38 research outputs found
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Henley Business School report to the United Nations Principles for Responsible Management Education 2015/16 and 2016/17
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Henley Business School report to the United Nations Principles for Responsible Management Education 2017/18 and 2018/19
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Educational implications that arise from differing models of human development and their repercussions for social innovation
Social innovation aims for creating social value primarily while it recognizes that not all technology-based progress amounts to social progress. We think that this calls for a paradigm shift in how we understand education. No one doubts that education requires intense cognitive effort, but educational proposals certainly vary depending on how cognition is understood. In this article, we suggest that different ways of understanding human development are related to different ways of understanding cognition. Thus, these different conceptions of human development affect their resulting educational proposal. While not an exhaustive account, we sketch out three models of human development, the so-called autonomous self (AS), processual self (PS) and inter-processual self (IPS). Each have different implications for education depending on their particular understanding of cognition. The AS and PS models understand cognition as a primarily rational mastery exercise, with the difference that PS uses relationships and diverse psychological faculties for the subject's cognitive development, whereas AS relies more on the subject's rational agency. On the other hand, IPS understands cognition as a relational act that, when it arises from interiority, affects all dimensions of the person. In the present article, we explore the educational consequences of these different ways of understanding cognition with the assistance of interdisciplinary dialogue from philosophy, psychology and neuroscience, and their repercussion on social innovation with the intention of opening up reflection in the field of education and of inspiring its practitioners to rethink the model they assume. We will conclude with reflections informing educational implications for the design of programs and teacher training itself
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Executive catalysts: predicting sustainable organizational performance amid complex demands
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Beyond personalist virtue ethics: transcendental anthropology and its implications for interpersonal communication
There is a need of deeper understanding of what human beings are for facing adequately global challenges. The aim of this paper is to point to the possible contributions that transcendental anthropology would represent for complementing and expanding the valuable, but still incomplete solutions put forward by personalist virtue ethics to face these challenges. In particular, the question of the moral motivation and the complex relations between virtue and freedom are addressed, taking as starting point the understanding of the uniqueness of the personal act-of-being and the transcendentality of human freedom, which is in dialogue with human nature and society, but ultimately not subdued to none of them. Some implications of the transcendental anthropology in the field of interpersonal communication ethics are put forward
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Henley Business School report to the United Nations Principles for Responsible Management Education 2019/20 and 2020/21
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How differing conceptions of integrity and self-integration influence how relations are seen and managed and implications for personal and professional development
As human beings, the exercise of our professional roles demands that we relate to others. Relationships, however, challenge the self in a way that requires us to act with integrity. Different approaches to integrity configure diverse ways of cognitively and intuitively feeling and acting in our relationships. Moreover, different ways of understanding human development are related to different ways of understanding integrity in the self. While not an exhaustive account, we sketch out three models of human development that capture much of this diversity, the so-called autonomous self (AS), processual self (PS) and inter-processual self (IPS). Each has a particular way of understanding how self-integrity and congruent action come to be.
The AS and PS models understand integrity as internal coherence thanks primarily to rational exercise, with priority given to the content of action, while relations are utilised as resources. AS and PS focus on cognition through rational or emotional and external mastery of our relationships and own integrity (self-integrity is also handled as a cognitive exercise that mirrors how external relations are understood). The IPS understands integrity as the dynamic that leads to growth and cognition itself is a relational act that, when it arises from within, affects all dimensions of the person and hence how we ethically relate to others and ourselves. Different kinds of integrity are also related to practical wisdom. Based on this, we explore consequences of these different ways of understanding self-integration and relationships for approaching management and leadership roles, aiming to open up reflection on relational integrity and personal development via education in the field of management/leadership
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Editorial: Personalism and moral psychology: re-humanizing economies and organizations
In late modernity, social and economic responses to ecological, health-related, and societal challenges have focused on the quest for production and profit. In doing so, they have relied on impersonal frameworks that result in environmental damage and consider human beings’ very right to flourishing irrelevant or peripheral. Consideration of the person as the core cata-lyst for creating a more humane and sustainable future therefore remains a crucial task. In light of this, it needs to be asked whether our theoretical understandings of human beings, their action and their potentiality are genuinely fit for the complicated challenges we face. Philosophical personalism has furthered the notion of “person”, which, from this perspective, is much more comprehensive than the usual term “individual.” This philosophy sees the person in his or her wholeness, uniqueness, and dignity and is comprised by several prominent scholars associated with the Aristotelian-Thomistic tradition often adding significant elements of modern philosophy. They emphasize the human person as a substantive rational and free being, with a corporal, psychological and spiritual unity; someone unique and unrepeatable both because of genetics and personal biography made by free choices. Relevant capacities of the person are having self-possession, which entails personal responsibility, self-governance to order values in making decisions, and self-determination. This special issue is a collection of articles influenced by this tradition with the aim to explore this personalist philosophy applied in the study of moral psychology of the person as moral actor, human action, communication and psychology and the study of organisations and leadership
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Exploring the vulnerability of practice-like activities: An ethnographic perspective
IntroductionThis paper explores the vulnerability of practice-like activities to institutional domination.MethodsThis paper offers an ethnographic case study of a UK-based engineering company in the aftermath of its acquisition, focusing in particular on its R&D unit.ResultsThe Lab struggled to maintain its practice-based work in an institutional environment that emphasized the pursuit of external goods.DiscussionWe use this case to develop two arguments. Firstly, we illustrate the concept of “practice-like” activities and explore their vulnerability to institutional domination. Secondly, in light of the style of management on display after the takeover, we offer further support to MacIntyre's critique of management. Finally, based on the empirical data we reflect on the importance of organizational culture, as well as friendship and the achievement of a common good in business organizations for these kinds of activities