Siinviidatud vabalevis olev tekst haarab kolm siinse kodulehe peamist fookusvaldkonda neljast: kestliku arengu, hariduse ja organisatsiooni.Tekst võiks huvi pakkuda kõikidele inimestele, kel veidigi huvi organisatsioonide, keskkonna ja organisatsioonide vastu. Aga ka neile, kel huvi vastutustundliku elamiseviisi vastu.

Kontekstiks: juhtimise õppimine järjest komplekssemas, keerustuvas ja raskestiennustatavas keskkonnas … on’s sel mõtet?

“Management students find themselves in a paradoxical situation when analyzing crises in terms of the current socio-environmental context. They have come to business schools to acquire knowledge and skills that will equip them to organize and control the activities involved in conducting business. However, the organizational environment is increasingly marked by uncertainty and crisis, making prediction and control difficult.” (Mailhot and Lachapelle, 2022, p. 1)

“Uued” valdkonnad õppekavades:

“In recent years, faced with the climate emergency and growing inequalities that have been highlighted by the COVID-19 pandemic, business schools have been revising their curricula to include issues such as sustainable development, social responsibility and ethics.” (Mailhot and Lachapelle, 2022, p. 2)

Vastutustundlik juhtimisõpe:

“The notion of Grand Challenges echoes the flourishing literature on responsible management learning and education (RMLE), which claims an urgent need to rethink management education to deal with issues of increasing inequality, human rights, and climate change. The RMLE literature encompasses three pedagogical approaches.” (Mailhot and Lachapelle, 2022, p. 2)

Vastutustundlik hariduskorraldus:

“More recently, regrouping sustainability, responsibility, and ethics under the heading of “responsible management” has been advocated by some scholars (Laasch and Conaway, 2016; Moosmayer et al., 2020). In this view, RMLE can be defined as “the learning and education of a management approach that considers sustainability, responsibility and ethics in its decision-making” (Moosmayer et al., 2020: xxvii).” (Mailhot and Lachapelle, 2022, p. 5)

Pragmatismipõhimõte hariduses:

“It is not a unified theoretical current but rather a philosophy of research and education—a method, which can be characterized by general elements, including: (1) the primacy given to experience; (2) an emphasis on process and emergence; (3) knowledge as fallible and experimental; (4) consideration of the practical effects of knowledge; (5) public discussion of problems and sensitivity to ethics and democracy; (6) alignment toward action and futureoriented meliorism; and (7) pluralism of models and values (Chateauraynaud and Debaz, 2017: 604–606; Simpson and Den Hond, 2022).” (Mailhot and Lachapelle, 2022, p. 8)

John Dewey tekstid pakuvad endiselt märkimisväärselt värskeid perspektiive:

“He moves from the idea of contemplation to that of exercising practical judgment in the context of problematic situations. Transformation is thus at the heart of his theory of judgment, which is both instrumental (means)” (Mailhot and Lachapelle, 2022, p. 9) […] “and ethical (ends).” (Mailhot and Lachapelle, 2022, p. 10)

Lugemishuvi suurendamiseks:

“We argue that the organizational literature on Grand Challenges, with its pragmatist framing, opens a new context for management education. Sustainability education and RMLE have addressed related themes by proposing pedagogical strategies that aim at imbuing students with a sense of accountability vis-à-vis these challenges and by allowing them to analyze the” (Mailhot and Lachapelle, 2022, p. 17) […] “major structural forces responsible for accentuating the crises. Moreover, given the complexity, uncertainty and controversial dimension of societal and environmental problems, we developed a pedagogical approach and strategies that equip students to intervene in indeterminate situations through a collective decision-making process.” (Mailhot and Lachapelle, 2022, p. 18)

Mailhot, C., & Lachapelle, M. D. (2022). Teaching management in the context of Grand Challenges: A pragmatist approach. Management Learning, 1–25.