Our paper addresses the question of what exactly the contribution of the humanities to management education could or should be, suggesting the concept of Literacy as both this contribution’s goal and method. Though there seems to emerge a consensus in the debate about the future of management education that the humanities should be involved with shaping it, some misconceptions about the humanities obscure the understanding of the why and how of it, most notably as to the manner in which they (...) are to provide for ethical values. Our paper in a first step endeavours to clear those misconceptions up drawing on some historical aspects of their development. It then proceeds to introducing the concept of Literacy and, based on it, the teaching framework of Critical Management Literacy we designed to operationalize the concept towards management students` needs. Our leading hypothesis is that the contribution of the humanities should focus on the cultivation of the capacity for epistemological doubt in order to prepare students for the complexity and indeterminacy of reality, thus at the same time laying the groundwork for ethical reflectivity. (shrink)

In this article, we contribute to sociological literatures on morality, professional and institutional contexts, and morally stigmatized ‘dirty work’ by emphasizing and exploring how they mutually inform one another in lawyers’ work activities. Drawing on interview data with 58 practitioners in the commercial legal industry in Singapore, we analyze how they experience professional and institutional constraints on the expressions of morality in their work. Our findings illustrate how a dominant managerial and economic focus maintains and reproduces a constrained form of (...) morality, limited to instrumental, utilitarian and commercial ends, and subordinated to lucrative client and firm interests. We discuss our findings in terms of the need to research and reform professions in ways that support more rounded and unconstrained moral reflexivity and autonomy in how work is undertaken and valued. This in turn has implications for how organizations and professions might achieve alternative moral institutional orders, and for legal work to avoid the moral and social taints of dirty work. (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)

The business, management, and entrepreneurship (BME) education provided by universities is believed to influence the way in which organisations are managed in the business world. In recent decades, it has been criticised for its focus on profit and short-term goals, while new approaches inspired by the humanities, particularly religious and spiritual traditions, have been proposed. Although research in this area is growing, it is scattered. In this study, we systematically review the existing literature to deepen our understanding of this emergent (...) stream of research. From a sample of 216 papers, 51 articles from 1996 to 2023, selected from the Web of Science and Scopus databases, are analysed. Overall, the findings highlight that the literature on this topic is predominantly theoretical and suggest that some of the wisdom embedded in religion and spirituality might be considered to inform different discussions in BME courses, with a prominent application of sacred and ancient texts in the teaching of business ethics. Future research avenues are discussed in relation to a variety of themes and pedagogical and empirical approaches that can benefit scholars and advance this area of study. (shrink)