scholarly journals Learning atmospheres: Re-imagining management education through the dérive

2020 ◽  
Vol 51 (5) ◽  
pp. 559-578 ◽  
Author(s):  
Christoph Michels ◽  
Clare Hindley ◽  
Deborah Knowles ◽  
Damian Ruth
Keyword(s):  
Everyday Life ◽  
Business School ◽  
Spatial Organization ◽  
Management Education ◽  
Learning Processes ◽  
Organizational Processes ◽  
Situationist International ◽  
Teaching Experiences ◽  
Self Reflection

This article responds to the recent calls for rethinking management education, particularly to those that emphasize space, affect and atmosphere, and makes the case for the practice of dérive as a way of infusing management education with experiential, experimental and reflexive learning processes. The authors draw on ideas and practices of the art movement Situationist International who proposed the dérive, informed by the concept of psychogeography as a way of exploring and reimagining the atmospheres of everyday life. The paper is illustrated by the authors’ teaching experiences in this area (or space as one might say). The authors argue that the dérive in management education may foster future managers’ imaginative skills and inspire an imaginative self-reflection of the business school and its spatial organization. The paper concludes that in re-enacting their experience of educational space, participants may learn about, reflect on, and develop their affective capacities for becoming part of organizational processes, both as students of the business school and as future managers.

Aesthetic-based competences lead to a sustainable learning practice

2019 ◽  
Vol 34 (6) ◽  
pp. 607-617
Author(s):  
Poula Helth
Keyword(s):  
Everyday Life ◽  
Business School ◽  
Design Methodology ◽  
Learning Processes ◽  
The Everyday ◽  
Copenhagen Business School ◽  
Change Leaders ◽  
Learning Concept ◽  
Organisational Practice ◽  
Aesthetic Performance

Purpose The purpose of the article is to explore how aesthetic-based competences are developed in and through leaders’ organisational practice and how these competences may lead to a sustainable learning practice in everyday life in organisations. Design/methodology/approach: The article focuses on how aesthetic-based experiments can change leaders’ organisational practice, when instrumental rationality is transformed into aesthetic rationality. This happens when leaders learn to move the everyday drama, the so-called social drama, into an aesthetic drama in order to transform organisational habits and devastating paradigms. Findings: The study of how leaders learn to transform their practice, based on a study at Copenhagen Business School in the period 2014–2017, documents that leaders can learn aesthetic performance that transforms their organisational practice when the learning processes are integrated into everyday life. Originality/value: The combination of aesthetic performance and learning processes has potential for a lasting and sustainable transformation, when the learning concept is rooted in leaders’ organisational practice as a bodily embedded aesthetic rationality.

scholarly journals Accelerators as authentic training experiences for nascent entrepreneurs

2017 ◽  
Vol 59 (7/8) ◽  
pp. 811-824 ◽  
Author(s):  
Morgan P. Miles ◽  
Huibert de Vries ◽  
Geoff Harrison ◽  
Martin Bliemel ◽  
Saskia de Klerk ◽  
...  
Keyword(s):  
Authentic Learning ◽  
Learning Processes ◽  
Nascent Entrepreneurs ◽  
Competency Development ◽  
Content Type ◽  
Self Reflection ◽  
Start Up ◽  
Learning Platforms ◽  
Entrepreneurial Competencies ◽  
Entrepreneurial Training

Purpose The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators. Findings Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection. Research limitations/implications This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling. Practical implications Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day. Originality/value This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

Recognizing the Plural Sector: Nonprofit Studies in a Business School Environment

2021 ◽  
Author(s):  
Carol Brunt ◽  
Ruth Hansen ◽  
Megan Matthews
Keyword(s):  
School Environment ◽  
Business School ◽  
Management Education ◽  
School Setting ◽  
Nonprofit Management ◽  
Forced Choice ◽  
Degree Programs ◽  
Nonprofit Studies ◽  
Interdisciplinary Relationships ◽  
Choice Approach

The “best place” debate centers on which disciplinary setting is best for degree programs in nonprofit management education. We contribute to the discussion by reflecting on the constraints and opportunities intentionally identified in a developing program within an established business school. We ground our work in the nonprofit sector’s interdependence with the market and public sectors, and identify opportunities for reciprocity within a business school setting. Finally, we identify cultivating interdisciplinary relationships as a strategy to ameliorate tension between a competitive vs. collaborative “forced choice” approach.

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.

Enhancing Sustainability through Experiential Learning in Management Education

2017 ◽  
pp. 256-274
Author(s):  
Aasha Jayant Sharma
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Management Education ◽  
Social Issues ◽  
Action Learning ◽  
School Curriculum ◽  
Business Practices ◽  
Holistic View ◽  
Responsible Business Practices ◽  
Corporate Level

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

Mainstreaming Corporate Social Responsibility at the Core of the Business School Curriculum

2012 ◽  
pp. 531-545
Author(s):  
Dima Jamali ◽  
Hanin Abdallah
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Business School ◽  
Management Education ◽  
Critical Role ◽  
School Curriculum ◽  
Business And Society ◽  
Challenges And Opportunities ◽  
Corporate Social

This book chapter will make the case that corporate social responsibility (CSR) mainstreaming is an imperative to promote integrity and alleviate the strong entrenchment of utilitarian perspectives permeating management education (Ghoshal, 2005). The chapter argues that CSR mainstreaming should be anchored in the context of a vision for responsibility at the level of the School and that, starting with visioning and strategizing, business schools have to assume a more proactive role in shaping a new generation of leaders, capable of managing the complex challenges that lie at the interface of business and society. The chapter highlights challenges and opportunities in this respect and the critical role of the UN Principles of Responsible Management Education (PRME) in helping in this reorientation. The book chapter tackles these two interrelated themes systematically, and illustrate with the case of the Olayan School of Business, a leading business school in the Middle East.

Undergraduate Programs in the U.S

2021 ◽  
pp. 114-138
Author(s):  
Steven D. Charlier ◽  
Lisa A. Burke-Smalley ◽  
Sandra L. Fisher
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Business School ◽  
Management Education ◽  
Management Skills ◽  
Undergraduate Programs ◽  
The University ◽  
The U.S

Given the importance of human resource management skills both in management education and business in general, an empirical review of undergraduate human resource (HR) curricula and programs is needed. In this study, the authors provide an investigative analysis of the content taught across HR programs in the U.S. and the context in which HR programs operate. Specifically, data across 179 undergraduate “SHRM-aligned” HR programs were collected and analyzed to identify common as well as unique content and contextual attributes at the university, business school, and program levels. Against the backdrop of the study's findings, the authors step back and purposefully comment on how they believe HR education can best be moved forward. In total, this study seeks to inform stakeholders in HR education through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate management programs.

Debord, Guy (1931–1994)

2018 ◽  
Author(s):  
Ryan Robert Mitchell
Keyword(s):  
Everyday Life ◽  
City Planning ◽  
Urban Spaces ◽  
Art Practice ◽  
Situationist International ◽  
Art And Politics ◽  
Avant Garde ◽  
Political Theorist ◽  
Advanced Capitalism ◽  
The City

Guy Ernest Debord (1931–1994) was a French radical political theorist, writer, activist and filmmaker. After his early involvement with French avant-garde art movements in the 1950s, Debord founded a revolutionary organization, the Situationist International (SI), in 1957. Inspired by earlier avant-garde movements like Dada and surrealism, Debord sought to create an explicitly political and critical art practice that could be employed to transform everyday life. The SI attracted sound poets, architects, writers, activists, graphic artists and painters. The movement sought to merge everyday life, art and politics through such practices as radical city planning, the beautification of the city through graffiti, and rambling psycho-geographic drifts through urban spaces, seeking to uncover the desire and beauty that had been hidden by advanced capitalism.

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