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From ecological reflexivity to engaged practice: teaching and researching as strategic episodes in management education

Author

Listed:
  • Juliette Fronty

    (LGCO - Laboratoire Gouvernance et Contrôle Organisationnel - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse, IUT Paul Sabatier - Institut Universitaire de Technologie - Paul Sabatier - UT3 - Université Toulouse III - Paul Sabatier - UT - Université de Toulouse)

  • Anna Glaser

    (ESCP-EAP - ESCP-EAP - Ecole Supérieure de Commerce de Paris)

Abstract

Business schools and Universities are increasingly pushed by new ranking criteria, student mobilizations or civic consciousness to integrate sustainability issues in their curriculum. However, professors do not always know what and how to really change, to satisfy all stakeholders but also themselves. In this article we wish to explore "How to be a management scholar in the context of the urge for ecological transition?". To answer this question, we engaged into an ethnographic approach, ran 2 pair interviews and 20 "reflexive interviews", based on an intersubjective approach developed by Shotter & Cunliffe (2003). First, our results show that the degree of ecological reflexivity and the degree of ecological practice varies considerably among management scholars. Second, putting those two dimensions together leads us to propose a model where we can identify four stages towards sustainability . We identify an antagonistic relationship between "deep" reflexivity and engaged practice regarding ecological transition within an organization.

Suggested Citation

  • Juliette Fronty & Anna Glaser, 2022. "From ecological reflexivity to engaged practice: teaching and researching as strategic episodes in management education," Post-Print hal-04973699, HAL.
    • Handle: RePEc:hal:journl:hal-04973699
    as

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