2015
DOI: 10.1007/s10551-015-2872-1
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The Business School’s Right to Operate: Responsibilization and Resistance

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Cited by 28 publications
(18 citation statements)
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“…Schneider (2015) notes how reflexive sustainability accounting can bring a greater diversity of stakeholder perspectives and promote organizational logics that can help reconcile economic, ecological and social considerations. And Murillo and Vallentin (2016) argue that reflexivity can be part of helping ''business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests' ' (p. 743). Yet work in this area is limited.…”
Section: Understanding Sustainability Through the Lens Of Ecocentric mentioning
confidence: 99%
“…Schneider (2015) notes how reflexive sustainability accounting can bring a greater diversity of stakeholder perspectives and promote organizational logics that can help reconcile economic, ecological and social considerations. And Murillo and Vallentin (2016) argue that reflexivity can be part of helping ''business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests' ' (p. 743). Yet work in this area is limited.…”
Section: Understanding Sustainability Through the Lens Of Ecocentric mentioning
confidence: 99%
“…The pressures for conformity discussed earlier lead organizations to copy top-ranked counterparts, resulting in the rapid diffusion of practices (Paradeise & Thoenig, 2013; Stake, 2006), uniformity in research methodologies (Harmon, 2006; Murillo & Vallentin, 2016), homogenization of knowledge (Gonzales & Núñez, 2014), and the “commoditization of an otherwise unique product,” such as education (Birnik & Billsberry, 2008; Martins, 1998: 296). By forcing other organizations to benchmark themselves against top-ranked ones, rankings inhibit change and renewal.…”
Section: Rankings As Means Of Surveillance and Controlmentioning
confidence: 99%
“…O modelo de ensino público se aproximava do neo-humboldtiano, cuja principal característica era a associação obrigatória entre ensino e pesquisa, enquanto o privado se aproximava de um modelo neo-napoleônico, com vistas à formação mais profissional e maior dedicação às atividades de ensino (MARTINS, 2009). Apesar de as escolas de negócio continuarem avaliando seu desempenho por rankings acadêmicos de produção e difusão do conhecimento, este formato tem recebido diversas críticas por priorizar a faceta científica da administração e reduzir o esforço na promoção de integração entre teoria e prática e ensino sobre valores e ética (MURILLO; VALLENTIN, 2016;PODOLNY, 2009). Este é o modelo adotado nas avaliações da CAPES (Coordenação de Aper- A transformação da configuração tradicional do ensino em outra que também enfatize atividades de campo direcionadas ao desenvolvimento de habilidades práticas, gradualmente implica ganhos de inovação e gestão tecnológica, essenciais para contextos de economia em desenvolvimento (GONZALEZ-BRAMBILA; JENKINS;…”
Section: Formação Em Administraçãounclassified