A selection of interesting research and articles we found recently.
Does ethical reason sleep in for-profit education?
Yes, according to Samuel Natale, Anthony Libertella and Caroline Doran, who discuss the philosophical concerns and foundational challenges raised by a for-profit model of education. They argue that the for-profit model is governed by a business paradigm, without reference to the context in which it is found. The authors explore primary ethical questions and challenges presented by this model. As such, they present potential solutions to the growing problem in higher education as a corporate entity.
The authors introduce a potential model for analysis of the issues and suggest an interventional technique with concrete directions for change. Universities are on the threshold of a transformation that can no longer be isolated from wider society. This environment awakened the critical task of blending corporate success with educational integrity.
More can be found in: Samuel M. Natale, Anthony F. Libertella and Caroline J. Doran. 2015. For-Profit Education: The Sleep of Ethical Reason.
Journal of Business Ethics, 126(3), 415-421.
Does neoliberalism hinder education for sustainable business?
Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development, according to Professor Kopnina from the Netherlands. This article addresses the role of metaphors in shaping neoliberal discourse in business education. The aim is to reveal reasoning patterns about environmental problems and economic development in students of a sustainable business minor. The case study described involves business students at The Hague University in The Netherlands, and was aimed at exploring a shift in student understanding of environmental problems and economic development before and after the intervention.
The results suggest that a critical curriculum can inform students about alternative conceptions as well as instruct them about potential solutions to sustainability challenges. The author argues that without goal-oriented education for sustainability, neoliberal education may not permit transcendence from unsustainable practices.
Read the full text article (Open Access): Kopnina, H. 2014. Metaphors of Nature and Economic Development: Critical Education for Sustainable Business.
Sustainability, 6(11), 7496-7513.
Pragmatic inquiry as a sustainable education strategy
In this paper, Scott Kelley and Ron Nahser argue that although the United Nations Principles of Responsible Management Education (PRME) represent a very positive development in management education, many significant challenges remain for engaging the mind of the manager to foster the values of PRME and the UN Global Compact. The authors note that responsible education management must address three challenges to actualise the aspirations of PRME:
(1) it must confront the cognitional myth that knowing is like looking,
(2) it must move beyond mere analysis to systems thinking, and
(3) it must transition from a values-neutral stance to a values-driven stance.
Using Developing Sustainable Strategies, an MBA practicum in the Sustainable Management Concentration at DePaul University’s Kellstadt Graduate School of Business as a case study, this article identifies ways in which Pragmatic Inquiry can address these challenges by preparing students to become responsible managers, develop sustainable strategies and be creators of shared value.
Scott Kelley and Ron Nahser. 2014. Developing Sustainable Strategies: Foundations, Method, and Pedagogy.
Journal of Business Ethics, 123(4), 631-644.
Teaching business ethics online
The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. In this paper, Denis Collins, James Weber and Rebecca Zambrano address key pedagogical design, delivery, student engagement, and assessment issues that should be considered in creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations.
Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished online business ethics instructors, one teaching at a small college and the other at a research-oriented university—their successes, learning opportunities, and recommendations.
Read more in: Denis Collins, James Weber and Rebecca Zambrano. 2014. Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment.
Journal of Business Ethics, 125(3), 513-529.