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'Ignorance was bliss, now I'm ignorant and that is far more difficult':transdisciplinary learning and reflexivity in responsible management education

机译：“无知是幸福，现在我是无知，这要困难得多”：负责任的管理教育中的跨学科学习和反思

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Purpose – The collapse of world economic systems brought the interconnectedness between business and global events sharply into focus. As Starkey points out: “leading business schools need to overcome their fascination with a particular form of finance and economics […] to broaden their intellectual horizons […] (and to) look at the lessons of history and other disciplines”. The purpose of this paper is to provide evidence from three years of research on the Aston MBA suggesting that an emphasis on developing capabilities within a far broader, connected and reflexive business curriculum is what business students and practitioners now recognise as an essential way forward for responsible management education. Design/methodology/approach – This research paper examines the reflective accounts of 300 MBA students undertaking a transdisciplinary Business Ethics, Responsibility and Sustainability core module. Findings – As Klein argues, transdisciplinarity is simultaneously an attitude and a form of action. The student reflections provide powerful discourses of individual learning and report a range of outcomes from finding “the vocabulary or the confidence” to raise issues to acting as “change agents” in the workplace. Originality/value – As responsibility and sustainability requires learners, researchers and educators to engage with real world complexity, uncertainty and risk, conventional disciplinary study, especially within business, often proves inadequate and partial. This paper demonstrates that creative and exploratory frames need to be developed to facilitate the development of more connected knowledge – informed by multiple stakeholders, able to contribute heterogeneous skills, perspectives and expertise.
机译：目的–世界经济体系的崩溃使企业与全球事件之间的相互联系成为焦点。正如斯塔基指出的那样：“一流的商学院需要克服对某种特定形式的金融和经济学的迷恋，以拓宽他们的知识视野，并着眼于历史和其他学科。”本文的目的是提供从对阿斯顿MBA的三年研究中得到的证据，表明在更广泛，相互联系和反思的商业课程中强调发展能力是商科学生和从业人员目前所认为的负责任的基本方法。管理教育。设计/方法/方法–本研究论文研究了300名MBA学生的反思性陈述，这些学生采用了跨学科的商业道德，责任和可持续性核心模块。发现–正如克莱因所说，跨学科性同时是一种态度和一种行动形式。学生的反思为个人学习提供了有力的论述，并报告了一系列结果，从发现“词汇或信心”到提出问题，再到在工作场所充当“变革推动者”。原创性/价值–由于责任和可持续性要求学习者，研究人员和教育者应对现实世界的复杂性，不确定性和风险，常规的学科研究（尤其是在企业内部）经常被证明是不充分和不完整的。本文表明，需要发展创造性和探索性的框架，以促进更多关联知识的发展-在多个利益相关者的指导下，他们能够贡献出各种技能，观点和专业知识。

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