中立的心能让世界运转吗?商科课程的转变

IF 2.8 3区 管理学 Q2 MANAGEMENT
Edwina Pio, Guillermo Merelo
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引用次数: 2

摘要

商学院怎样才能重新与新的学生群体和他们的社会期望建立联系?在解决这一难题时,大学面临的众多障碍之一是教育课程中一个隐藏的、显而易见的部分:几十年前作为西方现代化的先决条件而采用的世俗主义原则。我们不赞成采用宗教形式的教育或设计以宗教为导向的课程。我们的观点是,在宗教哲学中存在着丰富的知识库存,这些知识与数以百万计的宗教和非宗教人士联系在一起,这些人是各种各样的社会、组织和企业的成员。我们建议,商学院学生发展的更好的综合方法可以借鉴更以人为本的教学设计方法,这种方法与eudaemonia(激发人们心灵和思想的东西)的概念密切相关。如果我们考虑到商业项目在全球的巨大影响,这一点就尤为突出。本文通过在众多奖学金之间建立更清晰的联系和理论反思,为商业教育和管理学习的现有文献做出了贡献,这些奖学金关注商学院与日益多样化的社会中新学生群体的联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do neutral hearts make the world go around? A eudaemonic turn in business curricula
What does it take for business schools to reconnect with new cohorts of students and their societal expectations? One of the myriad barriers that universities face when addressing such a conundrum is widely given by a hidden – in plain sight – part of the educational curriculum: the principle of secularism adopted decades ago as a precondition of Western modernisation. We do not argue in favour of the adoption of religious forms of education or the design of religious-oriented curricula. Our argument is that within religious philosophies lies a rich inventory of knowledge that connects with millions of religious and non-religious people who are members of a diverse range of societies, organisations and businesses. We propose that a better integrated approach to business students’ development could draw from more human-centred methods of pedagogical design to which the concept of eudaemonia – what motivates people’s hearts and minds – is closely connected. This is particularly salient if we consider the enormous influence that business programmes have globally. This article contributes to the extant literature on business education and management learning by establishing clearer links and theoretical reflections between myriad scholarships concerned with addressing business schools’ connections with new cohorts of students in increasingly diverse societies.
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来源期刊
Management Learning
Management Learning MANAGEMENT-
CiteScore
6.10
自引率
29.20%
发文量
42
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
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