Enacting responsible management: a practice-based perspective

Price, Oriana Milani; Gherardi, Silvia; Manidis, Marie

doi:10.4337/9781788971966.00035

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…Also, the managerial tool of total responsibility management (Waddock & Bodwell, 2002 assumes a collective perspective by idealizing a 'total' "essential responsibility of everyone involved in … all company practices" (Waddock & Bodwell, 2004: 30). Finally, posthuman, socio-material perspectives on responsible management go one step further by including both human-nonhuman actors that form networks enacting responsibility (Laasch, 2018a;Laasch, Moosmayer, & Arp, 2018;Painter-Morland, 2011;Price, Gherardi, & Manidis, 2020;Verkerk et al, 2001).…”

Section: Group Spherementioning

confidence: 99%

“…This implies using research as a vehicle to "interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities" (PRME, 2007c). This focus on the managerial praxis of managing responsibly, in everyday sayings and doings (Price et al, 2020), and, responsible management as a praxis of managerial working life (Ennals, 2014), implies that responsible management research can be inspired by seminal studies of actual managerial praxis (Kotter, 1999;Luthans, Rosenkrantz, & Hennessey, 1985;Mintzberg, 1973). Such research is often based on methods that bring the researcher closer to managers such as diary studies, (auto) ethnographies, interviews, workplace observations, and action research.…”

Section: Praxis Practices Process(es)mentioning

confidence: 99%

“…The aspiration is for managers to develop professional competences for managing responsibly (Laasch & Moosmayer, 2015;Wesselink & Osagie, 2020), such as developing moral competence (Sekerka, 2020) and ethical voice (Tams & Gentile, 2020). The learning process may involve continuous reflexivity, questioning their own (ir)responsibility while carrying out managerial activities (Hibbert & Cunliffe, 2013;Price et al, 2020;Tams, 2020), or explicit training and management development initiatives (Chapple et al, 2020;Hauser, 2020). While responsible management learning is centered on individual responsible management learning, it may also manifest in the form of organizational learning for responsibility (Cullen, 2020;Solitander, Fougère, Sobczak, & Herlin, 2011).…”

Section: Learning Change Innovationmentioning

confidence: 99%

See 2 more Smart Citations

Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Laasch¹,

Suddaby²,

Freeman³

et al. 2020

Research Handbook of Responsible Management

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The profession of business management … assuming grave responsibilities. (Follett, 1927: 87) Performing responsible management is the alternative to tyranny. (Drucker, 1974: 3) Business schools … freed their students from any sense of moral responsibility. (Ghoshal, 2005: 76) Managers must … achieve success with responsibility. (Prahalad, 2010: 36) Responsible management … I don't see how you can manage … and ignore the social consequences.

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Section: Group Spherementioning

confidence: 99%

Section: Praxis Practices Process(es)mentioning

confidence: 99%

Section: Learning Change Innovationmentioning

confidence: 99%

See 1 more Smart Citation

Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Laasch¹,

Suddaby²,

Freeman³

et al. 2020

Research Handbook of Responsible Management

View full text Add to dashboard Cite

show abstract

“…Professional practice requires more than the application of theoretical knowledge . The sayings and doings of practice become meaningful when they are enacted as "knowledgeable activities" or "knowing-in-practice" (Price et al, 2019). Knowing-in-practice is characterized by developing knowledge collectively in an ongoing way determined by specific situations.…”

Section: Connections Between Workplace-related Information Practice A...mentioning

confidence: 99%

“…The framework of workplace-related information practice is particularly relevant to the chemistry laboratory, given the many similarities between laboratory practice and workplace practice: "In workplaces where there is an emphasis on practical and embodied understandings and more value placed on experiential knowledge and know-how, information literacy will reflect the informal nature of learning within site" . Professional practice requires more than the application of theoretical knowledge, and involves "knowing-in-practice," which is characterized by developing knowledge collectively and in an ongoing way in response to specific situations (Price, Gherardi, & Manidis, 2020). The literature also emphasizes the importance of social sharing of information between experienced and novice practitioners, which provides a useful theoretical frame for this study's intent .…”

Section: Information Literacy As a Social Practicementioning

confidence: 99%

Chemical information literacy in a problem-based beginner laboratory

Wellhöfer

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This cumulative dissertation examines learning in chemistry laboratories, focusing on the challenges and benefits of problem-based learning (PBL) for novices in the lab. It addresses the lack of consistent understanding about what should be learned in labs and why it's important. The research aims to understand what students learn, how they learn, and how lab learning can be improved. A central concept in PBL labs is Information Literacy, defined as a sociocultural practice enabling learners to identify and use information sources within a specific context as legitimized by the practice community. The first publication, Wellhöfer and Lühken (2022a), investigates the relationship between PBL and learner motivation. It identifies factors that can foster students' intrinsic motivation in a PBL lab. Autonomy is found to be a key factor, increasing student motivation and presenting a model of the autonomous scientific process. This model involves four steps: information acquisition, designing and applying experimental procedures, experimental feedback, and autonomous process optimization. The results suggest that intrinsic motivation in PBL labs can be enhanced by enabling students to independently execute these steps. The second publication, Wellhöfer and Lühken (2022b), examines the information process students undergo during their first PBL lab. Using a sociocultural framework, it explores Information Literacy to understand students' handling of information and their perceptions of the information process. The findings reveal that in PBL labs, developing a practical, applicable experimental procedure is crucial for problem-solving and significantly shapes the information-acquisition process. This process is iterative, influenced by new information, leading to more precise information needs. Students assess information quality based on its usefulness for their problem, implementability (considering cognitive understanding, available equipment, and psychomotor skills), and safety. Furthermore, the role of privileged knowledge forms in evaluating the quality of text sources is explored. Students viewed non-scientific sources as "poor" and scientific sources as "good," yet used both for information gathering. There were discrepancies between their assessment of source quality and actual use, indicating that perception of source quality doesn't always affect their practical decisions. The third publication, Wellhöfer, Machleid, and Lühken (2023), investigates students' information practices in the lab, focusing on discourse between novice learners and experienced assistants. It shows that theoretical knowledge isn't sufficient for independent practical action, and students need actionable social information from experienced community members. The results highlight that information literacy in the lab for newcomers to a community of practice has distinctive features, and physical experience and tacit knowledge are crucial for learning the methods and group-specific knowledge of the practice community. The article demonstrates how learning information literacy in a practice community requires a social and physical experience and provides insights on how educators can support this process.

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A Posthumanist Epistemology of Practice

Gherardi

2022

Handbooks in Philosophy

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Enacting responsible management: a practice-based perspective

Cited by 10 publications

References 16 publications

Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Chemical information literacy in a problem-based beginner laboratory

A Posthumanist Epistemology of Practice

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