责任管理教育的原则:一种价值论方法

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Luc K. Audebrand, M. Pepin
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引用次数: 5

摘要

在本文中,我们依靠大规模开放在线课程(MOOC)的开发来展示基于价值观的方法与负责任管理的相关性。为了阐明价值观的概念,我们借鉴了海尼希的价值论社会学,该社会学将价值观视为判断和行动的原则。基于这种方法,我们采访了35位管理学者,以了解他们对负责任管理的价值观。我们的分析确定了七个可操作的价值观,这些价值观可以用来限制负责任的管理。我们还展示了三个相互关联的分析水平——即个人(微观)、组织(微观)和社会(宏观)——如何使我们能够进一步组织面试数据,为慕课制作丰富的内容。我们的贡献有两方面:首先,我们基于价值观的方法有助于克服负责任管理教育原则(PRME)的价值论模糊性,该原则强调了纳入“全球社会责任价值观”(原则2)的重要性,但未能定义和实施这些价值观。其次,我们为在商学院实施基于价值观的负责任管理教育提供了理论依据和指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Principles for Responsible Management Education: An Axiological Approach
In this article, we rely on the development of a Massive Open Online Course (MOOC) to show the relevance of a values-based approach to responsible management. To clarify the notion of values, we draw on Heinich’s axiological sociology, which presents values as principles of judgment and action. Building on this approach, we interviewed 35 management scholars to understand the values they attribute to responsible management. Our analysis led to the identification of seven actionable values that can be used to circumscribe responsible management. We also show how three interrelated levels of analysis—namely, individual (micro), organizational (meso), and societal (macro)—allowed us to further organize the interview data to produce rich content for the MOOC. Our contribution is twofold: first, our values-based approach helps overcome the axiological ambiguity of the Principles for Responsible Management Education (PRME), which invoke the importance of incorporating “the values of global social responsibility” (Principle 2), but fail to define and operationalize these values. Second, we provide a rationale and guidance for implementing values-based responsible management education in Business Schools.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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