Juhtimine on siinse kodulehe üks peamistest huvivaldkondadest ning sestap see vabalevis üht erinumbrit sissejuhatav tekst siin oma koha leidiski. Tegelikult olen juba jaganud-kommenteerinud siin voos üht selle erinumbri nö prindieelset teksti, kuid siin lisan toimetajate üldise vaate erinumbris kajastatavatest suundumustest. Nii artikkel kui erinumber võiksid huvi pakkuda väga avarale lugejaskonnale.

Kontekstist:

In the wake of current societal crises—including the Covid pandemic, structural inequalities, racism, ongoing ecological disasters, and threats to democracy—the functions and forms of institutional arrangements for management learning and teaching have increasingly been called into question.

Missuguste küsimustega juhtimise õppimine-õpetamine tegeleb?

What is management learning for? Is it for the pursuit of instrumental knowledge or deeper meaning that raises a sense of conscience about the human condition, society, and its many challenges (Holt, 2020)? Should management learning, for example, target diversity primarily for the sake of business or for a humanizing agenda? Should it put green business opportunities or socio-ecological well-being first, given that the two may be in conflict (Ergene et al., 2020; Jarzabkowski et al., 2021)? What are the socially privileged ends-in-view, as Dewey (1922, 1929) would say, of the kinds of inquiries we try to facilitate in management learning and teaching, and what are the democratic functions of such inquiries (Evans, 2000; Festenstein, 2019)?

Kaks vaatenurka:

We, nevertheless, take inspiration from them when exploring the interplay between positive organizational scholarship (POS) and critical management studies (CMS).

Positiivne:

The lenses of POS (Cameron et al., 2003; Cameron and Spreitzer, 2012), positive organizational behavior (Luthans and Youssef, 2007), appreciative inquiry (Whitney and Cooperrider, 2011), and humanistic management (Pirson, 2017, 2020) emphasize an ethical, humanizing approach to organizing that challenges the primacy of instrumental outcomes, encourages prosocial norms, and fosters the well-being of organizational members.

Kriitiline:

CMS is known for exposing and challenging power asymmetries and structures of domination, paying attention to that which is marginalized, and for questioning the taken-for-granted in social orders (Adler et al., 2007; Alvesson et al., 2009), including in educational practices (Heizmann and Liu, 2018; Wright et al., 2018). Both positive and critical lenses offer reflexive spaces for moving beyond instrumentalism and pursuing a humanizing and emancipating agenda.

Klassiruum õpikeskkonnana:

Classrooms are learning environments characterized by power asymmetries where educators call the shots and with the best intentions of engaging students emotionally, may yet end up contributing to coercive dynamics (Wright et al., 2018).

Eetika tähenduse tõus:

Across all these articles, we see the emergence of a form of ethics-first critical positivity. Such a shift means abandoning the implicit or explicit assumption that acting ethically will necessarily pay off. Socio-ecological well-being lies beyond green business development that may amount to mere green washing (Moratis and Melissen, 2021).

Eetika on kasulik 😊

As convincingly chartered by Lynn (2021), there is scant evidence to support universal claims that economic performance is either predicated on or precluded by ethical behavior.

Lavine, M., Carlsen, A., Spreitzer, G., Peterson, T., & Roberts, L. M. (2022). Interweaving positive and critical perspectives in management learning and teaching. Management Learning. https://doi.org/10.1177/13505076211057650