Paper and Workshop Abstracts

Paper Presentations

Papers

Theme 1: Advancing pedagogy; challenges and opportunities

Speaker(s): Dr Ann Hindley and Dr Maeve Marmion

Institution: University of Chester

Abstract: Showcasing a legacy of student engagement with UNSDGs and climate action; a case study from International Tourism Management students.

“This paper will showcase how a holistic approach to UN SDG embeddedness within and across management disciplines in a HE context can help build a culture of individual and collective engagement and responsibility with regard to positive impact and change. Given the urgency of required action, equipping students with the key knowledge and skills ensures they appreciate and value their own agency and voice as future managers and leaders.

This case study will include multiple stakeholder perspectives in order to illustrate the power and influence of individual and collective mind-sets and responsible practices. Empowering students through their learning and embedding responsible CPD into curriculum design and pedagogy afford students with meaningful and positive ways to talk about and demonstrate their values as consumers and as responsible managers of the future.

The perceived value has resulted in positive storytelling of CPD with unprompted social media posts on professional platforms that illustrate and reflect engagement. The legacy includes an increased interest in sustainability careers and professional development with the aim of changing the climate change status quo within industry for the betterment of planet and people.”

 

Speaker(s): Maria Hussain, Taqwa Elforjani, Amanda Reihaneh

Institution: University of Leeds

Abstract: Student-led podcasting to facilitate intercultural dialogue around SDG global literacy

“With the ongoing challenges presented by the global pandemic in tandem with an increasingly diverse student-mix it is more important than ever to ensure that universities are able to address this real challenge in providing structured co-creation opportunity for students to interact with peers in a safe- space to facilitate intercultural competence (ICC) development and nurture globally-minded citizens of the future in an ever-connected world.  This facilitation of ICC dialogue can support a much-needed broadening of perspectives around SDG literacy through harnessing the power of co-creation to embrace greater globalised ways of ‘thinking’ and ‘doing’ .

This paper reports on a successful faculty- wide ICC co-created student-podcaster project at the University of Leeds, UK. ‘Cultural Insight Wednesdays Student-Podcast Series’ (Hussain, 2021) is project that foregrounds intercultural dialogue through student-voice and ‘lived experience.’ Students were able to broaden their perspectives on a range of themes, such as; perspectives on ‘sustainability,’ ‘mental health challenges as a student’, imagining the future through blockchain technology’ and ‘the role of geopolitics in understanding the world’ from a cultural realitavist standpoint. This ongoing project has attracted student podcasters from both undergraduate and postgraduate levels of study including doctoral and MBA students from over 10 different countries. Furthermore, this weekly podcast has attracted listeners from over 15 different countries so far ranging from the North America to Taiwan. Feedback from students has highlighted the necessity to embed such opportunities in a platform that speaks to ‘Generation Z’ or digital natives. Intercultural student-led podcasting provides a sustainable and scalable way of facilitating  much-needed globalised conversation around the UN’s ambitious SDG’s and in particular sustainability in a post-covid world through foregrounding and harnessing the power of co-creation.”

References

Hussain, M.2021. ‘Creating Cultural Insights: Making inroads into Cultural Exchange.‘ In Manning,A., and Colaiacomo, S.Ed(s). Innovations in Internationalisation at Home.Cambridge:Cambridge Publishing.

 

Speaker: Dr Lauren Traczykowski

Institution: Aston University

Abstract: Ethics in a Crisis

“Research suggests that people resort to what they know in a crisis situation. Developing the ethical analysis and application skills of decision makers will ensure that any crisis responder knows and has practiced how to respond ethically to an emergency when one occurs. We, as educators, have a responsibility to ethically prepare students for these responsibilities in future crises.

All students (all people, really) can and should be aware of core normative ethical theories and disaster ethics principles. Being prepared for the crisis is, in fact, the most ethical thing we can do when it comes to crisis response. In this session we will discuss ways to approach the introduction and integration of ethics, sustainability, etc. into interdisciplinary crisis response learning and teaching across undergraduate programmes. By teaching Ethics in a Crisis to undergraduate students across disciplines I will show how we can influence what future leaders know and resort to in a crisis or disaster situation. ”

 

Theme 2: Partnerships with purpose; breaking boundaries

Speaker(s): Dr Davina Stanford and Lucy McCombes

Institution: Leeds Beckett University

Abstract: Working in partnership to deliver applied teaching

“According to the World Travel and Tourism Council’s 2018 Travel & Tourism Economic Impact Report, The Gambia received approximately 163,000 tourists in 2017, and tourism accounted for 20.1% of its GDP and 17.2% of its total employment. While there are clear advantages resulting from this growth, tourism faces a number of challenges which limit the extent to which local people benefit. The Gambia is at the mercy of international tour operators and chartered flights which demand very cheap rates. Furthermore, it faces constraints such as seasonality, low product innovation, lack of skilled staff, low access to finance, sex tourism, and high youth unemployment, resulting in a growing number of young people seeking employment opportunities in Europe. More recently, the country has been affected by the impact of coronavirus on their international tourism markets.

In response to this situation, local government and other stakeholders established a more responsible approach to tourism development through the implementation of Gambia’s Tourism Development Master Plan, designed to maximise the positive impacts of tourism, while building the capacity and development of community-based cultural and ecotourism, and the hidden gem of the River Gambia – the so-called Ninki Nanka Trail.

The Ninki Nanka Trail was intended to develop capacity along the River Gambia and to help spread the economic benefits of tourism beyond the coastal region. Its name builds on the important oral legend of the Ninki Nanka, a mythical dragon said to reside in the creeks of the River Gambia.

Leeds Beckett have worked with a range of partners including local communities, funders, alumni working in the industry in The Gambia and students from 2010 – 2014, two cohorts of Commonwealth Distance Learning Scholars studying on the MSc Responsible Tourism Management.  This paper will report on the way in which we have worked together with these partners to develop the Ninki Nanka Trail.  The paper will also comment on how we have worked with partners to deliver meaningful and applied educational study tours on the Trail. ”

 

Speaker: Jo Murphy

Institution: Environment Agency

Abstract: Using the SDGs to explore value, meaningful partnerships and positive legacies in infrastructure

“The Environment Agency, part of the Defra group within the UK Government, works with local, national and global partners to create better places for people, wildlife and the environment. In 2019, the Environment Agency joined forces with London South Bank University, the Institution of Civil Engineers, the Global Compact Network UK and other organisations, to support PhD research into measuring the SDG impact of infrastructure. Core to the SDGs is the understanding that governments, businesses and other organisations must work together to achieve the goals. This also sits at the heart of the Environment Agency’s corporate action plan, EA2025, and is particularly relevant to its flood risk management activity.  Government funding by itself cannot deliver the actions needed to create a nation more resilient to climate change and partnership funding must be sought for each project. This need for external input brings with it significant opportunities for better investments in communities.

This paper will outline the initial academic research and further explore the work that has been undertaken since to put the research into practice, at the EA and at Thames Tideway, to help reframe our thinking and provide credible evidence of value for money. It will explore how using the SDGs at a target level can be used to engage stakeholders, create meaningful partnerships and embed wider sustainable outcomes into portfolios and projects. It will conclude by illustrating how the SDGs can be used to report on positive legacies, to tell a better story to help future investment and ultimately to evidence ‘value for money’.

“Achieving [our goals] will require us to work and think differently. We will need to unlock ideas, innovation and ingenuity in all areas of our business, and to think creatively to secure the funding and investment to deliver them.” (EA2025: Creating a Better Place)”

 

Theme 3: Creating a vision of socially and environmentally responsible management

Speaker(s): Dr Kristina Auxtova, Dr Daniel Clarke and Dr Stephanie Schreven

Institution: University of Dundee

Abstract: You gotta start somewhere! Drawing marketers as a technique for inspiring students to aspire to be more responsible  

“Critical marketing studies examines the impact of marketing activities on the social and ecological environment and questions the detrimental effects of the short-term pursuit of profit that often underpin these activities. To position marketing students as responsible marketers ready to respond to current crises and help prevent future disasters, it is not enough to merely expose and sensitise students to the consequences of mainstream marketing activities. The profession and practices must change to reflect a different set of values and commitments without guilt-tripping or shaming future marketers for any current complicity with dominant value systems that disregard the social responsibility of marketing. As a creative method and pedagogical tool, drawing is uniquely suited to meet this challenge. First, before putting pencil to paper, drawing invites students to slow down to access what they think and feel, as well as affords them time to survey their attitudes and feelings and provides a pause to generate ideas (Bagnoli, 2009). Furthermore, in bringing together and mediating thoughts, ideas, attitudes and feelings (Bohmbach, 2014; Odhiambo, 2020) students are enabled to reflect, on their own terms, on what they otherwise take for granted (Vince & Warren, 2012). Drawing is a safe way for self-disclosure and communication, to start and have a conversation, and to provoke critical thinking through follow-up questions (Odhiambo, 2020). These qualities are necessary to configuring what a responsible marketer is, looks like and does, and hence for exploring identity creation (Gauntlett, 2007), driven by a critically constructive reflexivity (Alvesson & Sköldsberg, 2018). With the aim of outlining a responsible role for marketers in business and society, our project engages students in a multi-layered drawing project that draws out existing assumptions and perceptions towards imagining a better and brighter future.

REFERENCES

Alvesson, M. & Sköldsberg, K. (2018). Reflexive methodology. New vistas for qualitative research. London: Sage.

Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based methods, Qualitative Research, 9 (5), 547-570.

Bohmbach, K. (2014). Teaching through Drawing. Teaching Theology and Religion, 17 (4), 350-351.

Gauntlett, D. (2007). Creative explorations. New approaches to identities and audiences. London: Routledge.

Odhiambo, C. (2020). Drawing to learn: Using visualization as pedagogy for exploring the social world, College Teaching, 68 (3), 138-149.

Vince, R. & Warren, S. (2012). Participatory visual methods, in: C. Cassell & G. Symon (Eds.), The practice of qualitative organizational research: Core methods and current challenges, 275-296. London: Sage.”

 

Speaker(s): Prof. Kathleen Riach and Riya Bisht

Institution: University of Glasgow

Abstract: Civic Engagement as Socially Responsible Management or Reproduction of Privilege? A case study of a rapid response intergenerational digital mentoring initiative

“This paper explores the social and pedagogical opportunities and tensions that emerged during a rapid response community engagement initiative within a UK based Business School, critically analysing the dynamics of socially responsible management within extra-curricular spaces. It does so by drawing on observations, ethnographic insights and interviews with a variety of stakeholders involved in DigiGallus Connect: an intergenerational mentoring initiative where students provide digital devices, internet access and deliver a 5-session digital inclusion programme to members of the local community who are over 50.  On first glance, the initiative has been hugely successful, gaining awards and recognitions as well as developing a model of long-term partnerships and environmentally aware and sustainable resourcing strategies. However, such outcomes spoke to whether the programme was enacting transformations change, or simply reproducing advantage and privilege in multiple ways.

After outlining these challenges, we evaluate some of the underlying tensions in the initiative, drawing on and advance recent debates surrounding civic engagement as a conduit towards socially responsible practices in the Business School and HE sector.  Specifically, we consider the potential for critical solidarity to become a pedagogical lens through which to explore the relationality of various stakeholders involved in civic engagement initiatives (Zembylas, 2013; Routledge and Derickson; 2015; Nagar and Geiger, 2007).  Drawing on our empirical reflections, we identify three tensions through which solidarity is both negated or enacted during the initiative: Doing good, feeling good or do-gooders; who moves most; and intersecting privileges and oppressions. In situating our findings within the interstice of civic engagement and responsible management in Business Schools in times of crisis, we provide a series of recommendations that may help ensure community engagement initiatives in the curriculum are impactful in ways that challenge and transform (rather than reproduce) social dynamics of inequality.”

 

Speaker: Dr Victoria Jackson

Institution: Liverpool John Moores University

Abstract: Responsible Management in university strategic plans: explicit, implied or omitted?

“The UK Higher Education sector is currently witnessing a period of growth and as a result, a more prominent international student body is emerging. For September 2020, UK universities expected a decline in international students due to the coronavirus pandemic, however international student enrolments were up by 12% for the 2020/21 academic year (Adams, 2020). International student enrolments now out-number home students on postgraduate programmes (Bolton, 2021) and Business and Management studies are amongst the most popular degree choices for international students coming to study in the UK (HESA, 2020). The UK Government policy surrounding study visa’s and the introduction of the post-study work visa, is also encouraging increased numbers of international students; the aim of the UK’s International Education strategy (2019). The current growth trajectory is set to continue with UK government target of 600,000 international students studying in UK higher Education by 2030 (International Education Strategy, 2019).

This growth is a welcome relief to the UK higher education sector, given concerns in previous years over a declining domestic market, coupled with the recent financial impact of the COVID-19 crisis (HEPI, 2020). However, this growth post-pandemic, provides a timely debate to address ‘how Business School leaders can absorb rapid student growth in a responsible way’.

Whilst PRME principles are being incorporated into Business and Management curricula, the prevalence of these PRME principles must almost be reflected in the university organisations themselves. This paper provides a preliminary analysis of the prevalence of ‘responsible management’ terms and content within UK University strategic documentation. This content and thematic analysis aims to highlight where institutions are focusing their responsible management efforts and how explicit these efforts are made in institutional strategic plans. Overall, this study hopes to achieve a better understanding of how institutions are addressing the PRME themselves and areas for development.”

 

Workshops

 

Universal Workshop

Theme 1: Advancing pedagogy; challenges and opportunities

Speaker(s): Dr Laura Menzies, Julia Marcet Alonso and Oliver Kennedy

Institution: University of Liverpool

Workshop: Help or hinderance? Exploring the potential of Business and Management Schools in supporting student-led initiatives relating to sustainability

“Business and Management Schools have an essential role to play in the advancement of sustainable development as the educators of future leaders (PRME, 2021). It is essential that Universities “innovate engaged pedagogies, creating a culture that cultivates, as one student put it, ‘‘the knowledge of where to begin to make a difference’’ (Curtis, 2012). Focusing on SDG12 Responsible Consumption and Production, this paper explores how a student-led initiative can blur the boundaries of who learns from who in an educational setting.

This session will explore the role of management schools in supporting student-led initiatives relating to sustainability. Liverpool Fashion Summit (LFS) is a student-led platform that brings academics, businesses, and individuals together to discuss issues around sustainability, modern slavery, and the circular economy in the fashion industry. LFS is led by two PhD students at University of Liverpool Management School who are passionate about bridging the relevance gap (see Birkinshaw et al, 2016) at the intersection of business and society to build sustainable futures. They will share their experiences of founding and running LFS along with their impacts to date. We will discuss what they have learnt from establishing LFS and how these skills should benefit them in the future. Then we will analyse the support provided by the University for this type of initiative and facilitate a workshop to explore how this support could improve.

In a literature review of student-led initiatives for sustainability, Murray (2018) identified three categories of barriers to action: lack of student involvement, institutional dynamics, and funding. We will discuss how these barriers play out in practice and the importance of resisting the natural inclination to shoehorn LFS into a standard University ‘society’ box.

 

Parallel Workshops

Theme 2: Partnerships with purpose; breaking boundaries

Speaker(s): Dr Rachel Welton (Nottingham Trent University), Dr Angela Vickerstaff (Nottingham Trent University), Robert Compton (Bayes Business School)

Workshop: Unintended outcomes: lessons learned in teaching responsible management education during a crisis

Responsible management education has a clear role in ensuring access to education and embed professional knowledge and skills for future careers. Cass Business School and Nottingham Business School are committed to sharing a coaching and mentoring project as a means of contributing to three of the Sustainable Development Goals (SDGs). Specifically, Quality education (SDG 4) Decent work and economic growth (SDG 8) and Reduced inequalities (SDG 10).  We seek to work with students at whatever stage they join us irrespective of their entry qualifications and social background and to support them to be ‘the best they can be’. First year students were out of education for half of 2020; most had not sat their traditional exams and the start of term did not provide the usual range of university community-building events. For returning students, their studies have again been interrupted as they work more independently, were often isolated and struggled with motivation whilst working remotely.

Covid-19 has highlighted social inequalities, with arguably, the most advantaged students benefiting from the cancelling of examinations in the summer of 2020 and deepening the ‘baked in’ inequalities within the education system, with those from less advantaged backgrounds facing the most challenges in the move to ‘home learning’.  Concerns remain that school closures are likely to reverse the gains in closing the attainment gap, driven by factors such as to digital poverty, access to learning environments and learning resources at home, parental support for distance learning, lack of engagement and impact of social isolation on mental health. Cass and NBS have adapted their coaching project to enable students continued to have the experiential opportunities of coaching and mentoring (developing responsible management techniques that they will transfer into the workplace); whilst also providing students transitioning into university with support during the exceptional conditions of the pandemic.

This 1 hour workshop commences with a brief overview of the coaching project. Delegates then break out into three subgroups that are facilitated by the key stakeholder groups (students delivering the coaching, students that received the coaching and external stakeholders involved in the project). Each subgroup have a set of critical questions that enables the delegates to explore how the coaching project has impacted their educational journey. Delegates will work collectively to provide insights on how coaching has supported our students and how we have developed our practices in an online environment developing  top tips for student engagement and peer-to-peer learning. Finally, we share lessons learned and challenge delegates to explore how they might adapt these practices to facilitate responsible management education within their business school.

 

Speaker(s): Dr. Anne Dageurre,  Francisca Farache, Asher Rospigliosi, Prof. Sunil Sahadev,  Rachael Carden and Dr. Hasan Gilani – Brighton Business School Institution: Brighton Business School

Workshop: Decolonizing the curriculum in a business school: debates and examples

British higher education in general and business schools in particular are faced with a legitimacy crisis with regard to racial equality. Indeed, whilst there has been some  progress in terms of people of colour getting a seat at the table in universities’ structures and decision-making processes, the curriculum remains mainly white, reflecting to a large extent the predominance of Anglo-American approaches and scholarly networks in management knowledge production (Murphy and Zhu  2012, Faria, Ibarra‐Colado and Guedes 2010).

This is particularly problematic for business schools, which attract on average more students of colour and of Global South backgrounds than other faculties. Business degrees are the most profitable in universities, so any perception that business schools talk the diversity talk whilst maintaining a colour-blind approach to teaching and research is particularly problematic. In this context, decolonising the curriculum has been an imperative for management education but what it entails in pedagical terms has not always been clear, or at least easy to operationalise. The workshop’s facilitators seek to gather perspectives that address following questions:

  • What are the key differences between decolonising and diversifying the curriculum? Is one more beneficial than the other?
  • How do we assess decolonising and/or diversifying efforts? Do we look at module and session content, with a conscious effort to incorporate management experiences and contemporary case studies from the Global South? Or do we focus on reading lists (and if so, do we look at author’s name/skin colour, with all the potential issues that such an approach entails?) Or do we do both?
  • What are the organisational structures that need to be put in place? To what extent should decolonising efforts be student-led/driven? Should it be reseach-led or student driven? Or both? Where is the balance?
  • How do we involve students in the process?
  • How do we get colleagues on board?
  • How do we monitor progress? Reporting mechanisms? (Advance HE)
  • Finally, what are the Do’s& Don’ts?

References

Faria, A., Ibarra‐Colado, E. and Guedes, A., 2010. Internationalization of management, neoliberalism and the Latin America challenge. Critical perspectives on international business.

Murphy, J. and Zhu, J., 2012. Neo-colonialism in the academy? Anglo-American domination in management journals. Organization19(6), pp.915-927.

 

Speaker: Dr Lucy Wishart

Institution: University of St Andrews

Workshop: Discarded Futures: Contextualising the Circular Economy in Management Education

“The circular economy (CE) is increasingly proposed as a solution to the dual issues of unsustainable waste generation and raw material extraction. The vision of a more closed-loop system of resource use is widely supported across business, policy and academic spheres but the circular economy as a concept remains “contested” (Korhonen et al., 2018). The circular economy encompasses technological responses to (un)sustainability as well as presenting more transformative societal shifts associated with repair and reuse (Kalmykova et al., 2018).

Management research has sought to contribute to discussions on tools, strategies and models to promote CE (e.g. Bocken et al., 2016; 2019; Kalmykova et al., 2018; Merli et al., 2018) but also has taken a more critical stance, asking what kind of sustainable vision the CE presents (Corvellec et al., 2020).  This research in the CE is a new direction for management, which has traditionally taken very little interest in waste (Corvellec, 2016) and yet waste and discarding practices can tell us so much about what society values. Research suggests that learning to read waste can open up a new sense of responsibility within organisations (Corvellec, 2018) and so, the question can be raised about whether the same is true with regards to management education.

In this workshop I will share insights from a recent student-staff project on depictions and descriptions of the CE within UN PRME SIP Reports, framing the discussion of the CE through our findings. Participants will be asked to share their own understandings of the CE and how and where it relates to their management teaching. Through our discussions, we will consider depictions of waste and I will suggest how ideas from Discard Studies can reinforce the CE as a transformative idea.”

 

Organiser: Prof Elena P. Antonacopoulou (Lincoln International Business School and Ivey Business School)

Speakers: Dr Barbara Ribeiro (Alliance Manchester Business School);  Prof Dirk Moosmayer (KEDGE Business School), Professor Elena Antonacopoulou  (Ivey Business School and LIBS)

Workshop: Learning for Impact through Responsibilisation in Management Education 

Educating for responsibility remains a fundamental and core challenge in the efforts to instil responsible and sustainable management practices.  In this workshop we explore the role of ‘responsibilisation’, which is both an outcome of and a teaching and learning process in itself. We discuss opportunities and challenges when designing and implementing different pedagogical tools and approaches that make ‘responsibilisation’ possible, inside and outside the classroom.

We will draw on our own teaching and learning experiences in fostering responsible conduct and introduce:

  1. the Learning for Impact method (IMPACT = IMProvement of ACTion)
  2. the Reconfiguration of Management practices approach
  3. the Six-Pack (Know; Think; Act; Interact; Be; Become) approach to responsible management learning.

In our highly interactive workshop we will invite participants to experience practising ‘Responsibilisation’ by also exploring ways of  ‘Rethinking Responsibility’ in light of the learning we have done in navigating the challenges presented by the COVID pandemic.