Is Narcissism Undermining Critical Reflection in Our Business Schools?

Abstract

This paper connects with claims that our students are struggling with critical reflection. We propose that hampering critical reflection is a form of narcissism, which we define using Ovid's classical myth. Narcissus' errors highlight the risks of non-critical reflection, involving the deceptions of familiarity and the appropriation of meaning. Narcissus' journey from reflection to critical reflection triggers an ethical crisis; but for us, such a journey can be a spur to reflexivity, emphasising the contingency of our knowledge claims and the ethics of our presence in the world.Woven through our discussion is the theme of power. Narcissus' initially na ïve reflection incorporates the power to control meaning, and he proves incapable of relinquishing control over others to develop greater control over himself. We call for a softening of the distinctions in the management literature between (individual/psychological) reflection and (relational/political) critical reflection, arguing that our exploration of narcissism reveals the political-in-the-personal. We present practical suggestions for the classroom, including how to explain critical reflection to students and what pitfalls to avoid when reviewing and giving feedback on the work of others. These ideas have particular applicability to peer learning approaches, but also have relevance for the teaching and role-modelling of leadership.

Can you be yourself in business? How reminders of business affect the perceived value of authenticity

“…Whereas some of these ways might be constructive and beneficial, others can be maladaptive, counterproductive, and detrimental (e.g., being self‐obsessed or narcissistic). Narcissism has been an issue of growing concern in the management education literature with regard to business students (Bergman, Westerman, & Daly, ), where narcissism has been considered an obstacle to critical thinking (Tomkins & Ulus, ), and also with regard to faculty, where narcissism has been linked to poorer student academic outcomes (Westerman, Whitaker, Bergman, Bergman, & Daly, ). Narcissism has also been an issue more generally in organizations (Braun, ; Roberts, Woodman, & Sedikides, ; Sedikides & Campbell, ), following general rising trends across various cultures (Cai, Kwan, & Sedikides, ; Twenge & Foster, ; for an opposing view and a response, see Wetzel et al, ; and Campbell, Twenge, Konrath, Cooper, & Foster, ; respectively).…”

Are Business Students Prepared for the World of Business? Self‐interest, Conformity and Conflict Styles

“…While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005). While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005).…”

“…Are business students prepared for the world of business? While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005). Given that there is a finite amount of contact time with students, the tension between practice and analysis becomes tangible in the classroom and business programs.…”

An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality

“…In this study, questioning problems means reflect critically on strategic administration and strategic business objectives. Third, CR relates to the development of a vision that is less narcissistic and more directed at ethical concerns for our presence in the world [26]. As Ghoshal stated [8] (p. 75): "Our theories and ideas have done much to strengthen the management practices that we are all now so loudly condemning", and "by propagating ideologically inspired amoral theories, business schools have actively freed their students from any sense of moral responsibility" [8] (p. 76).…”

“…Critical reflection is a forerunner to critical action [21] and a fundamental competency for working within organizations' complex and mutable dynamics [62]. From this perspective, CR assumes a strong ideological and political component, challenging the dominant view [22,26,63] in an attempt to break with the mainstream, and instigating a less functional and pragmatic view of organizations [21].…”