| Back in 1999, Clugston and Calder observed that institutes of higher learning have historically provided expertise for an 'unsustainable' world because they have helped perpetuate the separation of the economy from the wider ecosystem in which organizations reside. Yet these same institutions have continued with their short term, narrow focus of rationality and technique at the expense of wisdom, values and social justice (Akrivou & Bradbury-Huang, 2015). Transformative curricula, therefore, have almost always been created by individual academics responding to needs of students that are not being met. Although they vary widely in approaches, these courses stimulate students to reflect on the big questions of life, especially what gives their lives a sense of meaning, purpose, values, worth and efficacy. "What sort of person do you want to become and how will you interact with the society around you?" New approaches to education implicitly and explicitly challenge the prevailing view that business educators should confine themselves to equipping students with intellectual and technical tools, and teaching "critical thinking" to use these tools effectively in the workplace. This view contends that business educators need not, indeed should not, engage students on beliefs, values, spirituality, meaning, purpose, personal worth, efficacy, direction. In other words, it's up to each student to discover what will constitute a life well lived. The problem is that many students do not know how to address these larger questions of life and have few if any mature adults to guide their explorations. Confused about what gives life meaning, and uncertain about moral values, they may drift through their twenties or beyond(Smith & Snell, 2009, Arum & Rosa 2011). Yet as Fort (1999, p. 234) argued, "business should become a symbol for opening up human lives to the transcendent reality of the natural need for community and raise the stakes of business itself.... Business [has] to wrestle with tough ethical choices of being responsible. Transcendence requires choice and responsibility." Such a perspective means that we need to radically rethink individual responsibilities in co-creating this society (Gayá & Phillips, 2015; Waddell et al. 2015), and more importantly, our responsibilities as educators. Purpose is defined as a "central self-organizing life aim" (Kashdan & McKnight, 2009, p. 304), and can give meaning, energy and vitality to life (May, Gilson & Harter, 2004). In guiding students to understand what kinds of persons they wish to become, and how they will enact their beliefs and values in the society, we have a basis to engage them in conversations about the nature and purpose of business beyond profit maximization for shareholders (Giacalone, R. A. & Thompson, K. R., 2006). This workshop explores a selection of these approaches. |
Search Terms: transformative teaching | meaning and purpose | moral confusion
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| | Session Type: PDW Workshop
Program Session: 312 | Submission: 12782 | Sponsor(s): (MSR, PTC)
Scheduled: Saturday, Aug 5 2017 10:30AM - 12:30PM at Hilton Atlanta in Room 314 | | | Mindfulness Through Improv: Interface of the Individual in a Group
Mindfulness Through Improv | |
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View Map | Facilitator: Jyoti Bachani, Saint Mary's College of California
Participant: Vasanthi Srinivasan, Indian Institute of Management, Bangalore
Participant: Pauline J. Mc Charles, Humanistic Management Center
Participant: Aarti Ramaswami, ESSEC Business School
Participant: Mikael Soendergaard, Aarhus U.
Participant: Ashish Pandey, Indian Institute of Technology, Bombay
| | In this experiential workshop, we will practice some individual and group exercises using improv theater games, as a way to experience mindfulness as an individual within a group. The exercises are designed to help explore the interfaces between body and mind, individual and group, and acting-out and reflection. Improvisation has been linked to creativity (Fischer & Amabile, 2009) and improvisational theater has been used to describe organizational strategy (Kanter, 2001, 2010). These exercises will offer an opportunity for individuals to experience group dynamics in a manner that will enhance their understanding of various concepts that we teach in management, for example, creativity, leadership, followership, group-dynamics, embedding and organizing. No prior improv experience required. A willingness to participate is essential. Come try it and if it not your thing, we request that you leave within the first 10 minutes. To keep it manageable, we will limit the number of participants. | Search Terms: Mindfulness | Improv | Group Dynamics
| | Session Type: PDW Workshop
Program Session: 316 | Submission: 11064 | Sponsor(s): (MED, ONE, MSR, IAM)
Scheduled: Saturday, Aug 5 2017 10:45AM - 12:15PM at Hilton Atlanta in Room 302 | | | Sustainability in Management Education – Assessing Sustainability Knowledge, Skills and Attitudes
SiME Assessment | |
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View Map | Chair: Jorge Alexis Arevalo, William Paterson U.
Chair: Shelley F. Mitchell, Hult International Business School
Facilitator: Melissa Edwards, U. of Technology, Sydney
Discussant: Katrin Muff, Business School Lausanne
Facilitator: Diego Alfonso Vazquez, Royal Holloway/ U. of London
Facilitator: Natalia Yakovleva, Newcastle U.
Discussant: Robert Sroufe, Duquesne U.
Facilitator: Nagaraj Sivasubramaniam, Duquesne U.
Facilitator: Elina Elina Meliou, Newcastle U.
Distinguished Speaker: Mark Starik, American U.
Distinguished Speaker: Gordon P Rands, Western Illinois U.
Presenter: Monique De Ritter, Nyenrode Business U.
Presenter: Farley Simon Nobre, Federal U. of Parana
Presenter: Sara B. Soderstrom, U. of Michigan
| | This 2017 Professional Development Workshop (PDW) aims to advance in the analysis of an important key question – how can we measure the impact of integrating sustainability in management education (SiME)? As an initial step in addressing this inquiry, we focus on assessing change in students' sustainability knowledge, skills and attitudes (KSAs), and have organized a long term agenda on key aspects; namely, a) key constructs particularly important to academic and business stakeholders, b) conceptualization and operationalization of KSA concepts, c) pre and post methodologies and instruments, c) and development of testable propositions and hypotheses about teaching methods and content material that aim to impact KSAs. These specific 'area gaps' were developed together with participants, invited facilitators and expert discussants taking part in the 2016 PDW on SiME. Therefore, we have designed this PDW with an on-going research and development framework in mind, and are reaching out to a wide number of AOM Division members interested in the assessment of SiME integration. We invite new participants to join these discussions, integrate new conversations, and provide a promising networking, research and teaching platform for all attending. We plan to facilitate new knowledge, a high quality learning and interactive experience, and propose an on-going evaluation framework for SiME integration. | | Pre-registration is required for this session. Please contact the workshop organizer at arevaloj1@wpunj.edu to obtain the approval code. To register online, please visit https://secure.aom.org/PDWReg. The deadline to register online is August 5, 2017. | Search Terms: assessment and measurement | learning outcomes | Sustainability in management education
> Do note that some session require pre-registration.
We've still got a few more PDWs as this day proceeds. I'll post them as I've been doing. Please think about re-posting to other AOM Divisions and Interest Group listserv or using these posts to make the sessions known outside the Academy.
Best,
Charlie |
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