Exploring unknowingness in the DBA programme: Possibilities for developing an ‘attitude of wisdom’

Abstract

Unknowingness is an integral aspect of organisational life. Yet simultaneously this is often marginalised and silenced, leaving organisations and their managers unintentionally vulnerable. The cultivation of what Weick terms an ‘attitude of wisdom’ whose essence lies in knowing that one does not know, provides one way forward. However, challenges remain as to how this might be achieved. I suggest that management education provides one promising but so far overlooked space where managers can be helped to recognise and explore their unknowingness. In this paper, I focus on the experiences of DBA students who were embarking on journeys to become ‘researching professionals’. Drawing on an analysis of 30 students’ reflective journals, I offer two contributions. First, I identify the ways in which learning to research in this context helps students to recognise and engage with their unknowingness: through understanding the limits of what, how and when they know. I therefore outline one proposal for developing Weick’s ‘attitude of wisdom’ and in so doing, also advance a more nuanced understanding of this concept. Second, I illustrate how this learning informs managers’ everyday work by leveraging space for inquiry with others to present possibilities for more considered and inclusive action.

On the Neglect of Fallibility in Management Learning and Education: From Perfect to Adequate Managers

“…For example, Tourish (2020) lambasts Chia and Holt's (2006) contribution for what he sees as unnecessary complexity. However, at the same time, this content might be more welcomed by our students than we estimate (Hay, 2022;Petriglieri & Petriglieri, 2010;Samra-Fredericks, 2003b). As Chia (2017: 115) comments, processual accounts which uphold a view of "organizational life as immersed, ongoing practical coping is one familiar to many experienced managers, even though it conflicts with much of managerial talk that emphasizes decisiveness, certainty and clarity of action".…”

“…Typically, as noted earlier, educators tend to adopt the position of an expert "whose job it is to know" (Raab, 1997: 167). Yet, if we accept that we are equally unable to escape a perpetually fluxing reality to teach managers, the occupation of this position becomes problematic since we cannot avoid our own unknowing (Hay, 2022). Like the managers we teach, we are secondary to the ontological flux.…”

“…Moreover, living in this pervasive unknowingness is disturbing and uncomfortable since feelings of anxiety and doubt are typically evoked (Allen, 2017;Hay, 2022). Indeed, in Heidegger's (1985) account, it is in such anxiety that human beings come 'face to face with their being-in-the-world'.…”

“…However, the current management education context neglects these possibilities, since the "refining of empirical sensitivity" to "real goings-on in the world" (Chia, 2017: 114) has been overlooked as an integral part of the business school's learning agenda (Cunliffe, 2022). As such, management educators stand accused of colluding in the silencing of fallibility (Hay, 2022;Petriglieri & Petriglieri, 2015;Sadler-Smith & Cojuharenco, 2021).…”

Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research

“…Evidence suggests that the demand and popularity for DBA programs will continue to grow, supported by the demand for research qualified employees within the knowledge economy (Kortt et al, 2016;Kot & Hendel, 2012). The key differentiating feature of a DBA is the applied nature of the research conducted, however, there is less consensus as to what is taught within a DBA program, but all programs tend to provide research methods and methodology training to help support professionals make the transition to conducting academic research (Hay, 2021;Rigg et al, 2021).…”