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Journal of Business Ethics Education

Volume 15, Issue Special Issue, 2018
The Reflective Practitioner: Learning Beyond the Business School

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1. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
Paul Caulfield, Petra Molthan-Hill, Aldilla Dharmasasmita The Reflective Practitioner: Learning Beyond the Business School
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2. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
Angelo P. Bisignano Reflexivity in Teaching Responsible Management Outside of the Classroom: Lessons from Ancient Greek Theatre
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This paper discusses how the design of service-learning projects can foster students’ reflexivity in learning responsible management. The paper builds on the existing debate on the nature of reflexivity. It proposes to focus on the relationship between students and the structure of responsible management teaching as defined by the curriculum, the learning outcomes, and the expectations of Business Schools. The paper adopts Archer’s morphogenetic conceptual approach to explore analytically this agency-structure relationship in service-learning projects. Drawing on parallels with ancient Greek theatre, the paper investigates how this relationship can morph via praxis and dialogue and affect reflexivity. The paper reflects on the empirical evidence from two service-learning projects. Each was run twice: once using a traditional class-based method and once using the Aristotelian approach to Greek Theatre. The two versions considered different configurations of the dimensions of time, space and action as well as of the role of the teacher in the student’s reflexive process. Empirical evidence highlights how students are more likely to take control of their own learning by enacting praxis in service-learning projects that are compressed in time, space, and course of action. Moreover, the reflexive journey changes when the teacher acts as a dialogical interlocutor as opposed to be a mere instructor in the project. The paper introduces implications for Business Schools in terms of teachers’ training in preparation for responsible management teaching. It also discusses the design for effective service-learning projects and collaboration with external agencies.
3. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
John M. Tichenor What Is Corporate Social Responsibility?: Using Experience-Based Learning to Help Students Answer the Question
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This article describes an ongoing experience-based learning class project designed to help undergraduate students understand corporate social responsibility. The community-based experiential learning project engages students with local businesses to help the students understand what it means for a firm to be socially responsible. The goal of the experiential exercise is for students to intensely and thoughtfully consider the question, “What is the purpose of business?”
4. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
Cécile Ezvan, Patricia Langohr, Cécile Renouard, Aurélien Colson Final Ends at the Forefront: Lessons from a Pedagogical Experience at ESSEC Business School
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This paper provides a conception and qualitative analysis of a recent innovative pedagogical experience, a two-week program called “Understand and Change the World”, which is designed to help business schools generate an impetus towards change within students, faculty, and administrators and more generally to the institution’s systemic sustainable capability. We argue that harnessing the ends rather than the means is the key to meeting sustainability challenges within business schools. The conceptual basis of our program provides broad avenues for business school pedagogy. The pedagogy relies on students’ sense of meaning and practical wisdom to raise empathy, awareness of the common good, and the fundamental relevance of such empathy and awareness for the business world. This implies taking a step back from the traditional instrumental approach to business education and, more broadly, to careers and business.
5. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
Burcin Hatipoglu Going Beyond the Classroom in Education for Sustainability: Partnering with Non-Governmental Organizations and Private Sector in a Project Management Course
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This case study presents an alternative educational methodology in a sustainability-based course for tourism management projects. The course is designed to overcome some of the difficulties of teaching responsible management in the classroom setting. By extending learning beyond the classroom and partnering with stakeholders, the course aims to integrate practical knowledge and skills development in students. The case details the learner-centred approach used in classroom teaching, faculty-led and student-led field studies. Adopting a systems approach, results are evaluated for the multiple stakeholders of the course. This educational methodology will be helpful to curriculum developers and educators who wish to integrate collaborative learning experiences or place-based education into their courses or curriculum. Lessons learned during the planning and implementation of the course will lead further research in developing similar courses in responsible management.
6. Journal of Business Ethics Education: Volume > 15 > Issue: Special Issue
Tommy Borglund, Magnus Frostenson, Sven Helin Understanding Responsible Management Education from the Inside: A Case Study of a Case Study in an Insurance and Savings Company
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Despite some two decades of research on Responsible Management Education (RME) relatively little is known about RME within business. In particular, different variants of RME in business have not been studied enough to give us a thorough understanding of the nature, role and function of RME in business. To provide some remedy, this article studies RME from an internal business perspective. Through action research, it shows how a specific form of RME, building on the Shared Value (SV) concept, is shaped, developed and manifested within the life-insurance and savings company Skandia. Furthermore, it develops a model for a holistic understanding of RME in business, taking into account RME actors, concepts, methods, and use. Apart from being an empirical illustration from within business of how RME becomes a tool for strategy, identity and innovation, and constructing a model for understanding RME, the article also highlights SV as the conceptual basis for RME.