Paradox theory offers a unique approach through which the complex and often conflicting aspects of corporate sustainability (CS) can be addressed. Although a growing body of literature has focused on the organizational-level outcomes of a paradox approach to sustainability, we know less about how such an approach creates business contributions to sustainable development beyond the organization (societal sustainability). The present study addresses this gap in research through a qualitative meta-analysis of 32 empirical case studies. While the analyzed studies confirmed the (...) effectiveness of a paradox approach to managing CS tensions from an organizational perspective, indications of contributions to societal sustainability were ambiguous. This finding led to the creation of a typology of response–outcome pathways. These pathways illustrate variations in the societal sustainability outcomes of CS paradox responses based on the moderating effects of three factors: level of commitment to sustainability, the approach to stakeholder engagement, and the level of strategy–practice alignment. This analysis contributes to the CS paradox perspective by offering important boundary conditions to the commonly held assumption that a paradox approach leads to superior business contributions to sustainability and highlights the need for research that examines outcomes of extant CS approaches beyond the organization. (shrink)

The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are ‘done’ in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines and sectors in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the (...) three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field’s aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion. (shrink)

This paper explores the role of learning in organizational responses to sustainability. Finding meaningful solutions to sustainability challenges requires companies and other actors to broaden their thinking, go beyond organizational boundaries and engage more with their stakeholders. However, broadening organizational perspective and collaborating with diverse stakeholders involves inherent political and process-related tensions. Learning has been identified as a key organizing process for overcoming the challenges that arise through collaborative action for sustainability. In order to understand the role of learning in (...) organizational responses to sustainability, we conduct a cross-disciplinary systematic review of the literature on learning for sustainability and incorporate perspectives from diverse disciplines including business, management, environmental science, sociology, policy, urban planning, and development. The review explores how different disciplines conceptualize and operationalize learning for sustainability and identifies the common themes and challenges. Our findings highlight the different ways that power relations influence learning and decision-making processes, and how entrenched traditional value structures and ‘reflexive complicity’ limit practitioners and researchers alike in finding meaningful sustainability solutions. We conclude that shifting how we motivate business and management research on learning for sustainability, in a way that prioritizes sustainability outcomes over firm performance, could bring us a step closer to more meaningful responses to sustainability. Similarly, breaking patterns of ‘reflexive complicity’ by key actors in business could assist in shifting toward more radical and long-term responses to sustainability in practice. (shrink)