Theory U

2018 ◽  
pp. 259-268
Author(s):  
Pierre Guillet de Monthoux ◽  
Matt Statler
Keyword(s):  
Business Education ◽  
Practical Wisdom ◽  
Business Practice ◽  
Theory U ◽  
Poetic Creation ◽  
Carnegie Report

The recent Carnegie report (Colby, et al., 2011) characterizes the goal of business education as the development of practical wisdom. In this chapter, the authors reframe Scharmer's Theory U as an attempt to develop practical wisdom by applying certain European philosophical concepts. Specifically, they trace a genealogy of social sculpture, Schwungspiel, poetic creation, and spiritual science, and suggest that Scharmer's work integrates these concepts into a pragmatic pedagogy that has implications for business practice as well as business education.

Theory U

2013 ◽  
pp. 234-243
Author(s):  
Pierre Guillet de Monthoux ◽  
Matt Statler
Keyword(s):  
Business Education ◽  
Practical Wisdom ◽  
Business Practice ◽  
Theory U ◽  
Poetic Creation ◽  
Carnegie Report

The recent Carnegie report (Colby, et al., 2011) characterizes the goal of business education as the development of practical wisdom. In this chapter, the authors reframe Scharmer’s Theory U as an attempt to develop practical wisdom by applying certain European philosophical concepts. Specifically, they trace a genealogy of social sculpture, Schwungspiel, poetic creation, and spiritual science, and suggest that Scharmer’s work integrates these concepts into a pragmatic pedagogy that has implications for business practice as well as business education.

If all Business Education Were in English, Would it Matter?

2011 ◽  
Vol 161 ◽  
pp. 111-123 ◽  
Author(s):  
Robert Wilkinson
Keyword(s):  
Foreign Language ◽  
Business Education ◽  
Language Use ◽  
Business Environment ◽  
Business Practice ◽  
Business Practices ◽  
Content Learning ◽  
English Medium Instruction ◽  
English Speaking ◽  
The Impact

Abstract Increasingly, English is becoming the dominant language of business education. The reasons are well known: internationalization, globalization, and the desire to prepare students for the business environment in the coming decades. This paper speculates about the impact of English-medium instruction in business education on the nature of English proficiency, the nature of the content learned, and the perspective for business practice. Firstly, students can learn content effectively through a foreign language, and have been doing so for centuries. However, with English-medium instruction in a non-English-speaking environment, the growth in language competences in English may rather lie in specific skills, with the acceptance of ‘fossilized’ language use, reduced accuracy and less nuanced communication, even if CLIL approaches are adopted. Secondly, regarding the impact on content learning, it is possible that the learning itself may be relatively unaffected, but if both students and staff have a less accurate and less nuanced competence in English, the expressive competences may be affected. Thirdly, a language imposes its own perspectives on the world. Business education through the medium of English may engender an English filter on students’ perspectives on business practices and communication. This paper suggests that this matters.

Mentors or Teachers? Microenterprise Training in Kenya

2018 ◽  
Vol 10 (4) ◽  
pp. 196-221 ◽  
Author(s):  
Wyatt Brooks ◽  
Kevin Donovan ◽  
Terence R. Johnson
Keyword(s):  
Randomized Controlled Trial ◽  
Business Education ◽  
Controlled Trial ◽  
General Information ◽  
Business Practice ◽  
Education Intervention ◽  
Missing Information ◽  
Specific Knowledge ◽  
Randomized Controlled ◽  
Formal Business

We use a randomized controlled trial to demonstrate that inexperienced female microenterprise owners in a Kenyan slum benefit from mentorship by an experienced entrepreneur in the same community. Mentorship increases profits by 20 percent on average with initially large effects that fade as matches dissolve. We conduct a formal business education intervention, which has no effect on profits despite changes in business practice. Our results demonstrate that missing information is a salient barrier to profitability, but the type of information matters: access to the localized, specific knowledge of mentors increases profit while abstract, general information from the class does not. (JEL D83, J16, L25, L26, O14, O15)

scholarly journals Collective Phronesis in Business Ethics Education and Managerial Practice: A Neo-Aristotelian Analysis

2021 ◽  
Author(s):  
Kristján Kristjánsson
Keyword(s):  
Business Ethics ◽  
Professional Practice ◽  
Ethics Education ◽  
Practical Wisdom ◽  
Business Practice ◽  
Nicomachean Ethics ◽  
Business Ethics Education ◽  
Individual Decision ◽  
Individual Decision Making ◽  
Making Sense

AbstractThe aim of this article is to provide an overview of various discourses relevant to developing a construct of collective phronesis, from a (neo)-Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, as in Aristotle’s Nicomachean Ethics. However, he also made intriguing remarks about phronesis at the collective level in his Politics: remarks that have mostly eluded elaboration. The aim of this article is practical and revisionary, rather than exegetical and deferential, with respect to Aristotle. Nevertheless, just as most of the literature on individual phronesis draws on Aristotle’s exposition in the Nicomachean Ethics, the obvious first port of call for an analysis of collective phronesis is to explore the resources handed down to us by Aristotle himself. The lion’s share of this article is, therefore, devoted to making sense of Aristotle’s somewhat unsystematic remarks and the lessons we can draw from them about collective managerial phronesis and business ethics education.

scholarly journals Business Education: Filling the Gaps in the Leader’s Awareness Concerning Organizational Phronesis

2021 ◽  
Vol 13 (4) ◽  
pp. 2274
Author(s):  
Raysa Rocha ◽  
Paulo Pinheiro
Keyword(s):  
Business Education ◽  
Practical Wisdom ◽  
Business Students ◽  
Theory And Practice ◽  
Social Reconstruction ◽  
Continuous Innovation ◽  
Sustainable Performance ◽  
Existential Crisis ◽  
Education Needs ◽  
Organizational Spirituality

Education is a method of sharing social consciousness and social reconstruction. There is an existential crisis in business education driven by the conflict between social and financial objectives. A paradigm shift in business education requires that leaders be taught how to incorporate new competencies. Phronesis (practical wisdom), individual and collective, is an essential competence to be addressed in business education. It leads companies to continuous innovation and highly sustainable performance. We conducted 23 interviews with leaders from organizations in 14 countries to discuss some transformations that business education needs through leaders’ awareness concerning organizational phronesis. We conducted a thematic analysis of the interviews with support from NVivo software. The results demonstrate gaps in leaders’ awareness concerning phronesis and its relationships with knowledge management and organizational spirituality. Business education still needs to be reviewed to enable leaders to learn and incorporate phronesis theory and practice. Building on the gaps found in the leaders’ awareness of phronesis, we propose interdisciplinary pedagogical methods to teach business students competencies that enable the embodiment of phronesis. These changes in business education are indispensable to reach sustainability.

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