Imagining an Education in Crisis Management

Abstract

International audienceThe crisis management field has matured into a vibrant area of scholarship and teaching. This special issue of the Journal of Management Education takes stock of where we stand with respect to the teaching of crisis management. In her call for papers, the guest editor poses many challenging questions. Having studied crises for the past 25 years, the authors thought it would be useful to reflect on their own personal answers to these questions. They explore definitions of crisis, translate research on crises into skills and knowledge for students, and draw crisis management lessons from other disciplines. The authors discuss how to teach crisis management in a stand-alone course and how to integrate it into other areas of study, and emphasize the development of students’ cultural sensitivity and emotional and experiential learning, as well as their conceptual understanding regarding crises

Crisis management as a critical perspective

“…There are also strong links between corporate social responsibility and the various stages of a crisis (Tombs and Smith, 1995) aspects of management often identified as missing elements of the moral and ethical development of managers and leaders on many programmes (Waddock andLozano, 2013, Schlegelmilch andThomas, 2011). As Shrivastava et al (2013) note, "High moral awareness is necessary because crises prompt questions about the legal and ethical responsibilities of corporations and managers to their immediate stakeholders as well as to the larger social system, the natural environment, and even future generations" (p.11). In addition to a convincing academic logic for the inclusion of a crisis management component within an MBA degree programme, is compelling business logic.…”

Using Case Work as a Pretest to Measure Crisis Leadership Preparedness

“…Thus, competent leadership includes the ability to lead during crisis. Although several studies in crisis leadership have appeared in the literature over the past five years (Lalonde & Roux-Dufort, 2013; Shrivastava, Mitroff, & Alpaslan, 2013; Wright, Nichols, McKechnie, & McCarthy, 2013), today’s business curricula often exclude crisis leadership preparedness (Cirka & Corrigall, 2010; Snowden & Boone, 2007). As business curricula begin to include the topic, in this article, I demonstrate how to assess students’ baseline knowledge of crisis leadership through the use of inquiry-based learning (IBL), more specifically, case-based work; I then use that assessment data to develop an active learning module that better prepares today’s leaders for crisis leadership (DeRue & Wellman, 2009; Halpern, 2004).…”

When in London, It’s a Burger and Neapolitan Ice Cream for You

“…This approach highlights one of the greatest challenges in many disciplinary fields, which is insularity (Ledley & Holt, 2014;Shrivastava, Mitroff, & Alpaslan, 2013;Waldman, 2013).…”

“…Second, Arbaugh and colleagues (2016) examine how frequently the authors of the BME top 100 articles both cite the other articles on the list and have their work cited within the other articles in the list. This approach highlights one of the greatest challenges in many disciplinary fields, which is insularity (Ledley & Holt, 2014; Shrivastava, Mitroff, & Alpaslan, 2013; Waldman, 2013). This challenge, promoting a parochial view of scholarship, is not a new criticism of the publication process (see, e.g., Mahoney’s commentary in 1977) and is reinforced by an exclusionary gatekeeping system where highly cited authors serve as reviewers for journals, often viewing submissions through the lens of their own research and scholarship (Billsberry, 2013; Clair, 2015; Diaz & Bergman, 2013; Lee, Sugimoto, Zhang, & Cronin, 2013; Starbuck, 2009; Suls & Martin, 2009).…”