Cross-Disciplinary Ethics Education in MBA Programs: Rhetoric or Reality?

Rasche, Andreas; Gilbert, Dirk Ulrich

doi:10.5465/ambpp.2012.208

Cited by 72 publications

(40 citation statements)

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“…They intensively, and iteratively coordinate their knowledge integration in the pursuit of reallife solutions. For instance, UN Global Compact companies' managers might engage with researchers from UN PRME Footnote 1 (continued) and Conaway 2015; Rasche et al 2013). Third, there are boundaries between disciplines studying management, management education, and management research methods.…”

Section: Interdisciplinarity and Intersectoralitymentioning

confidence: 99%

Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

et al. 2020

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The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are 'done' in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines (interdisciplinarity) and sectors (intersectorality) in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field's aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion.

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Section: Interdisciplinarity and Intersectoralitymentioning

confidence: 99%

Constellations of Transdisciplinary Practices: A Map and Research Agenda for the Responsible Management Learning Field

et al. 2020

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“…Robertson (2009) makes a similar suggestion for a legal curriculum, as do Rasche et al . (2013) for management education.…”

Section: Developing Virtue At a Tertiary Levelmentioning

confidence: 99%

Explicitly incorporating virtues into actuarial education

Asher

2016

Ann. actuar. sci.

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This paper outlines a framework for explicitly including ethics in actuarial education. The framework includes integrity, the cardinal virtues (justice, prudence, self-control and courage), and vocation. It is based on a traditional understanding of ethics, and it is argued that it has the potential to be widely acceptable. Justification, from philosophy, is found mainly in virtue ethics, and the work of Alasdair MacIntyre. The framework is concerned with matters of character as well as behaviour and ultimate outcomes (which are the respective concerns of apparently competing deontological and teleological theories). Integrity and the cardinal virtues can be found within current professional standards or, it is argued in the case of courage, should be there. We come to appreciate and display the virtues as we are inducted into a professional community by teachers and mentors. Our view of ethics is incomplete, however, without acknowledgement of our own weaknesses and failures, and an understanding of the role of regulation. Such understanding should include insight into the way in which ideologies and institutions can pervert ethics for the benefit of vested interests. Finally, suggestions are made as to how the framework of the virtues can be included in the actuarial syllabuses.

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“…are rarely considered as desirable outcomes in their own right. This means that typically ethical issues have been addressed in business schools by the inclusion of modules (often elective) relating to CSR, (Moon & Orlitzky, 2011;Rasche, Gilbert, & Schedel, 2013), and so the CSR module bears much of the weight of the task of instilling a socially responsible mind-set in business students. and related leadership and management models for encouraging a norm of self-interest and profit maximisation (Ghoshal, 2005;Khalifa, 2010).…”

Section: Wisdom and Business School Educationmentioning

confidence: 99%