A Vision of Responsible Research in Business and Management: Striving for Useful and Credible Knowledge

Executive Summary This position paper presents a vision of a future in which business schools and scholars worldwide have successfully transformed their research toward responsible science, producing useful and credible knowledge that addresses problems important to business and society. This vision is based on the belief that business can be a means for a better world if it is informed by responsible research. The paper begins with a set of principles to support responsible research and proposes actions by different stakeholders to help realize this vision. It explains the impetus for the proposal by describing the current business research ecosystem, which encourages research oriented toward scholarly impact much more than societal relevance. Changing the incentives and culture around publications are essential to promoting responsible research. Research is the foundation of business education and practice, yet business research has failed to live up to its promise in promoting better policies and best practices. If nothing is done, business research will lose its legitimacy at best; at worst, it will waste money, talent, and opportunity. This paper ends with a call to action for directing research toward achieving humanity’s highest aspirations. The paper invites discussion and debate on the prospect of creating a responsible research ecosystem to realise this future vision when business and management research has become a force for change toward a better worldAuthors 28 founding members of the Community for Responsible Research in Business and Management (Listed in alphabetical order) 1. Rashad Abdel-Khalik (accounting), University of Illinois, Urbana-Champaign, U.S.A.; 2. Franklin Allen (finance), Imperial College, U.K.; 3. Mats Alvesson (management), Lund University, Sweden; 4. Mary Jo Bitner (marketing), Arizona State University; U.S.A.; 5. Ingmar Bjorkman (dean, management), Aalto University, Finland; 6. Hongbin Cai (dean, applied economics), Hong Kong University, China; 7. Gerald F. Davis (management), University of Michigan, U.S.A.; 8. Thomas Dyllick (sustainability management), University of St. Gallen, Switzerland; 9. Gerald George (dean, entrepreneurship), Singapore Management University, Singapore; 10. William Glick (management), Rice University, U.S.A.; 11. *Jonas Haertle (head), United Nations Global Compact PRME; 12. Ulrich Hommel (finance), EBS business school, Germany; 13. *Dan LeClair (executive vice president), AACSB, U.S.A.; 14. Xiongwen Lu (dean, marketing), Fudan University, China; 15. Peter McKiernan (strategy), University of Strathclyde, Scotland; 16. Katrin Muff (sustainability management), Business School Lausanne, Switzerland; 17. Serguei Netessine (operations management), University of Pennsylvania, U.S.A.; 18. Maureen O'Hara (finance), Cornell University, U.S.A.; 19. *Claire Preisser (associate director), Aspen Institute Business & Society Program, U.S.A; 20. David Reibstein (marketing), University of Pennsylvania, U.S.A.; 21. Ira Solomon (dean, accounting), Tulane University, U.S.A.; 22. Chris Tang (operations management), University of California, Los Angeles, U.S.A.; 23. Howard Thomas (strategy), Singapore Management University, Singapore; 24. **Anne S. Tsui (management), University of Notre Dame, U.S.A.; 25. *Matthew Wood (director of operations), EFMD, Belgium 26. Xiaobo Wu (entrepreneurship), Zhejiang University, China; 27. Bernard Yeung (dean, strategy), National University of Singapore, Singapore; 28. Sri Zaheer (dean, entrepreneurship), University of Minnesota, U.S.A. * Institutional supporters ** Corresponding author ([email protected]

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Bean-counting research and the mismanagement of knowledge production in business schools *

Notorious cases of corporate misconduct often revolve around the misapplication of pay to performance. Yet many business schools have too easily given themselves up to these kinds of high-powered incentives in the management of research. This practice is contrary to the very management knowledge taught in business school classrooms and it can wreak havoc with business schools’ mission of knowledge production. The reduction of managing research to a bean-counting performance evaluation, that is, keeping count of discrete units of research outputs as A-class journal hits and citation counts, has arguably tilted the scales in favor of form and against content. This undermines both the quality of knowledge produced and the autonomy that academics need to create knowledge. Much as combat sports, football or soccer, and democratic societies prevent certain traits and actions from conferring an unfair advantage, academics need to reclaim the principle of a level playing field to prevent practices inimical to the academic enterprise

On Academic Rankings, Unacceptable Methods and the Social Obligations of Business Schools

Inspired by recent discussions of the systematic costs that external rankings impose on academic institutions, and the undeniable shifts in the landscape of institutional data, a concerted and pragmatic re‐evaluation of ranking efforts has begun. In this study, multiple administrators and researchers representing both public and private institutions across the United States weigh in on these issues. While reaffirming the social contract we hold with society, we argue that the fundamental methodological shortcomings of existing rankings, and ultimately any ordinal ranking system, limit the value of current rankings. These shortcomings emerge from the conceptualization and the architecture of comparisons, and are evident in survey designs, data collection methods, and data aggregation procedures. Our discussion continues by outlining the minimal requirements that a socially responsible, transparent, flexible, and highly representative rating (vs. ranking) approach should employ. Ultimately, we call on academic institutions and organizing bodies to take a collective stand against existing rankings and to embrace the strategic use of multidimensional alternatives that faithfully serve prospective students, parents, and other key stakeholders. We conclude with a number of suggestions and opportunities for practice‐oriented research in the decision sciences aimed to support this fundamental shift in evaluative framing

Journey to Academic Leadership: Experiences of Women Business Deans

Business schools have a responsibility to set a good example by ensuring diversity in their leadership positions (Council of Economic Advisors, 2015). Despite this, the top leadership position within these schools is still overwhelmingly held by men; women occupy 22.9% of deanships at U.S., AACSB-accredited, four-year colleges of business. This underrepresentation is problematic, in that it results in the waste of administrative talent at a time when higher education and colleges of business face serious challenges that will be met only with diversity of thought and experience; and strong, effective leadership (Dunn et al., 2014; Lennon, 2013; O’Connor, 2015; Peterson, 2014; Spender, 2016). The purpose of this qualitative, phenomenological study was to explore the academic leadership journeys of women business deans. In particular, this study sought to develop a more enhanced understanding of the common experiences that prepared women to become business deans and influenced role attainment. To capture the essence of their academic leadership journey experiences, in-depth, semi-structured interviews were conducted with nine women business deans leading at U.S., AACSB-accredited, doctoral-granting, four-year colleges of business. Data analysis resulted in five overarching themes and 14 sub-themes. Findings indicated that although the initial path to academic leadership was incidental and non-aspirational, with the recognition and encouragement of others, participants assumed academic leadership roles and their career goals became more intentional. Because little formal preparation for the deanship exists, they took a self-directed approach to training and development and relied most on previous experience to prepare for the role. Despite certain sacrifices and demands, the deanship has been a rewarding position in which they could have a broader influence. The findings expand current understandings of how women business deans prepare for and attain their roles. Implications suggest the importance of business school administrators and organizations to increase awareness of the opportunities and advantages of academic leadership roles early in female faculty careers and support women through the tenure and promotion timeline. In addition, leadership development specifically geared towards this subset of women is recommended to prepare them to successfully pursue, attain, and perform academic leadership roles, including the business deanship

Implicações organizacionais do uso dos rankings internacionais: um estudo realizado nas Escolas de Negócios portuguesas

Os rankings estão cada vez mais comuns e passaram a avaliar e classificar diferentes instituições, pesquisas, assuntos, entre outros, de modo a obter a lista dos melhores ou até mesmo dos piores elementos (Grewal, Dearden, & Lilien, 2008; Rindova, Martins, Srinivas, & Chandler, 2018; Sekou Bermiss et al., 2014). Essa inclusão ou exclusão organizacional, assim como a posição atribuída nesses rankings, geram efeitos diversos nos resultados (Rindova et al., 2018). Destarte, as instituições pertencentes ao Ensino Superior, sejam universidades, faculdades ou escolas, não estão isentas aos sistemas de classificações ou alheias à sua influência. Wolf e Jenkins (2018) afirmam que as classificações tornaram-se importantes para a estruturação do comportamento dentro das universidades; Rindova et al. (2018) e Bowman e Bastedo (2009) reiteram que os rankings exercem especial e generalizada influência no cenário do ensino superior.Por isso, Locke (2014) ressalta a importância de compreender não apenas os impactos ocasionados pelos rankings no Ensino Superior, mas também como o envolvimento e a preocupação com essas avaliações externas proporcionam sobrevivência, mudanças e êxito das instituições de ensino nesse campo organizacional. Entretanto, o Ensino Superior é um campo de estudo muito vasto e analisá-lo completamente requer recursos não disponíveis nesta pesquisa. Deste modo, as competitivas escolas de negócio ou business schools (BSs) são campo específico deste estudo, tendo em vista que possuem grande preocupação com a formulação dos rankings, usos e resultados, o que as diferencia de outras organizações (Devinney, Dowling, & Perm-Ajchariyawong, 2008). Desta maneira, este estudo almeja investigar "como os fatores dos sistemas de classificação internacionais influenciam os processos e resultados das escolas de negócio" através de uma pesquisa explicativa com metodologia quali-quantitativa, na qual serão utilizadas como unidades de análise as escolas de negócio portuguesas credenciadas pelas agências de acreditação internacionais

Perceptions of access and status among undergraduate business students

Fraternal organizations have existed on campus since the founding of Phi Beta Kappa in 1776 (Baird, 1991; DeSantis, 2007; Phi Beta Kappa, n.d.; Thelin, 2011; Torbenson, 2005, 2009). Empirical evidence shows that membership brings added value to an undergraduate student experience (Biddix et al., 2014; G. D. Kuh & Lyons, 1990). However, there is also scholarship indicating that fraternal organizations often emphasize socializing over academics while their members participate in overt racism, sexism, and exclusivity (Brubacher & Rudy, 1976; Maisel, 1990). This study examined undergraduate business student access and status using Astin’s theory of student involvement (A. W. Astin, 1984) and Bourdieu’s concept of habitus and theory of social reproduction (Bourdieu, 1977). Using a phenomenological approach, the study was conducted within the Gies College of Business at the University of Illinois at Urbana-Champaign. This study identified aspects of the student experience, including professional development, student involvement, and status, that were influenced by professional business fraternity membership. Furthermore, this study revealed the influence of access and support on undergraduate business students’ experiences. These findings suggest that business fraternities play a significant role in the undergraduate student experience within highly selective business schools. Implications for theory and research include disrupting social reproduction on college campuses, while implications for policy and practice highlight opportunities within student services, diversity and inclusion, oversight, and collaborative practices