scholarly journals Management education and the theatre of the absurd

2019 ◽  
Vol 50 (5) ◽  
pp. 591-606 ◽  
Author(s):  
Kenneth Starkey ◽  
Sue Tempest ◽  
Silvia Cinque
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Eugene Ionesco ◽  
Theatre Of The Absurd ◽  
The World ◽  
History Of ◽  
Key Aspects

In this article, we recommend the drama of theatre of the absurd as a novel space for critically reflecting upon management and management education as shaped by the forces of emotion, irrationality and conformism rather than reason. We discuss the theatre of the absurd as uniquely relevant to understanding our troubled times. We present a brief overview of the history of business schools and management education. We apply the idea of absurdity to the world of business schools and management education, focusing on the work of one of the theatre of the absurd’s leading proponents, Eugène Ionesco. We emphasise the importance of fiction and fantasy as key aspects of organisation and education. We contribute to debates about management education by reflecting on possible futures for management education and the business school, embracing the humanities as a core disciplinary focus. We suggest that this will help rebalance management education, retaining the best of the existing curriculum, while re-situating the study of management in its broader historical and philosophical nexus.

Responsible management education for a sustainable world

2015 ◽  
Vol 34 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Thomas Dyllick
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Sustainable Business ◽  
Content Type ◽  
Responsible Management ◽  
Body Of Knowledge ◽  
The World ◽  
Diverse Area

Purpose – The reforms in business schools based on the Ford and Carnegie Foundation reports (Pierson, 1959; Gordon and Howell, 1959) have been very successful in embedding management in a research-based body of knowledge, thereby elevating the academic status of business administration. These reforms, however, did nothing toward making management more socially trustworthy or management education more responsible. In the light of the pressing economic, social and environmental crises the world is facing, the feeling is spreading that not only business and economics but business schools also need to change fundamentally, if they want to be a provider of solutions to these crises and thereby keep and regain their legitimacy. The purpose of this paper is to provide a critical analysis of the fundamental challenges facing the role of business schools and their contributions in the areas of education, research, managing faculty, and role of the business school. It presents suggestions what responsible management education for a sustainable world could and should look like. Design/methodology/approach – The paper builds on the existing literature on the needed changes in business schools and has been written as part of a large international project, the 50+20 initiative (www.50plus20.org), which was developed by a broad coalition of organizations with the World Business School Council for Sustainable Business (WBSCSB), the Globally Responsible Leadership Initiative (GRLI) and the UN Principles for Responsible Management Education (PRME) at its core and 16 business schools and organizations from all around the world as supporters (Muff et al., 2013). Findings – Business schools need to transform themselves fundamentally, if they want to be a provider of solutions to the crises of responsibility and sustainability and thereby keep and regain their legitimacy. Originality/value – The paper pulls together insights from a diverse area of literature and develops practical conclusions.

Business Schools and Management Education in the World: Present and Future

1980 ◽  
Vol 5 (3) ◽  
pp. 163-172
Author(s):  
Harry L. Hansen
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
External Pressure ◽  
Pressure Groups ◽  
The Past ◽  
The World ◽  
The Future

This paper reports some of the trends that are likely to emerge in management education. In the past, curricula in management schools were developed when a disturbedreactive environment was prevailing. In the eighties, the need, is to introduce courses in environment scanning, communicating and negotiating with external pressure groups, etc. The aim of a business school, now and in the future, should be to develop in the manager the ability to face new facts and problems.

scholarly journals Restating the case: How revisiting the development of the case method can help us think differently about the future of the business school

2020 ◽  
Author(s):  
Todd Bridgman ◽  
Stephen Cummings ◽  
C McLaughlin
Keyword(s):  
Business School ◽  
Business Schools ◽  
Positive Impact ◽  
Case Method ◽  
Harvard Business School ◽  
Linear Evolution ◽  
Management Learning ◽  
Innovative Thinking ◽  
History Of

© Academy of Management Learning & Education. Although supportive of calls for business schools to learn the lessons of history to address contemporary challenges about their legitimacy and impact, we argue that our ability to learn is limited by the histories we have created. Through contrasting the contested development of the case method of teaching at Harvard Business School and the conventional history of its rise, we argue that this history, which promotes a smooth linear evolution, works against reconceptualizing the role of the business school. To illustrate this, we develop a "counterhistory" of the case method-one that reveals a contested and circuitous path of development-and discuss how recognizing this would encourage us to think differently. This counterhistory provides ameans of stimulating debate and innovative thinking about how business schools can address their legitimacy challenges, and, in doing so, have a more positive impact on society.

scholarly journals Tres símbolos y una metáfora en la poesía de Andrés Sánchez Robayna

2018 ◽  
pp. 90-109
Author(s):  
Alejandro Rodríguez-Refojo
Keyword(s):  
Creative Process ◽  
World View ◽  
Religious View ◽  
The World ◽  
History Of Religions ◽  
History Of ◽  
Key Aspects ◽  
Shed Light

Se analizan los símbolos de la barca, la casa y la piedra, así como la metáfora del Libro del Mundo, en la obra poética de Andrés Sánchez Robayna. El análisis se apoya en las aportaciones de la simbología y la historia de las religiones con el objetivo de esclarecer algunos aspectos clave de la cosmovisión del autor y de su poética. La presencia de imágenes pertenecientes al simbolismo del centro, la concepción de la poesía como enigma y la indagación en la memoria como una parte fundamental del proceso creador constituyen los elementos que conducen al surgimiento de una conciencia religiosa del mundo.                                                                                                                                                                                                              This paper aims to analyse three symbols presented in Andrés Sánchez Robayna’s work of poetry: the boat, the house, the stone, and the metaphor of the Book of the World. This analysis is supported by contributions in the fields of symbolism and history of religions and it seeks to shed light on some key aspects of the author’s poetics and world view. The imagery related to the symbolism of the centre, the conception of poetry as an enigma and the search through memory as an essential phase in the creative process represent the main elements which lead to the emergence of a religious view of the world.

Opportunities and Challenges for CSR Mainstreaming in Business Schools

2018 ◽  
pp. 613-643
Author(s):  
Dima Jamali ◽  
Hanin Abdallah ◽  
Farah Matar
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Profit Maximization ◽  
School Curriculum ◽  
Future Generations ◽  
Critical Juncture ◽  
Extant Literature ◽  
Challenges And Opportunities ◽  
Paradigmatic Change

Extant literature has highlighted that business schools have been accused of promoting an educational ethos that emphasizes shareholder value and the pursuit of short-term profits and thereby preparing overly competitive future generations interested in profit maximization. This paper highlights the importance of integrating CSR into the mainstream of business schools' curricula, arguing for the responsible role that business schools should play but also emphasizing the strategic case for such integration. The paper analyzes the main challenges and opportunities that both hinder and facilitate mainstreaming of CSR at the heart of the business school curriculum and the role that the Principles of Responsible Management Education (PRME) can potentially play in this regard. The paper illustrates these drivers and constraints in the context of one specific business school in Lebanon that has successfully experimented with CSR mainstreaming, leading to a nuanced reflection on the possibilities of a real paradigmatic change in the context of higher management education at this critical juncture and what it is going to take to catalyze a real transformation beyond “bells and whistles” and mere rhetoric.

Principles of Responsible Management Education (PRME)

2018 ◽  
pp. 43-55
Author(s):  
Malebo Mokoqama ◽  
Ziska Fields
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Learning Experience ◽  
Real Life ◽  
Practical Application ◽  
Responsible Management ◽  
The World

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.

Management Education for a Sustainable World

2021 ◽  
pp. 217-235
Author(s):  
Christiane Molina
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Management Education ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Business Leaders ◽  
Future Generations ◽  
Teaching Techniques ◽  
The World ◽  
Development Of Competencies

Societies across the world currently deal with multiple interconnected problems whose solutions call for the active participation of various actors. The private sector is among them and as a result, business leaders are in need of competencies that enable them to find appropriate answers. Sustainability competence may offer the key to transition towards a more equal and fair economy where the resources are maintained for the use of future generations. Higher Education Institutions and specifically business schools are an essential means to develop such competency. This chapter presents a proposal of an educational pathway for the development of competencies for sustainability and offers educators an array of teaching techniques that could be used at each stage.

Principles of Responsible Management Education (PRME)

2017 ◽  
pp. 229-241
Author(s):  
Malebo Mokoqama ◽  
Ziska Fields
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Learning Experience ◽  
Real Life ◽  
Practical Application ◽  
Responsible Management ◽  
The World

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.

Undergraduate management education: Its place, purpose and efforts to bridge the skills gap

2009 ◽  
Vol 15 (2) ◽  
pp. 206-223 ◽  
Author(s):  
Denise Jackson
Keyword(s):  
Knowledge Economy ◽  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Research Area ◽  
Employability Skills ◽  
Skills Gap ◽  
Business Graduates ◽  
Common Response ◽  
Industry Professionals

AbstractAustralian business graduates are deemed by industry as not being ‘job ready’ (BCA 2006; BIHECC 2007), lacking the skills required to successfully apply disciplinary knowledge and add value to our globalised, knowledge economy. There exists a lack of empirical evidence and professional input for business schools on profiling the attributes valued by industry. This is especially true for those majoring in management who are consistently overshadowed by their more commercially attractive postgraduate counterparts. In a bid to satisfy industry demands, the most common response among Australian business schools are the development of employability skills and enhanced involvement of industry professionals in curricula content and design, both subject to potential failings and criticism. This review of business school efforts to bridge the skills gap also examines the role, function and impact of undergraduate management education, a research area significantly overlooked in recent years.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

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