MACCA Days 2023 IGR-IAE Rennes, January 5, 2023, Rennes.

MACCA Days 2023 January 5 and 6, 2023 IGR-IAE Rennes
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Meaning, nonsense and misinterpretation of management education: How to train more embodied and more ethical managers

IGR-IAE Rennes 11 rue Jean Macé 35700 Rennes Neighborhoods Center Rennes 35708 Ille-et-Vilaine Brittany[{“link”:“{“link”:“[{« link »:« {« link »:«

Fifth days of practice and research of the thematic group “Creative and Critical Methods and Approaches to Learning and Management Training”.

Theme: Meaning, nonsense and misinterpretation of management education: How to train managers who are more embodied and more concerned with ethics.

The teaching of management remains mainly instrumental. It seems more and more difficult to introduce critical lessons in business schools. The institutional context has evolved considerably since the beginning of the 21st century, reducing the room for maneuver of critical teachers (Perriton & Reynold, 2018). A way out of this impasse is to squeeze critical teachings into the limited spaces still available. For example, Sambrook and Willmott (2014) suggest creating critical learnings by working incrementally where possible. In this approach, courses aimed at developing student reflexivity are better accepted by program directors than a frontal challenge to managerial assumptions.

Historically, management education had neglected to take into account the body and the emotions. Management can be analyzed as a process of disembodiment until the end of the 20th century (Dale & Burrell, 2000). The entry into the 21st century marks the “embodied turn” (Hassard, Holliday & Willmott, 2000), particularly with work on reflexivity and vulnerability. Under the effect of different movements inscribed in postmodernity – psycho-corporal practices (Liogier, 2012), evolution of gender theories (Butler, 2006), emergence of new feminist (Froidevaux-Metterie, 2021) and eco-feminist theoretical conceptions (Burgart-Goutal, 2020) – less rational approaches to organizational processes, taking into account emotional phenomena (Fineman, 1993, 2008), have developed. They have led to questions about a new relationship to the body, notably under the impetus of Rosalyn Diprose (2002). This relationship to the body constitutes an essential path of the embodied ethical relationship 2 (Fotaki and Harding, 2018; Mandalaki and Fotaki, 2020) since it plays a major role in entrepreneurial (Poldner et al., 2019), social and politics (Mandalaki and Fotaki, 2020).

In this rapidly changing institutional context, a shift towards a more embodied teaching is taking place. The pedagogical methods that teachers can mobilize are also affected, both by the questions mentioned above and by the technological and environmental changes of recent years. Various proposals are currently opening up in higher education establishments to respond to these developments. During these MACCA days, we would particularly like to turn our attention to these more embodied approaches to management education, to those which are open to spirituality or even those which consider the ethical issues linked to the evolution of the planet in all its dimensions.

Three main lines of questioning are proposed: reflexivity, vulnerability and pedagogical methods.

All of the information :

Contact : Caroline Ruillier


Start and end dates and times (year – month – day – hour):
2023-01-05T09:00:00+01:00
2023-01-06T17:00:00+01:00