Imagining a Place for Sustainability Management: An Early Career Call for Action

Baudoin, Lucie; Carmine, Simone; Nava, Lucrezia; Poggioli, Nicholas; Broek, Onna Malou van den

doi:10.1111/joms.12887

Cited by 15 publications

(14 citation statements)

References 5 publications

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“…First, our research team is not interdisciplinary. Yet, interdisciplinary research is crucially important in delivering impact via understanding and addressing grand challenges (Aldrich, 2014;Baudoin et al, 2022;Bednarek et al, 2021b). Interdisciplinary collaborations, however, bring their own set of challenges that merit further investigation (Bednarek et al, 2021a;Spiller et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…opportunities in exchange for our labor and expertise. Especially as ECRs, this instrumentality was often entangled with the "publish or perish" incentives of academic careers (De Rond & Miller, 2005;Rankl et al, 2021;Schwarz & Stensaker, 2014), with impact seen as an intriguing add-on rather than being an important focus (Baudoin et al, 2022;Empson, 2013). Furthermore, none of us had a previous interest in the specific grand challenge that the team was working on (insuring losses from disasters).…”

Section: Performing [2]mentioning

confidence: 99%

“…This can create issues, particularly for early-career researchers (ECRs) (Bartunek & Rynes, 2014; Chen et al, 2023; Williams & Whiteman, 2021). Namely, focusing on delivering impact might clash with their, and their senior faculty's, expectations and identity (Baudoin et al, 2022; Empson, 2013). In addition, while universities measure the quality of academic research relatively homogeneously, for example, via the number and quality of publications, we have a far less clearly defined set of criteria for assessing impact.…”

Section: Research Impact In the Study Of Grand Challenges: Continuit...mentioning

confidence: 99%

“…Yet, initially, the decision to join the team was often primarily transactional: it allowed us to earn a salary and gain professional development opportunities in exchange for our labor and expertise. Especially as ECRs, this instrumentality was often entangled with the “publish or perish” incentives of academic careers (De Rond & Miller, 2005; Rankl et al, 2021; Schwarz & Stensaker, 2014), with impact seen as an intriguing add-on rather than being an important focus (Baudoin et al, 2022; Empson, 2013).…”

Section: Delivering Impact Through Research Teams Over Time: Reflecti...mentioning

confidence: 99%

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Delivering impact via the ebb-and-flow of a research team: Reflection on a long-term program of research into a global societal challenge*

Bednarek,

Cacciatori,

Chalkias

et al. 2023

The Journal of Applied Behavioral Science

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In this paper, we draw insights from a 15-year qualitative research program exploring catastrophe insurance and gaps in insurance protection as risks escalate within a world impacted by a climate emergency. We suggest that the ebb-and-flow of our research team's composition and activities through time was inextricably linked with our ability to have a sustained impact on such a large-scale societal issue. The essay situates itself within the research impact and team literature, narrates the trajectory of our research program and team development, and develops a framework for effectively managing impact-oriented qualitative research teams over time. Our framework illustrates key aspects of this process including team (re)forming, building team and individual stickability, performing, and managing team flux. We also present 10 practical takeaways for how these aspects can be managed effectively to produce long-term impact work to address grand challenges.

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Section: Discussionmentioning

confidence: 99%

Section: Performing [2]mentioning

confidence: 99%

Section: Research Impact In the Study Of Grand Challenges: Continuit...mentioning

confidence: 99%

Section: Delivering Impact Through Research Teams Over Time: Reflecti...mentioning

confidence: 99%

See 2 more Smart Citations

Delivering impact via the ebb-and-flow of a research team: Reflection on a long-term program of research into a global societal challenge*

Bednarek,

Cacciatori,

Chalkias

et al. 2023

The Journal of Applied Behavioral Science

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“…Only Q and W gave spontaneous and clear definitions of "SSCM" or referenced specific theorists or theories in the field, thereby indicating that educators may not be disseminating enough knowledge about SSCM or may not be using the most practical definitions. Thus, the definitions classified as belonging to the PBV in Table 1 might be of help: Instead of teaching sustainability and business from the usual shareholder perspective, which is still the case in several business schools (Sroufe et al, 2021;Baudoin et al, 2023), this research shows the need to integrate sustainability in many business courses, including SCM, marketing and HR. For SC practitioners to have a holistic understanding of sustainability, they need to learn how to practise system thinking (Rimanoczy, 2021), and they need to understand interdisciplinary challenges (Baudoin et al, 2023) to develop their sustainability mindset (Fritz and Cordova, 2023).…”

Section: Implications and Recommendations For Educatorsmentioning

confidence: 98%

What does “sustainable supply chain management” really mean? A contribution to bridging the gap between research, education and practice

Fritz

Ruel

2023

IJLM

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PurposeThis study explores practitioners' perspectives on and definitions of sustainable supply chain management (SSCM), which are then compared to academic definitions to identify new implications for researchers, educators and practitioners.Design/methodology/approachAn abductive, explorative and qualitative approach was followed in the form of a review and classification of 31 academic definitions of SSCM as well as 30 interviews with supply chain (SC) practitioners.FindingsThe practitioners' answers show a lack of awareness of upstream and downstream challenges as the practitioners' focus on practices within the practitioners' firms, where the economic and environmental dimensions prevail. However, the practitioners highlighted understudied topics in SSCM: human resources policies, leadership for sustainability and ethics.Research limitations/implicationsThis research stimulates discussion on how to teach an SSCM course and which directions to follow to ensure that research has an impact on practices. Practitioners' focus on the practitioners' everyday practices confirms that practice-based theories, amongst others, are relevant in the field and that more interdisciplinary research is needed to highlight the contributions of human resource management (HRM) and business ethics to SSCM.Practical implicationsThe proposed framework clearly defines the scope of the practices and research (upstream or downstream of the SC or within the firm), which will allow practitioners to contribute to SSCM more holistically.Social implicationsEducators and researchers have a crucial role to play in clarifying the meaning of SSCM for students who are future practitioners and consumers. Interacting more with practitioners could help.Originality/valueThis research is targeted not only to researchers and practitioners but also educators.

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Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Kopnina,

Hughes,

Zhang

et al. 2024

British Educational Res J

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The Kunming‐Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature‐related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non‐human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.

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Imagining a Place for Sustainability Management: An Early Career Call for Action

Cited by 15 publications

References 5 publications

Delivering impact via the ebb-and-flow of a research team: Reflection on a long-term program of research into a global societal challenge*

Delivering impact via the ebb-and-flow of a research team: Reflection on a long-term program of research into a global societal challenge*

What does “sustainable supply chain management” really mean? A contribution to bridging the gap between research, education and practice

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

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