Abstract
PurposeThe purpose of this paper is to explore how posthumanism can contribute towards reframing responsible management education (RME) after the pandemic. Ethics has been a growing concern in management education for some time now, but the need to acknowledge the limitations and side effects of the global economy and the interdependences between biological and societal systems has come to the forefront in dramatic fashion during the pandemic.Design/methodology/approachPosthumanism proposes moving beyond traditional dichotomies such as nature-culture and social-material to introduce a relational epistemology in which attention is focused on local sociomaterial entanglements. This also introduces a new moral posture that is not based on formal principles but on a strong commitment to assembling the world and a capacity to cultivate response-abilities. As far as responsible management is concerned, it means moving the focus from managers to managing practices.FindingsThe contribution casts an original and critical eye on the reframing of RME and encourages a movement towards a “decolonisation” of educational methodologies. Posthumanist research acknowledges that pedagogical practices are the loci power relations and inclusion or exclusion come into play and are inscribed in the materiality of education, in the sense of objects as well as human bodies. Then, by applying on the author's experience as teacher, the paper provides inputs for developing a posthumanist research agenda for RME after the pandemic.Originality/valueThe contribution uses posthuman lens to explore RME and develops an original research agenda starting from the author’s teaching practices.
Highlights
In recent decades, there has been a growing attention to the environmental and social consequences associated with business practices emphasis and an emphasis on the need to strengthen the ethical dimension of management education (Painter-Morland, 2015)
While responsible management education (RME) has increasingly become an issue for management education and society, it is still difficult to say what the concept identifies and how it could be implemented
Academics will not go back to “normal,” that is, to the time before the pandemic, while it is too soon to have a complete overview of the heritage of the pandemic on education
Summary
There has been a growing attention to the environmental and social consequences associated with business practices emphasis and an emphasis on the need to strengthen the ethical dimension of management education (Painter-Morland, 2015). This issue has emerged as a consequence of increasing irresponsible management practices on the part of business actors in neo-liberal times (Mintzberg and Laasch, 2020). The definition, implementation and observation of those principles are not straightforward, and it may even introduce a decoupling between the academic discourse on responsible management and actual academic practices (Rasche and Gilbert, 2015)
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