Feminist reflections on life in (im)balance, career praxis, and the PRME

Asirvatham, Sheeba; Humphries-Kil, Maria

doi:10.1016/j.ijme.2017.03.005

Cited by 8 publications

(12 citation statements)

References 40 publications

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“…Some articles highlight the importance of moving management education away from a values-neutral stance towards a more 'humanistic' values-driven stance (Kelley and Nasher 2014;Tripathi et al 2014). Asirvatham and Humphries-Kil (2017) explore the implications of adopting feminist perspectives by teachers and faculty interested in 'doing' RMLE. As 'received' mainstream models of management education struggle to accommodate these responsible approaches, alternative modes are proposed in the TRM literature which encompass relational complexity and phronesis (Cicmil and Gaggiotti 2018), pragmatic inquiry (Kelley and Nahser 2014), interdisciplinary approaches (Kelley and Nasher 2014;Annan-Diab and Molinari 2017), active and experiential learning (Siqueira and Ramos 2014;Heaton 2017).…”

Section: Teaching Responsible Management (Trm)mentioning

confidence: 99%

“…This review has highlighted that issues which exist in one category of the literature, manifest in a different way in others. For example, the finding that gender influences a faculty member's orientation to RMLE (Asirvatham and Humphries-Kil 2017) in the TRM category is reflected in the gendered nature of student openness to ethical learning in the RIL category (Haski-Leventhal et al 2017). Similarly, the need for business schools to resolve the tension between capitalism and social/environmental responsibility in the ORME category (e.g Millar and Koning 2018) is also experienced by individual teachers and learners in both the TRM (Aragon-Correa et al 2017;Neal 2017) and RIL literatures (Blasco 2012).…”

Section: A Research Agenda For Rmlementioning

confidence: 99%

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Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education (RMLE) confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided into four distinct categories:(1) Teaching Responsible Management; (2) Organizing for Responsible Education; (3) Responsible Individual Learning, and; (4) Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed.

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Section: Teaching Responsible Management (Trm)mentioning

confidence: 99%

Section: A Research Agenda For Rmlementioning

confidence: 99%

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Cullen

2019

J Bus Ethics

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“…We take up the issue of predictors of faculty acceptance of and adherence to the PRME because it is faculty compliance that will ultimately determine the path to PRME implementation (Maloni, Smith & Napshin, 2012). Based on the work of Haski-Leventhal, Pournader and McKinnon (2016), coupled with a radical feminist reflection on academic women working within PRME contexts (Asirvatham & Humphries-Kil, 2017), previous research suggesting that female business students, at least, are more ethical and amenable to business's social responsibility (see, for example: Arlow, 1991;Borkowski and Ugras, 1998;Lämsä, Vehkaperä, Puttonen & Pesonen, 2008), and a more generic case that business ethics itself is becoming feminized (Larson and Freeman, 1997) we ask:…”

Section: A Model Of Prme Commitment Predictors: Gender Race and Dismentioning

confidence: 99%

Who Supports PRME Implementation? An Analysis of Influences on Individual Faculty Commitment to PRME

2019

JHETP

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A sizable scholarly literature has developed which examines initiation and implementation of the Principles for Responsible Management Education (PRME) in higher education. Moving beyond schoollevel work previously done, we develop a model of predictors for individual faculty PRME commitment. We test our model in a small regional business school via a survey of faculty, a review of faculty research interests, and a content analysis of course syllabi. Our findings point to faculty discipline and gender as key predictors of PRME engagement. Implications of these findings for PRME implementation are discussed.

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“…Work and non-work role integration fosters more WFC (Asirvatham & Humphries-Kil, 2017;Matthews et al, 2010). Considered the more prevalent form of WFC (Jiang, Luo, & Kulemeka, 2017), time-based conflict occurs when time applied to one domain drains resources from other domains.…”

Section: Research Purpose and Questionsmentioning

confidence: 99%

“…With the rise of work related stressors, current interest in quality of life concerns, the expansion of work-life balance dialogues, and a desire for women to progress into senior leadership positions, clarifying how work and nonwork obligations are managed is an important component regarding the career and leadership advancement of women (Asirvatham & Humphries-Kil, 2017;Carlson, Kacmar, & Williams, 2000;Kossek, 2016;Methot & LePine, 2016;Phipps & Prieto, 2016). For employees, the integration, connection, and support between work and family roles can provide mutual opportunities and means for knowledge transfer, encouragement, growth, and cross-role contributions; however, overlapping role demands and responsibilities can also result in increased perceptions of work-life imbalance and work-family conflict (WFC) (McMullan, Lapierre, & Li, 2018;Michel & Clark, 2009;Michel, Mitchelson, Pichler, & Cullen, 2010;Phipps & Prieto, 2016;Winkel & Clayton, 2010).…”

Section: Introductionmentioning

confidence: 99%

Harmony and Help: Recognizing the Impact of Work-Life Balance for Women Leaders

Brue¹

2018

Journal of Leadership Education

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Women leaders operate within multiple roles, managing both work and nonwork obligations. Exploring work-life balance constructs, this study examined role integration, social support sources, and work-family conflict to determine their influence on women leaders. Findings suggested that women leaders felt the benefit of a variety of social support services, but especially from sources external to the organization. Women leaders were diverse in role integration strategies, with respondents largely divided between blurring and segregating their work and nonwork roles. Time-based work-family conflict was slightly more apparent than strain-based conflict. Women leaders also indicated that their work interfered with their family more than their family interfered with their work. Findings provide valuable insights as to how women view work-life balance within their roles as leaders.

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Feminist reflections on life in (im)balance, career praxis, and the PRME

Cited by 8 publications

References 40 publications

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Varieties of Responsible Management Learning: A Review, Typology and Research Agenda

Who Supports PRME Implementation? An Analysis of Influences on Individual Faculty Commitment to PRME

Harmony and Help: Recognizing the Impact of Work-Life Balance for Women Leaders

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