authentic leadership, ethical organization, positive organizational scholarship, organizational culture, organizational identity,

No abstract

Purpose – The Principles of Responsible Management Education (PRME) are a United Nations led initiative that includes a mandate to engage with voices generally marginalized in business classrooms. The voices of Indigenous peoples are among such marginalized voices. Inclusion of indigenous worldviews offer opportunities to enhance the capacity of the PRME to contribute to more just and sustainable management and development of humanity. The paper aims to discuss these issues. Design/methodology/approach – PRME Principle One inspires opportunities to integrate the United Nations Declaration on the Rights of Indigenous Peoples (DRIP) and through this confluence, contribute to manifesting the espoused aspirations of the United Nations Global Compact (UNGC) – i.e. the transformation of poverty and environmental degradation toward universal human and environmental thriving. Findings – Greater attention to relational ethics through critical pedagogy encourages reflection on the paradoxes of the market logic that permeates management education. The outcome in practice of this logic appears to result in ever increasing disparity. Its unfettered trajectory risks both people and planet. An indigenous call to respect all life, including that of the planet, brings the principles of universal inclusiveness to light in a compelling way. Originality/value – This essay is unique in its call to construe together the PRME, UNGC, Business Reference Guide (BRG), and the DRIP to progress aspirations of inclusiveness and sustainability; and contribute indigenous worldviews for their intrinsic value in critical reflection on the damage caused by the market logic endemic to management education.

Circles are symbols of interconnectedness. Behavioral circles can be vicious or virtuous. Many American Indians are caught in a vicious circle of exclusion from the purported benefits of Westernization, entrapment in its negative elements, and the ongoing undermining of their culture and thus their identities. Yet Native Americans, along with many indigenous peoples the world over, are holding fast to traditional values. Indigenous knowledge systems include spiritual orientations that, in the face of the social and environmental issues facing humanity, may provide an alternative set of values for generating life-enhancing business behavior. The authors introduce management educators to Native American values generally and specifically to four traditional Lakota values: bravery, generosity, fortitude, and wisdom. Management education might move toward to an inclusive, virtuous circle through respect for Native American values as an equally valid alternative to dominant management values.

We take empowerment from tasks to relationships by introducing the construct of psychological empowerment in the context of mentoring episodes. We introduce a new perspective for examining psychological empowerment, derived from a protégé's perceptions of relational impact, developmental meaning, interpersonal competence, and relational self-determination arising out of relational mentoring episodes. Empowered protégés are expected to be more proactive in their careers. By applying an empowerment perspective to relational mentoring, we propose a conceptual model to investigate critical interpersonal processes and to discover more about how developmental relationships work. Finally, our aim is also to further our theoretical understanding of relational mentoring episodes. This new direction holds exciting implications for career scholarship, human resource development (HRD) practitioners, and employees.