Reflexivity in Teaching and Researching Organizational Studies

Cunliffe, Ann L.

doi:10.1590/s0034-759020200108

Cited by 13 publications

(23 citation statements)

References 29 publications

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“…Contemporary narratives promote and support acceptance of consumption and growth as a necessity for society . In the broader context of these economics induced logics and the contemporary mainstream management education landscape that predominantly rely on techno-rational managerialist pedagogies and management solutions (Cunliffe, 2020), the module is opened with the IPCC Report (2021). This report alerted the world to "Code Red for Humanity" and students are asked to deliberate and reflect upon the ideas of Rockström et al's (2009) "Planetary Boundaries", Raworth's (2017) "Doughnut Economics", Henshaw´s "Funnel" and Aditya Birla´s "Sustainable Business Report" (Aditya Birla Group, 2018) as well as van Zanten and van Tulder's (2021) "Sustainability Imperatives".…”

Section: Teaching Approaches and Methodsmentioning

confidence: 99%

Chapter 26. The Role of Business for a Sustainable Future: Critical Perspectives

Arora†¹,

Henshaw²,

Karayiannis³

2022

Shaping a Sustainable Future

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Learning objectiveCompetency referred to framework of Wiek et al. (2011) Cognitive Ability to recognise the key social and environmental issues and trends influencing and shaping the business landscape Systems-thinking competence Ability to identify and analyse the impacts of business on the environment and society Systems-thinking competence Ability to identify the projected impacts of the environment and society on business Anticipatory competence Ability to reflect on the role and form of business and the form of a sustainable society and the interconnection between the two Normative competence Ability to evaluate the relationship between taught material, research and personal experiences and offer ideas for the future Strategic competence 26.3. Learning objective dimension (UNESCO, 2017) Learning objective Competency referred to framework of Wiek et al. (2011)

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Section: Teaching Approaches and Methodsmentioning

confidence: 99%

Chapter 26. The Role of Business for a Sustainable Future: Critical Perspectives

Arora†¹,

Henshaw²,

Karayiannis³

2022

Shaping a Sustainable Future

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“…The focus on managerialism under the neoliberal reasoning (Foucault, 2003; Dardot & Laval, 2013) has been steering business and society to a financialization process that made room for critical problems regarding business ethics (Zanoni et al, 2017). Some examples are questionable leadership ethics, corporate scandals and environmental disasters (Blanc, Cho, Sopt, & Branco, 2019; Pertiwi & Ainsworth, 2020) caused by bad organizational practices (Hibbert & Cunliffe, 2015; Cunliffe, 2020).…”

Section: The Traditional Notion Of Managementmentioning

confidence: 99%

“…The contribution of my proposal involves the development of a new concept that may help to comprehend responsible management (Forray & Leigh, 2012; Costas & Kärreman, 2013; Rasche & Gilbert, 2015; Laasch et al, 2020) in practice through a reassessment of the roles of management and management education practices (Fleming & Oswick, 2014). The notion of RMEP links the theoretical efforts of business schools in teaching practitioners to be more responsible (Dyllick, 2015; Rasche & Gilbert, 2015; Cunliffe, 2020) to the practical aspects involving competing priorities between the business world and societal demands (Fleming & Oswick, 2014; Zanoni et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Responsible managing as educational practice

Bispo

2022

OMJ

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Purpose This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP). Design/methodology/approach The study is an essay. Traditionally assumed as individual-driven, rational, neutral and unproblematic, the author alternatively considers management not as managerialism but as a social practice that needs to be responsible. Findings The author posits that responsible management involves educational experiences enacted through practical wisdom. In this context, education herein is understood not as a scholastic practice taught in business schools or offered within professional training, but that may occur in informal contexts such as managing. Originality/value RMEP may contribute to a better comprehension of responsible management in practice. The author draws on the epistemology of practices and the notion of phronesis to support his thesis – that managing can be responsible when assumed as an educative practice performed through practical wisdom and people’s mutual education.

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“…Contemporary narratives promote and support acceptance of consumption and growth as a necessity for society . In the broader context of these economics induced logics and the contemporary mainstream management education landscape that predominantly rely on techno-rational managerialist pedagogies and management solutions (Cunliffe, 2020), the module is opened with the IPCC Report (2021). This report alerted the world to "Code Red for Humanity" and students are asked to deliberate and reflect upon the ideas of "Planetary Boundaries", Raworth's (2017) "Doughnut Economics", Henshaw´s "Funnel" and Aditya Birla´s "Sustainable Business Report" (Aditya Birla Group, 2018) as well as van Zanten and van Tulder's (2021) "Sustainability Imperatives".…”

Section: Course Outlinementioning

confidence: 99%

Shaping a Sustainable Future

2022

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This book gives insights into important factors that are shaping effective learning for sustainability and describes innovative teaching formats that will enable students to contribute to a more sustainable world in their future role as decision makers. Basic concepts in the context of sustainability-related teaching and learning are defined and the relation between learning objectives, methods, skills and outcomes is conceptualised. The book’s detailed description of 23 teaching formats, including their learning objectives, course contents and structure, as well as applied methods aims at supporting lecturers and trainers in the design of their own teaching formats. With conbtributions by Pilar Acosta, Bimal Arora, Hasret Balcioglu, Diana Bank Weinberg, Maria Angeles Bustamante Gallego, Silke Bustamante, Julen Castillo-Apraiz, Helen Chiappini, Arrate Lasa Elguezua, Iñaki Etaio Alonso, Diego Rada Fernandez de Jauregui, Irene Garnelo-Gomez, Jonatan Miranda Gomez, Zsuzsanna Győri, Tony Henshaw, Igor Hernandez Ochoa, Mark Hoyle, Maria V. Ilieva, Divya Jyoti, Achilleas Karayiannis, Prashan S. M. Karunaratne, Philipp Kenel, William Kitch, Tetiana Kravchenko, Idoia Larretxi Lamelas, Edurne Simón Magro, Olaia Martinez Gonzalez, Martina Martinovic, Virginia Navarro Santamaria, Maria, Nemilentseva, Rana Parweeen, Andrea Pelzeter, Daria Podmetina, Manuel Quirós, Ellen Saltevo, Marina Schmitz, Elena Senatorova, Kai Shaman, Aušrinė Šilenskytė, Julia Solovjova, Unai Tamayo Orbegozo, Marko, Torkkeli, Itziar Txurruka Ortega, Gustavo Vargas-Silva, Anna Young-Ferris and Chuan Yu.

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Reflexivity in Teaching and Researching Organizational Studies

Cited by 13 publications

References 29 publications

Chapter 26. The Role of Business for a Sustainable Future: Critical Perspectives

Chapter 26. The Role of Business for a Sustainable Future: Critical Perspectives

Responsible managing as educational practice

Shaping a Sustainable Future

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