The Business School’s Right to Operate: Responsibilization and Resistance

David Murillo, Steen Vallentin

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking
The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking
SprogEngelsk
TidsskriftJournal of Business Ethics
Vol/bind136
Udgave nummer4
Sider743-757
Antal sider16
ISSN0167-4544
DOI
StatusUdgivet - 2016

Emneord

  • Business Schools
  • Right to operate
  • Management paradigms
  • Management education
  • Corporate social responsibility
  • Critical management education Business schools
  • Business ethics

Citer dette

@article{a20ea84c6dea4d8f9842e6bf561508f1,
title = "The Business School’s Right to Operate: Responsibilization and Resistance",
abstract = "The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking",
keywords = "Business Schools, Right to operate, Management paradigms, Management education, Corporate social responsibility, Critical management education Business schools, Business ethics, Business ethics, Business schools, Corporate social responsibility, Critical management education, Management education, Management paradigms, Right to operate",
author = "David Murillo and Steen Vallentin",
year = "2016",
doi = "10.1007/s10551-015-2872-1",
language = "English",
volume = "136",
pages = "743--757",
journal = "Journal of Business Ethics",
issn = "0167-4544",
publisher = "Springer",
number = "4",

}

The Business School’s Right to Operate : Responsibilization and Resistance. / Murillo, David; Vallentin, Steen.

I: Journal of Business Ethics, Bind 136, Nr. 4, 2016, s. 743-757.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - The Business School’s Right to Operate

T2 - Journal of Business Ethics

AU - Murillo,David

AU - Vallentin,Steen

PY - 2016

Y1 - 2016

N2 - The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking

AB - The current crisis has come at a cost not only for big business but also for business schools. Business schools have been deemed largely responsible for developing and teaching socially dysfunctional curricula that, if anything, has served to promote and accelerate the kind of ruthless behavior and lack of self-restraint and social irresponsibility among top executives that have been seen as causing the crisis. As a result, many calls have been made for business schools to accept their responsibilities as social institutions and to work toward becoming more socially embedded and better attuned to public interests. In this paper, however, we point to some of the barriers there may be in the way of business schools developing into responsible organizational citizens proper. We argue that there are lines of resistance against responsibilization operating at epistemological, institutional, and organization levels and that we need to take account of barriers on all these levels in order to properly capture the challenges that are involved in making the modern business school amenable to demands for more social responsibility. In terms of working toward overcoming such barriers, we discuss how business education can become more socially embedded via the inclusion of ethical reflection and critical thinking

KW - Business Schools

KW - Right to operate

KW - Management paradigms

KW - Management education

KW - Corporate social responsibility

KW - Critical management education Business schools

KW - Business ethics

KW - Business ethics

KW - Business schools

KW - Corporate social responsibility

KW - Critical management education

KW - Management education

KW - Management paradigms

KW - Right to operate

UR - http://sfx-45cbs.hosted.exlibrisgroup.com/45cbs?url_ver=Z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&ctx_enc=info:ofi/enc:UTF-8&ctx_ver=Z39.88-2004&rfr_id=info:sid/sfxit.com:azlist&sfx.ignore_date_threshold=1&rft.object_id=954921376712&rft.object_portfolio_id=&svc.holdings=yes&svc.fulltext=yes

U2 - 10.1007/s10551-015-2872-1

DO - 10.1007/s10551-015-2872-1

M3 - Journal article

VL - 136

SP - 743

EP - 757

JO - Journal of Business Ethics

JF - Journal of Business Ethics

SN - 0167-4544

IS - 4

ER -