This paper explores the concept of the 'rogue' through an examination of how the figure appears in business ethics and as the rogue trader. Reading the rogue trader through institutional logics and Jacques Derrida's book Rogues, we suggest that the rogue is not on the dark side of organization so much as in an indeterminate grey zone, where the boundary between acceptable behaviour and misconduct is unclear. We further argue that this boundary is necessarily unclear as it is in the nature of organization, at least within

This article analyzes public value creation by the German Federal Labour Agency (FLA) from a middle management perspective. We relate the role description of a public value manager by Mark Moore with middle management research inspired by Floyd and Wooldridge. As a result of a case study we conceptualize critical experience of middle management and its antecedents in balancing different value dimensions. The conflict potential is seen less in managing different expectations from the top and the front line, but rather in enacting an integrative public value manager role itself which requires significant adaptive and value-balancing work customarily attributed to professional (private) leadership.

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From the point of view of the humanities, it is a very promising development that management studies have recently turned to the humanities in the quest for competences which are perceived by both managers and the public to be sadly lacking in management education. From the point of view of management studies, however, humanities’ scholars usually fall equally sadly short of teaching those competences to management students in a manner designed to convey what, exactly, those competences are and why they should need them. Our article seeks to negotiate the gap between the two disciplinary domains by introducing a concept of Critical Management Literacy which is designed to communicate the humanities’ specific contribution to management studies. Applying this concept to the humanities, we argue that the humanities are uniquely suited to help overcome the disciplinary segregation of knowledge by teaching that humanity is not an ontologically pre-stabilised entity that can be owned by any discipline; rather, it is an epistemological construct which varies according to the contexts it is developed and used in. The type of knowledge the humanities offer makes this conceptual dimension visible, which we claim is intrinsically important to management education. To offer access to this knowledge to management studies, however, the humanities will definitively have to revise their understanding of their disciplinary identity to some extent.

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