Addressing Privilege in Teamwork: Design Tools for Critical Management Education

Florence Villeséche*, Stina Teilmann-Lock

*Corresponding author for this work

    Research output: Contribution to journalJournal articleResearchpeer-review

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    Abstract

    In this article, we argue that a key diversity issue to be tackled in the classroom is disparity: Some students are more privileged than others, and their inputs are more valued than others’. Therefore, as educators, we need to devise new ways to rebalance benefits and deficits in our classrooms. Complementing critical work on privilege in business schools that has exposed and theorized the problem, we take a practical, By design approach to addressing privilege while avoiding diversity education dilemmas. We propose that such a proactive rather than reactive approach can help mitigate the negative consequences that the exercise of privilege may have on our students’ learning. Specifically, we propose that we can learn from designers how to use tools that help create collaborative, positive-sum environments when conducting team-based activities in the classroom. We present a selection of simple yet powerful design devices: Speaking rules, Problem framing, and Iteration. We discuss how these devices may help address privilege in the classroom with illustrative examples and reflections on the outcomes and limitations of these devices. We thus enrich the underdeveloped conversation on how design methods can be translated and applied to management education.
    Original languageEnglish
    JournalJournal of Management Education
    Volume47
    Issue number1
    Pages (from-to)104-116
    Number of pages13
    ISSN1052-5629
    DOIs
    Publication statusPublished - Feb 2023

    Bibliographical note

    Published online: October 11, 2022.

    Keywords

    • Disparity
    • Privilege
    • Design tools
    • Collaboration
    • Team-based activities
    • Diversity education dilemmas

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