Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Laasch, Oliver; Suddaby, Roy; Freeman, R. Edward; Jamali, Dima

doi:10.4337/9781788971966.00006

Cited by 28 publications

(27 citation statements)

References 268 publications

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“…For example, consider the launch of the United Nations-supported Principles for Responsible Management Education (PRME) and its influence on business schools (Burchell et al, 2015), the integration of responsible management education (RME) into accreditation standards for business schools (e.g. the European Quality Improvement System EQUIS framework) and the implication this has had on RME (Wu et al, 2010), the introduction of transformative learning (TL) in business schools (Nandan and London, 2013;Saravanamuthu, 2015) and a blossoming field of literature examining ERS integration into business school education (see Figueir o andRaufflet, 2015 andLaasch et al, 2020 for an overview). Despite these advances, business schools continue to face the critique that their curricula continue to be dominated by theories that contribute to socially-and environmentally-exploitative practices, as well as financial instability (e.g.…”

Section: Worldviews At Play In Rme 133mentioning

confidence: 99%

To shift a paradigm or not: worldviews at play in responsible management education literature

Stough

Ceulemans

Craps

et al. 2022

JMD

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PurposeThis study analyzes which worldviews on the interrelatedness of the economic, environmental and social systems are adopted in the literature on responsible management education (RME) and explores how this affects the way business schools educate future responsible managers.Design/methodology/approachThe sustainability-focused relational worldviews of Kurucz et al. (2014) were used to perform a content analysis on 100 articles from the field of RME to understand which worldviews are adopted and to distill potential implications of the prevalence of such worldviews in the RME field.FindingsIn the sample, the most adopted view was the intertwined view that imagines a balance between the economic, environmental, and social system (61% of the articles). The subsuming worldview (highlighting the business case for sustainability) accounted for 8% of articles in the sample. The embedded worldview (a new paradigm that respects the limitations of the environmental and social systems) accounted for 31% of the articles in the sample. The disparate view (representing classic economic views of discrete systems) was not adopted, indicating a rather uniform belief that RME is about moving management education away from this view. Examining the evolution of views over the last 20 years, it can be observed that the embedded view is growing in popularity. The continuing prevalence of the ambiguous and malleable intertwined view in the RME literature could explain why so many RME initiatives have been taken in the last two decades, while simultaneously critics remain vocal that business schools are not preparing future managers to engage with ethics, responsibility, and sustainability (ERS).Originality/valueWhile sustainability-focused relational worldviews have been introduced in the RME literature, this study provides empirical evidence of the prevalence of such worldviews in the literature, allowing an exploration of the implications for the field. The presence of multiple — and at times competing — worldviews adds tension to the field of RME. Seen on the trajectory of increasingly progressive worldviews, the intertwined view is not limited by economic rationalism (like the subsuming view) but also stops short of requiring a full paradigm shift (like the embedded view).

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Section: Worldviews At Play In Rme 133mentioning

confidence: 99%

To shift a paradigm or not: worldviews at play in responsible management education literature

Stough

Ceulemans

Craps

et al. 2022

JMD

View full text Add to dashboard Cite

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“…The Responsibility dimension needs to be integrated into all the processes of the management: starting in academia and including the practitioners and real projects [10]. It has been researched that the development of a project management model that will facilitate the integration of Responsibility into Humanitarian Projects.…”

Section: "Responsible Project Management Model Formentioning

confidence: 99%

Doctoral Workshop “Engineering Smart Cities”: A Report on a New Conference Element

Kaiser

Willich

Waschle

et al. 2021

2021 IEEE European Technology and Engineering Management Summit (E-Tems)

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With the doctoral workshop, a new element will be established at IEEE E-TEMS. It enabled doctoral students to present their research topic to the scientific community at the conference, discuss it, receive feedback, network, and learn from the contributions at the conference. The focus of this year's workshop was "Engineering Smart Cities". The four submitted contributions show a wide range of topics with different phases of the journey. A bridge could be built with Systems Engineering as the connecting element between systems design and project management. This report presents the workshop concept, summarises the contents, and gives a final reflection. Due to the current situation of the COVID-19 pandemic, the conference is virtual. We show our way to form an interactive format in a virtual workshop.

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“…The contribution of my proposal involves the development of a new concept that may help to comprehend responsible management (Forray & Leigh, 2012; Costas & Kärreman, 2013; Rasche & Gilbert, 2015; Laasch et al, 2020) in practice through a reassessment of the roles of management and management education practices (Fleming & Oswick, 2014). The notion of RMEP links the theoretical efforts of business schools in teaching practitioners to be more responsible (Dyllick, 2015; Rasche & Gilbert, 2015; Cunliffe, 2020) to the practical aspects involving competing priorities between the business world and societal demands (Fleming & Oswick, 2014; Zanoni et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Educative managing is an effort to move away from traditional management that is disembodied and disembedded (Townley, 2002; Pio & Waddock, 2020; Rhodes & Fleming, 2020) to responsible managing that is educative to both shareholders and stakeholders, enabling them to deal with competing priorities wisely to achieve a common good (Tsoukas & Cummings, 1997; Aristotle, 1999; Flyvbjerg et al, 2012; Shotter & Tsoukas, 2014; Antonacopoulou, 2015). The notion of RMEP intends to shift responsible management (Forray & Leigh, 2012; Costas & Kärreman, 2013; Rasche & Gilbert, 2015; Laasch, Suddaby, Freeman, & Jamali, 2020) from a discourse practice to a reflexive, engaged and embodied one (Cunliffe, 2002; Antonacopoulou, 2015; Price et al, 2020) resulting from educative experiences (Dewey, 1963).…”

Section: Introductionmentioning

confidence: 99%

Responsible managing as educational practice

Bispo

2022

OMJ

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Purpose This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP). Design/methodology/approach The study is an essay. Traditionally assumed as individual-driven, rational, neutral and unproblematic, the author alternatively considers management not as managerialism but as a social practice that needs to be responsible. Findings The author posits that responsible management involves educational experiences enacted through practical wisdom. In this context, education herein is understood not as a scholastic practice taught in business schools or offered within professional training, but that may occur in informal contexts such as managing. Originality/value RMEP may contribute to a better comprehension of responsible management in practice. The author draws on the epistemology of practices and the notion of phronesis to support his thesis – that managing can be responsible when assumed as an educative practice performed through practical wisdom and people’s mutual education.

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Mapping the emerging field of responsible management: domains, spheres, themes, and future research

Cited by 28 publications

References 268 publications

To shift a paradigm or not: worldviews at play in responsible management education literature

To shift a paradigm or not: worldviews at play in responsible management education literature

Doctoral Workshop “Engineering Smart Cities”: A Report on a New Conference Element

Responsible managing as educational practice

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