Embodied Phronetic Pedagogy: Cultivating Ethical and Moral Capabilities in Postgraduate Business Students

Berti, Marco; Jarvis, Walter; Nikolova, Natalia; Pitsis, Alexandra

doi:10.5465/amle.2019.0034

Cited by 21 publications

(14 citation statements)

References 119 publications

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“…For instance, citizen science projects in fields like astronomy demonstrate that large gains in research quality and productivity are possible if sociotechnical research infrastructure is leveraged in the right way (Watson & Floridi, 2018). Beyond such advanced technological solutions there is also room for the development of innovative teaching formats that are aimed at increasing ethical awareness and competence (e.g., Berti et al, 2021;Parks-Leduc et al, 2021).…”

Section: Improving Research Infrastructurementioning

confidence: 99%

Ethics in Information Systems and Design Science Research: Five Perspectives

Herwix¹,

Haj-Bolouri²,

Rossi³

et al. 2022

CAIS

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While ethics are recognized as an integral part of information systems (IS) research, many questions about the role of ethics in research practice remain unanswered. Our report responds to this emerging set of concerns with a broad and integrative account of five perspectives on ethics in IS research and design science research (DSR) in particular. Our report is informed by a broad literature review, a panel discussion at DESRIST 2020, and substantial personal experience from wrestling with ethical considerations in the field. The report provides a comprehensive discussion of prevailing perspectives on ethics and the implications for IS research. Together, we hope the report will inspire more ethics-conscious and responsible IS research.

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Section: Improving Research Infrastructurementioning

confidence: 99%

Ethics in Information Systems and Design Science Research: Five Perspectives

Herwix¹,

Haj-Bolouri²,

Rossi³

et al. 2022

CAIS

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“…We add that the determination of managers to promote deliberation is largely linked to the ethical training they received during their education and professional development. The ethics of deliberation could for instance permeate what academics (De Los Reyes, Van Kim & Weaver, 2017;Berti, Jarvis, Nikolova and Pitsis, 2021) call "experiential learning" in business ethics education, which would-for Aristotle-consist of getting into the habit of internal deliberation before speaking, of clarifying ends before identifying means, and of discussing to reach a decision.…”

Section: Who To Do It: Dealing With the Questions Of Power And Incent...mentioning

confidence: 99%

Strengthening Deliberation in Business: Learning From Aristotle’s Ethics of Deliberation

Frémeaux

Voegtlin²

2022

Business & Society

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Deliberation has faced criticism with regard to its application to business, on the basis that it can be misused to disseminate an ideology, divert attention from genuine debates, or strengthen the power of certain people. We suggest that Aristotle’s notion of deliberation can mitigate these ethical risks and help companies strengthen their deliberative practices. A comprehensive perspective based on Aristotelian deliberation reveals the relevance of (a) individual and collective deliberation, promoting a virtuous and meaningful reflection, free from ideological conditioning; (b) deliberation on ends and means that facilitates a transcendental and rooted reflection, thereby avoiding artificial debates; and (c) deliberation that is decisive and cooperative and thus prevents instrumentalization of deliberation by the strongest. We contribute to the discussion of the relationship between business and society by identifying the different steps in the deliberative process and promoting a dynamic perspective on deliberation.

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“…This relative absence may reflect a failure of the course and its treatment of the issue, and in education more generally (e.g. Berti et al, 2021;Zulfiqar and Prasad, 2021). For example, even though marginalization is mentioned in most chapters of the textbook we used (10 of 18), there is no extended discussion that links marginalization (e.g.…”

Section: Critical Performativity and Posmentioning

confidence: 99%

“…Will they revert to their pre-test views? Will any lasting changes in beliefs affect their actual behavior (Berti et al, 2021), especially knowing that management students generally tend to avoid challenging organizational norms (Lämsä et al, 2008)?…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Teaching multiple approaches to management to facilitate prosocial and environmental well-being

Dyck

Caza

2021

Management Learning

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Friedman’s maxim “The social responsibility of business is to increase its profits” (p. 32) has shaped what managers consider effective management. This Financial Bottom Line approach to management has been challenged by both Positive Organizational Scholarship (POS) and Critical Management Studies (CMS). POS highlights how enhancing prosocial and other nonfinancial considerations can increase profits, consistent with the current dominant Triple Bottom Line approach. In contrast, CMS tends to critique any approach that seeks to maximize profits by creating dysfunctional power symmetries and marginalization. This study introduces a third option, the Social and Ecological Thought approach, which promotes maximizing social and ecological well-being while remaining financially viable. A longitudinal pre-post intervention in a sample of undergraduate management students showed that teaching multiple approaches to management—Financial Bottom Line, Triple Bottom Line, and Social and Ecological Thought—resulted in learners becoming less likely to espouse profit-related goals (e.g. to maximize efficiency, productivity, profitability) and more likely to identify nonfinancial ones (e.g. extra-organizational prosociality and reduction of marginalization) when characterizing effective management. However, the results did not support predictions regarding intra-organizational prosociality and marginalization, or power asymmetries. We discuss implications for pedagogy and the future development of POS and CMS.

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Embodied Phronetic Pedagogy: Cultivating Ethical and Moral Capabilities in Postgraduate Business Students

Cited by 21 publications

References 119 publications

Ethics in Information Systems and Design Science Research: Five Perspectives

Ethics in Information Systems and Design Science Research: Five Perspectives

Strengthening Deliberation in Business: Learning From Aristotle’s Ethics of Deliberation

Teaching multiple approaches to management to facilitate prosocial and environmental well-being

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