The paper aims to revive an interest in the notion of responsible project management education (RPME) in the context of related contemporary debates about: the integration of reflexivity, ethics and sustainability in business schools' curricula; the purpose, values and effectiveness of university education; and practical relevance of business and management courses, to mention only a few. We offer an interpretation of what RPME at university level may mean, concerning the practice of curriculum design and pedagogy of project management courses in light of a perceived nature of project management theory and the field as practised. We argue that responsible project management education should make the theorising of the process of projectification, relational complexity and practical wisdom (combining prudence, instrumental and value rationality) accessible and appealing to all involved and should pursue experiential reflective learning. To illustrate how it may work in practice, we reflect on our longstanding experience with designing and delivering a PM module for an MBA programme. Apart from the challenge with maintaining the requisite diversity of the teaching team and practitioners' input into the course, we illuminate some benefits and challenges as perceived by the participating students. These are: discomfort caused by encountering a different 'project management'; excitement in embracing the unexpected; light-bulb moments in redefining one's own understanding of PM practice and in finding a new way of understanding and dealing with a specific situation in the workplace.
This paper critically reviews existing contributions from the field of cultural leadership studies with a view to highlighting the conceptual and methodological limitations of the dominant etic, cross-cultural approach in leadership studies and illuminating implications of the relative dominance and unreflective use of the English language as the academic and business lingua franca within this field. It subsequently outlines the negative implications of overlooking cultural and linguistic multiplicity for an understanding of culturally sensitive leadership practices. In drawing on lessons from this critical review and the emergent fields of emic, non-positivist cultural leadership studies, this analysis argues that the field of cultural leadership studies requires an alternative research agenda focused on language multiplicity, which enables the field to move towards emic, qualitative research that helps to empower individual cultural voices and explore cultural intra-and interrelationships, tensions and paradoxes embedded in leadership processes. The paper concludes by offering suggestions on methodological approaches for emic cultural leadership studies that are centred on the exploration of language as a cultural voice.
The authors -two anthropologists and an organisational theorist, all organisational ethnographers -discuss their understanding and practices of organisational ethnography as a way of imagining and reflect on how similar this understanding may be for young organisational researchers and students in particular. The discussion leads to the conclusion that organisational ethnography may be regarded as a methodology but that it has a much greater potential when it is reclaiming its roots: to become a mode of doing social science on the meso-level. The discussion is based on an analysis of both historical material and the contemporary learning experiences of teaching organisational ethnography as more than a method to our students.Keywords: organisational ethnography; anthropology; teaching and learning organisational ethnography, sociological imagination; ethnographic imagination; research methods Word count: 7,917 1 We would like to thank the anonymous Reviewers and the Editor for their thoughtful comments which helped us to considerably improve this article.As a science, organizational ethnography needs to be concerned with creating systematic generalizations about "how the world works". It needs to be theoretically informed and informing; it needs to contribute to the broader body of knowledge which constitutes organization and management studies. It enables theoretical, rather than empirical, generalizations to be made. (Watson 2011, 209)
Purpose -The purpose of this paper is to introduce the practices and findings of a visual inquiry developed by the co-authors with students in a Business School in the south west of England. The authors are interested in how students engaged with the visual as a practice of inquiry and how this contributed to their development of a critical approach to the concept of ethics in business organisations. Design/methodology/approach -Students visited an exhibition shown as part of the 100 days countdown to the COP15 UN climate change conference, and constructed visual representation of questions and dilemmas related to ethical business practice. The analysis focuses on student presentations, and the discussions that these provoked on the relationship between "business" and "ethical practice". Findings -Doing co-inquiry with visual images enabled many students to engage more proactively with ethical dilemmas; to attend to deeply felt values that they were not accustomed to bring into the rule bound environment of the classroom; to develop critical readings of the visual as a discourse about business organisations and their claims to ethical practice; and to create their own visual representations of ethical dilemmas within business practice. Originality/value -The research methodology brings together inquiry-based learning and visual inquiry in the context of undergraduate learning in a business school. The paper considers the significance of the methodology and findings as a contribution to visual inquiry methodology and practice, and as a medium for enabling students in a business school to develop their ethical sensibility.
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