The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization

IF 2.8 3区管理学 Q2 MANAGEMENT

Management Learning Pub Date : 2023-04-13 DOI:10.1177/13505076231164018

Simon M. Smith, Karen Cripps, Peter Stokes, H. Séraphin

{"title":"The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization","authors":"Simon M. Smith, Karen Cripps, Peter Stokes, H. Séraphin","doi":"10.1177/13505076231164018","DOIUrl":null,"url":null,"abstract":"This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Management Learning","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1177/13505076231164018","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 2

Abstract

This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.

查看原文本刊更多论文

责任管理教育的原则：悖论、隐性课程、能力和象征的动力探索

这篇文章讨论了作为学者，我们在实施备受吹嘘的负责任管理教育原则时是否有不负责任的行为。负责任管理教育原则是一个协会和精神，旨在促进并将负责任的管理教育融入商学院和组织。RME试图揭露和挑战霸权的新自由主义和资本主义元叙事，以期在商学院和企业中用更具价值驱动、道德、可持续和企业社会责任感的教育来取代这些叙事。在我们的文章中，我们提出了一种更具互补性的方法——负责任管理教育原则/RME可能与主流资本主义观点并行工作。我们通过考虑隐藏课程、可持续能力和相关象征性（通过排名和认证）的影响来做到这一点，所有这些都在组织二元性的悖论解释框架内。该论点认为，需要一种自相矛盾的方法，既符合商业社会的资本主义规范，又能实现更面向社会的联合国可持续发展目标。商学院和负责任管理原则教育可以在确保这一点上发挥重要作用。从本质上讲，我们希望激发思考、变革和行动，以实现更注重社会和社会的联合国可持续发展目标，而负责任管理教育原则正是基于这些目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Management Learning MANAGEMENT-

CiteScore

6.10

自引率

29.20%

发文量

期刊介绍： The nature of management learning - the nature of individual and organizational learning, and the relationships between them; "learning" organizations; learning from the past and for the future; the changing nature of management, of organizations, and of learning The process of learning - learning methods and techniques; processes of thinking; experience and learning; perception and reasoning; agendas of management learning Learning and outcomes - the nature of managerial knowledge, thinking, learning and action; ethics values and skills; expertise; competence; personal and organizational change