Radical-Reflexivity and Transdisciplinarity as Paths to Developing Responsible Management Education

Cunliffe, Ann L.; Aguiar, Ana; Góes, Vicente; Carreira, Fernanda Cassab

doi:10.4135/9781526477187.n19

Cited by 8 publications

(19 citation statements)

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“…This makes the integration of the poor and the vulnerable into management curricula imperative. The RMEL framework is ideal for critical reflexivity (Cunliffe, et al, 2020) that up-ends traditional thinking and assumptions across disciplines, requiring a more integrated consideration of poverty across an entire curriculum. Reframing poverty as a threshold concept achieves that goal.…”

Section: Discussionmentioning

confidence: 99%

“…Having anchored poverty as a threshold concept within an introductory economics course, the next step is to explore other lower division courses in the management curriculum as opportunities to ask questions about latent assumptions and contexts that exclude discussions of poverty, the poor and the vulnerable. This requires reflexive thinking that Cunliffe et al (2020) assert goes to the heart of what is transformational about RMEL: "to challenge and unsettle conventional taken-for-granted ways of understanding and acting" (p. 299).…”

Section: A Framework For Integrationmentioning

confidence: 99%

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Poverty, vulnerability, and the role of responsible management education in a post-COVID world

Mason

Rosenbloom

2021

JGR

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Purpose This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built. Design/methodology/approach This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability. Findings Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes. Research limitations/implications Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues. Originality/value This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: A Framework For Integrationmentioning

confidence: 99%

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

Mason

Rosenbloom

2021

JGR

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“…The development of the four pedagogical propositions in the conceptual framework occurred during the first phase of the study. They are derived from the principles of responsible research innovation (Tassone et al, 2018) and principles of responsible management education (Cunliffe et al, 2020). The responsible research innovation framework identifies four dimensions, namely, anticipation, reflexivity, inclusiveness, and responsiveness.…”

Section: An Assemblage Approach To Engaging Theoretical Conceptsmentioning

confidence: 99%

“…This form of reflexivity is not done from a detached perspective but recognises our embedded nature within a social and material world. Cunliffe et al (2020) recognised that we are embedded in our social and material worlds and therefore need to interrogate our place, activities, and responsibilities within our local experience. Students need to develop self-awareness about their own assumptions and worldviews and interpret these in any particular situation.…”

Section: Reflexivitymentioning

confidence: 99%

“…We encouraged the practice of radical reflexivity (Cunliffe et al, 2020), and incorporated activities where we as facilitators and our students needed to recognise that we are embedded in our social and material worlds and therefore need to recognise our place, activities, and experiences. Students were tasked to reflect on the process individually (in blogs) and as a group in reflective questionnaires.…”

Section: Reflexivitymentioning

confidence: 99%

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Theorising With Sociomateriality: Interdisciplinary Collaboration in Socio-Technical Learning Environments

Verster

Berg

2022

Educ. res. soc. change.

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In this paper, we explore the possibilities offered by sociomateriality for academics to engage with complex learning environments. The focus is on a longitudinal design-based research (DBR) study that includes an interdisciplinary, collaborative student project between Information Systems (IS) and Urban Planning (URP) from two different higher education institutions in Cape Town, South Africa. In the project, student groups collaborate to find potential digital innovations for sustainability challenges in their local communities. The aim is to position the student as an active community member with intimate knowledge of local sustainability challenges, and to develop social digital innovations for the benefit of local communities. We apply sociomateriality as a theoretical lens to rethink socio-technical learning environments and propose four pedagogical propositions of relationality, reflexivity, responsiveness, and recognition to guide the pedagogical decision-making when designing complex learning environments. We conclude the paper by mapping student reflections and experiences to the four pedagogical propositions to illustrate how the theoretical sociomaterial elements translate into the learning environment.

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The Inner Turn: Sustainability, Religion and Spirituality

Scarano

2024

Sustainable Development Goals Series

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Radical-Reflexivity and Transdisciplinarity as Paths to Developing Responsible Management Education

Cited by 8 publications

References 0 publications

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

Theorising With Sociomateriality: Interdisciplinary Collaboration in Socio-Technical Learning Environments

The Inner Turn: Sustainability, Religion and Spirituality

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