Civilize the Business School: For a Civic Management Education

Colombo, Laura Antonella

doi:10.5465/amle.2021.0430

Cited by 31 publications

(21 citation statements)

References 64 publications

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“…First, we answer and extend previous calls for revising how and what we teach in response to the ever-shifting career landscape, in general (e.g., Caza, 2020; Loon, 2021), and the need to prepare students to address the COVID-19 pandemic and other grand challenges, in particular (e.g., Akkermans et al, 2020; Shantz et al, 2023). Our pedagogy instills the critical thinking, narrative imagination, historical awareness, and appreciation of interdisciplinary and ethical perspectives required for students to be fully engaged citizens of the world (Colombo, 2023; Shantz et al, 2023). Second, we complement existing approaches to teaching about careers that focus on building students’ self-awareness and career management skills (e.g., Amoroso & Burke, 2018; Caza et al, 2015) by endorsing a pedagogy that is interdisciplinary, film-centered, and historical.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, students need additional tools to ponder questions such as why they desire the careers they do; how they measure their own personal success; how cultural markers of success influence and inspire their ambitions; how systemic, organizational, and historical structures affect their careers; and what additional factors they might consider and prioritize as they enter positions of leadership and can influence the careers of others. We join the call of scholars who have encouraged management education to embrace a broader agenda that prepares students to face grand societal challenges, in part by embracing pedagogies that allow for diverse interdisciplinary perspectives, moral imagination, and civic purpose (e.g., Colombo, 2023; Shantz et al, 2023). The need to face such challenges has become increasingly relevant, even urgent, in the wake of the COVID-19 pandemic.…”

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confidence: 99%

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From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers

Tosti-Kharas,

Levinson

2023

Journal of Management Education

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In the contemporary work landscape, individual workers increasingly create, sustain, and manage their own careers. Business schools prepare students to enter careers using a vocational approach that neglects the cultural lens on why students desire the careers they do and how they perceive those careers over time. In this essay, we argue that career education entails not only assessing and developing individual strengths and skills but also pondering the context, purpose, and scope of one’s career. Our proposed pedagogy is: (a) interdisciplinary, blending insights from management and the humanities; (b) centered in narrative, specifically film narrative, which forms the central organizing principle of the course; and (c) historical, analyzing the narrative themes and subtexts that recur over time. We seek to move beyond a “how-to” approach, focusing on skills students need to succeed in their initial jobs, toward a “why do?” interrogation of the cultural and historical roots of work and career attitudes. This approach challenges students to critically examine ideas about what makes a good career—for themselves and others—over the long arc of their working lives. We present some key tenets of our proposed approach, using examples and evidence from a class we co-taught to illustrate them.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers

Tosti-Kharas,

Levinson

2023

Journal of Management Education

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“…Following Kitchener and Delbridge (2020) the opportunity is for business schools to redirect their work toward an explicit mission of delivering on the “public good” out of a “moral commitment to human betterment” (p. 320). Such a mission would take as its goal the production of “cooperative humans, substantive business schools, fairer societies, and thriving ecosystems” (Colombo, 2023). Against the juggernaut of the corporate business school, the real possibility of business education and research that re-engages with the public and democratic function of the university has emerged (cf.…”

Section: Hope Is Not Deadmentioning

confidence: 99%

The good business school

Rhodes,

Pullen

2023

Organization

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As Organization celebrates its 30th Anniversary, this paper asks: what might it mean to be a good business school? The paper reviews research published in this journal to assess the current state of business schools, revealing a somewhat dismal picture of institutions beholden to instrumental managerialism, top-down hierarchical control, obsession with metrics, and narrow and elitist research agendas. This state of affairs is re-assessed though Raewyn Connell’s idea of The Good University. Through this analysis, we are able to identify the good business school as one serves society by educating citizens and creating knowledge that leads to shared prosperity, social equality and human flourishing.

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“…The challenges are significant. Management education has been criticised for acting in self-interest and with a culture of short-termism aligned to capitalistic worldviews (Colombo, 2022). These may be viewed as what Shulman (2005) terms 'signature pedagogies'.…”

Section: Introductionmentioning

confidence: 99%

The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization

Smith¹,

Cripps

Stokes

et al. 2023

Management Learning

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This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.

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Civilize the Business School: For a Civic Management Education

Cited by 31 publications

References 64 publications

From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers

From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers

The good business school

The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization

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