Business Teaching, Liberal Learning, and the Moral Transformation of Business Education

Nesteruk, Jeffrey

doi:10.1080/15416518.2012.687995

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…Landfester and Metelmann, 2020). It follows the lines laid out by Nesteruk's (2012) arguing for a "blending model" of management education on the strength of "bringing the practice of liberal education to the pedagogies of business" (p. 115). There are several different ways of achieving this, all of which have much to be said for them (cf.…”

Section: The Value Of Literacy: Operationalizing Epistemological Doubtmentioning

confidence: 98%

“…At the same time, the humanities are called upon for a "Moral Transformation of Business Education" (Nesteruk, 2012) to restore humanity in the most emphatic meaning of the word to its rightful place which is currently usurped by economic thinking "as the core value of political discourse" (Hendry, 2006 p. 23). Since business schools, as Ghoshal (2005) claims, by sticking to this narrative and thus "propagating ideologically inspired amoral theories <…> have actively freed their students from any sense of moral responsibility" (p. 76), it is hoped that the humanities might provide for" a moral rearmament against the harsh instrumentality that serves outright greed" (Guillet de Monthoux, 2015 p. 1).…”

Section: Great Expectations: a Short Historical Note On The Humanitiementioning

confidence: 99%

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The Value of Doubt: Humanities-Based Literacy in Management Education

Landfester

Metelmann

2020

Humanist Manag J

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Our paper addresses the question of what exactly the contribution of the humanities to management education could or should be, suggesting the concept of Literacy as both this contribution’s goal and method. Though there seems to emerge a consensus in the debate about the future of management education that the humanities should be involved with shaping it, some misconceptions about the humanities obscure the understanding of the why and how of it, most notably as to the manner in which they are to provide for ethical values. Our paper in a first step endeavours to clear those misconceptions up drawing on some historical aspects of their development. It then proceeds to introducing the concept of Literacy and, based on it, the teaching framework of Critical Management Literacy (CML) we designed to operationalize the concept towards management students` needs. Our leading hypothesis is that the contribution of the humanities should focus on the cultivation of the capacity for epistemological doubt in order to prepare students for the complexity and indeterminacy of reality, thus at the same time laying the groundwork for ethical reflectivity.

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Section: The Value Of Literacy: Operationalizing Epistemological Doubtmentioning

confidence: 98%

Section: Great Expectations: a Short Historical Note On The Humanitiementioning

confidence: 99%

The Value of Doubt: Humanities-Based Literacy in Management Education

Landfester

Metelmann

2020

Humanist Manag J

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“…The debates on practicality of academic services offered by business schools are mounting in the management literature. Most commonly notified issues ranges from business schools being unprofessional and irrelevant towards serving businesses (Datar, Garvin, & Cullen, 2011;Ghoshal, 2005;Khurana, 2010;Paton, Chia, & Burt, 2014) up to being unable to provide ethically and socially responsible graduates and sustainable academic contributions (Muff et al, 2013;Nesteruk, 2012;Rasche & Gilbert, 2015). These issues have raised pressures on leaders and faculty members of business schools to bridge practical and theoretical ideologies of serving their stakeholders through academic endeavors (Kieser, Nicolai, & Seidl, 2015).…”

Section: Introductionmentioning

confidence: 99%

Restoring the relevance: Conceptualizing a collaboration model for business schools

Syed¹,

Omar²

2016

JGBI

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There are growing debates on practicality of academic services offered by business schools. Recent studies suggest business schools to collaborate with stakeholders to restore the relevance. However, there is eclipse in the literature with reference to collaboration models that generally maps the linkage of business schools with stakeholders. Potential stakeholders of business schools in this study are discussed in two broad segments, namely, primary and secondary stakeholders. Primary stakeholders are students and alumni, and secondary stakeholders are business organizations, non-business organizations and academic institutions. To understand and specify needs and expectations of stakeholders, business schools first need definite mission and vision. Based on that, business schools could identify those stakeholders who they want to serve through academic services. This study attempts to conceptualize a holistic collaboration model that business schools could adapt and proposes method to develop collaborations with potential stakeholders.

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“…Business schools invest significant portions of their curriculum in building the necessary functional and technical skills, and often fall short in providing learning opportunities for critical decision‐making capabilities and greater awareness of the impact of managers on the world around us in leading positive change. These concerns echo with the Carnegie Foundation for Advancement in Higher Education's report Rethinking Undergraduate Business Education: Liberal Learning for the Profession (Colby, Ehrlich, Sullivan, & Dolle, ) and others (Bobko & Tejeda, ; Chew & McInnis‐Bowers, ; Karakas, ; Maloni, Smith, & Napshin, ; Nesteruk, ; Viswanathan, ) for integrating liberal arts and more holistic pedagogy into business education.…”

Section: Introductionmentioning

confidence: 99%

Igniting Passion and Possibilities Through the Arts: Conflict, Collaboration and Leadership Through Live Stage Performances

McCarthy

Carr

2015

J of Leadership Studies

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Leaders today require critical thinking skills and full awareness of the complexities of social and cultural interaction. These may be best taught through the liberal arts. This article examines the use of live dramatic stage performances for teaching and learning contemporary management and leadership lessons, highlighting the value of collaborating across traditional university boundaries through the use of the arts within the management curriculum. We describe the successful working relationships and our effective implementation model with cross‐campus colleagues and students in the theater department to integrate live stage plays into our core management and leadership coursework. Students and faculty from both domains have found the activity to be engaging, provocative, relevant, and valuable. A key finding from this work has been how malleable, smooth, and straightforward the process has been to successfully—and powerfully—integrate the arts and humanities directly into management education and leadership development.

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Business Teaching, Liberal Learning, and the Moral Transformation of Business Education

Cited by 6 publications

References 14 publications

The Value of Doubt: Humanities-Based Literacy in Management Education

The Value of Doubt: Humanities-Based Literacy in Management Education

Restoring the relevance: Conceptualizing a collaboration model for business schools

Igniting Passion and Possibilities Through the Arts: Conflict, Collaboration and Leadership Through Live Stage Performances

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