The emerging field of responsible management (RM) studies the integration of sustainability, responsibility, and ethics in managerial practices. Therefore, turning to practice theories for the study of RM appears to hold great promise of conceptual and methodological contribution. We propose a posthumanist practice approach for studying RM-as-practice. Managerial practices are conceived as the agencement of heterogeneous elements (humans, nonhumans, more-than-humans, materials, and discourses) that achieve agency in their being interconnected. Thus, RM is understood as processual, relational, emergent, and sociomaterial. We (...) contribute a framework for the empirical study of RM-as-practice on the basis of three sensitizing concepts: situatedness, sociomateriality, and textures_._ We further discuss the implications of understanding responsibility as response-ability, an engaged practice for relating to the other and the RM researcher’s role as internal to the practice agencement under study, thus, opening the debate on our own response-ability. (shrink)

Competence to enact responsible practices, such as recycling waste or boycotting irresponsible companies, is core to learning for responsibility. We explore the role of apps in learning such responsible practices ‘in the wild,’ outside formal educational environments over a 3-week period. Learners maintained a daily diary in which they reflected on their learning of responsible practices with apps. Through a thematic analysis of 557 app mentions in the diaries, we identified five types of app-agency: cognitive, action, interpersonal, personal development, and (...) material. Findings were interpreted from an actor-network perspective using the lens of ‘translation.’ To understand how apps enabled the learning of responsible practices, we analyzed app agency throughout four moments of translation: problematization, interessement, enrolment, and mobilization. Based on our analysis of how students’ app mentions changed over time, we further theorize learning as a sequence of subtranslations that form the larger translation process: learning as translation(s). Each subtranslation cycle is centered on enrolling a different set of human and nonhuman actors, with their competence, into the network. We contribute to the learning for responsibility field by showcasing how app-enabled learning may create real-life actor networks enacting responsibility, and by priming an actor-network pedagogy for ‘learning in the wild.’ We also contribute to the actor-network learning discussion by conceptualizing heterogeneous human–nonhuman competence and the first processual model of learning as translation(s). (shrink)

Outlining both historical foundations and the latest research trends, this Research Handbook offers a unique and cutting-edge overview of the numerous avenues to responsible management.Opening with a conceptual mapping of the field, thought leaders such as Henry Mintzberg and Archie Carroll present foundational and controversial views. Frameworks such as sustainability management, responsible leadership, humanistic and biomimetic management are introduced. Glocal approaches include responsible management with Chinese characteristics, West African Yoruba, and American Pragmatism. Exploring frameworks for the responsible management process, such (...) as theories of practice, and for responsible management learning and innovation, readers are introduced to key methods responsible management research, such as participatory action research. Groundbreaking in scope and depth, this Handbook caters to the responsible management research community, particularly to the Academy of Management and to United Nations PRME signatory business schools. Policymakers and practitioners will benefit from its insight into the latest advances in responsible management research. (shrink)

An invaluable textbook for aspiring and practicing managers who want to create a 21st century business that is ethical and sustainable Principles of Management: Practicing Ethics, Sustainability, Responsibility is a book that places humanity, positivity and the world instead of profit at the center of its understanding of management principles. This new and fully revised edition maintains the intention of the first edition to re-think the idea of management in the face of the crises of the modern world. It has (...) been updated with three brand new chapters on communicating, innovating and leading. This accessible and engaging textbook will help students become responsible and ethical managers ready for the 21st century workplace, armed with essential workplace skills. This textbook also includes coverage of the UN's Sustainable Development Goals (SDGs) which are central to business education and practice today. Key Features Fully revised and updated with the latest developments in professional management Exclusive interviews with management pioneers and professionals All new case studies which include Lego, Patagonia, and Greta Thunberg Worksheets and exercises which make for an active learning experience. (shrink)

At the centre of responsible management (RM) learning is the development of managerial competence for ethics, responsibility, and sustainability (ERS). Important contributions have been made from each: the ethics, responsibility, and sustainability disciplines. However, we are yet to integrate these disciplinary contributions into a comprehensive interdisciplinary RM competence framework that corresponds to the interdisciplinary nature of RM challenges. We address this priority in this paper and report on the findings of an integrative structured literature review of 224 management competence articles (...) across the ERS disciplines. Our thematic template analysis has produced an interdisciplinary RM competence framework of three layers of personal, behavioural, and intellectual competences and independent and interdependent competence dimensions. The resulting 3 × 2 competence matrix framework accommodates 33 interdisciplinary ERS competence themes and 90 subthemes in the six competence domains of _being_ and _becoming_, _acting_ and _interacting_, _knowing_ and _thinking_. To the RM discussion, we contribute an interdisciplinary competence framework that enables the development of responsible managers who tackle the inherently interdisciplinary issues of RM. To the competence discussion, we contribute the interdependent competence dimension and future research directions through the lens of response-ability. _JBE Section:_ Business Ethics Learning and Education. (shrink)

The emerging field of responsible management learning is characterized by an urgent need for transdisciplinary practices. We conceptualize constellations of transdisciplinary practices by building up on a social practice perspective. From this perspective, knowledge and learning are ‘done’ in interrelated practices that may span multiple fields like the professional, educational, and research field. Such practices integrate knowledge across disciplines and sectors in order to learn to enact, educate, and research complex responsible management. Accordingly, constellations of collaborative transdisciplinary practices span the (...) three layers of the responsible management field: Professional responsible management, responsible management education, and responsible management research. We apply this framework to map both recent responsible management learning publications and contributions to this special issue. We notice that although the responsible management field’s aspiration for transdisciplinarity is high the degree to which it has been realized is low. This results in our proposal for a research agenda, which points out impediments to transdisciplinary, and research directions for the responsible management learning field. We also highlight theoretical implications of our conceptual framework for the larger transdisciplinarity discussion. (shrink)