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Who is responsible for Responsible Business Education?: Insights into the dialectical inter-relations of dimensions of responsibility

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Who is responsible for Responsible Business Education? Insights into the dialectical inter-relations of dimensions of responsibility. / Shah, Uzair; O'Reilly, Dermot; Analoui, Bejan .
In: Management Learning, Vol. 54, No. 4, 30.09.2023, p. 445-467.

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Shah U, O'Reilly D, Analoui B. Who is responsible for Responsible Business Education? Insights into the dialectical inter-relations of dimensions of responsibility. Management Learning. 2023 Sept 30;54(4):445-467. Epub 2022 Feb 16. doi: 10.1177/13505076211073542

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Bibtex

@article{3f6a065c918b41279f8b9308e7adefe8,
title = "Who is responsible for Responsible Business Education?: Insights into the dialectical inter-relations of dimensions of responsibility",
abstract = "One criticism of the globalisation of Business Schools is the propagation of an instrumentalist, functionalist and market-based approach to education. While programmes such as the United Nations Principles of Responsible Management Education initiative have attempted to promote more socially responsible practice and pedagogy within Business Schools, there is little evidence of significant change. Although the extant literature explores the response of educators to such initiatives, little is known about how management educators interpret and make sense of their and others{\textquoteright} responsibilities, particularly in the Global South. In this article, we critically explore the ways in which lecturers in a private Malaysian Business School locate social responsibility within their understanding of responsible business education. We identify dynamics of responsibilisation and elaborate the dialectical inter-relations of four dimensions of responsibility – individual, interactional, group and collective. Our findings reveal the limited impact of the disruptive potential of responsible business education in this instance. However, we argue that alternative theories of responsibility and responsibilisation, indicated in the dynamic inter-relations between the dimensions of responsibility, remain a potent source of inspiration for changes within business education. We offer suggestions to inform efforts towards transformatively oriented and socially responsible business education.",
author = "Uzair Shah and Dermot O'Reilly and Bejan Analoui",
year = "2023",
month = sep,
day = "30",
doi = "10.1177/13505076211073542",
language = "English",
volume = "54",
pages = "445--467",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Ltd",
number = "4",

}

RIS

TY - JOUR

T1 - Who is responsible for Responsible Business Education?

T2 - Insights into the dialectical inter-relations of dimensions of responsibility

AU - Shah, Uzair

AU - O'Reilly, Dermot

AU - Analoui, Bejan

PY - 2023/9/30

Y1 - 2023/9/30

N2 - One criticism of the globalisation of Business Schools is the propagation of an instrumentalist, functionalist and market-based approach to education. While programmes such as the United Nations Principles of Responsible Management Education initiative have attempted to promote more socially responsible practice and pedagogy within Business Schools, there is little evidence of significant change. Although the extant literature explores the response of educators to such initiatives, little is known about how management educators interpret and make sense of their and others’ responsibilities, particularly in the Global South. In this article, we critically explore the ways in which lecturers in a private Malaysian Business School locate social responsibility within their understanding of responsible business education. We identify dynamics of responsibilisation and elaborate the dialectical inter-relations of four dimensions of responsibility – individual, interactional, group and collective. Our findings reveal the limited impact of the disruptive potential of responsible business education in this instance. However, we argue that alternative theories of responsibility and responsibilisation, indicated in the dynamic inter-relations between the dimensions of responsibility, remain a potent source of inspiration for changes within business education. We offer suggestions to inform efforts towards transformatively oriented and socially responsible business education.

AB - One criticism of the globalisation of Business Schools is the propagation of an instrumentalist, functionalist and market-based approach to education. While programmes such as the United Nations Principles of Responsible Management Education initiative have attempted to promote more socially responsible practice and pedagogy within Business Schools, there is little evidence of significant change. Although the extant literature explores the response of educators to such initiatives, little is known about how management educators interpret and make sense of their and others’ responsibilities, particularly in the Global South. In this article, we critically explore the ways in which lecturers in a private Malaysian Business School locate social responsibility within their understanding of responsible business education. We identify dynamics of responsibilisation and elaborate the dialectical inter-relations of four dimensions of responsibility – individual, interactional, group and collective. Our findings reveal the limited impact of the disruptive potential of responsible business education in this instance. However, we argue that alternative theories of responsibility and responsibilisation, indicated in the dynamic inter-relations between the dimensions of responsibility, remain a potent source of inspiration for changes within business education. We offer suggestions to inform efforts towards transformatively oriented and socially responsible business education.

U2 - 10.1177/13505076211073542

DO - 10.1177/13505076211073542

M3 - Journal article

VL - 54

SP - 445

EP - 467

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 4

ER -