to advancing the discipline and its relevance to the Zimbabwean context.
Developing case studies of busines
Zimbabwean business schools can contribute to the global body of humanistic management research by developing case studies of local companies that exemplify human centred leadership. Companies such as Econet Wireless, which has demonstrated a strong commitment to social responsibility, offer valuable examples of how businesses can balance profit with purpose.
These case studies could explore how humanistic management principles have contributed to these companies’ success, providing both practical insights for students and valuable contributions to the academic field.
Conclusion
As Zimbabwe’s business schools and universities embark on the journey to incorporate humanistic management into their curricula, the need for innovative learning formats and robust research becomes increasingly clear.
By adopting experiential, collaborative, and digital learning formats, institutions can deliver human centred education that equips students with the skills to navigate today’s complex business environment.
Simultaneously, fostering interdisciplinary research, developing local case studies, and incentivising scholarly work on humanistic management will help build a deeper understanding of how these principles can transform businesses in Zimbabwe.
Ultimately, human-centred education and research are not just academic exercises; they are vital to building a generation of business leaders who are committed to creating a more inclusive, equitable, and sustainable future for Zimbabwe.
The challenge now is for Zimbabwean universities and business schools to take up the mantle and lead the way in this crucial transformation.
Jongwe is an experienced business consultant with extensive expertise across various industries in Southern Africa, including higher education. — WhatsApp at +27 82 408 3661/ +263 788 016 938 or by e-mail at consultgws@gmail.com