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Developing Leadership
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Developing Leadership
Questions Business Schools Don't Ask

Edited by:

Other Titles in:
Critical Management | Leadership

© 2015 | 320 pages | SAGE Publications Ltd

What kind of a leader do you want to become? 

The role of business schools in developing future managers and leaders has long been scrutinised and critiqued. This has been exacerbated by the recent financial crisis and many books have been written that condemn business schools for producing leaders who graduate without the ability to respond to the changing world around them, innovate, or act in a responsible way.

By way of remedy this provocative book takes the critique and debate further, proposing a number of ethical and spiritual resources including Heiggarian philosophy, classical Greek philosophy, and the Maori notion of wairua.  It explores existing teaching practices and suggests ways that business schools can:

  • Encourage a greater understanding of different world views
  • Introduce different perspectives such as the arts, philosophy and spirituality
  • Encourage the practice of responsible and ethical leadership
  • Nurture innovation and creativity.

Developing Leadership is accompanied by filmed seminars exploring the central debates, and interviews with the expert team of contributors.  The conversation continues at www.ethicalleadership.org.uk

'A rare thing, this book gives more than the label promises. The title is about "questions", yet each chapter gives us answers to why important issues are not addressed in business schools – and what to do about it. This is a manifesto for reform, and the next big question is what will you, reader, do about it?' - Professor Jonathan Gosling, Director, Centre for Leadership Studies, University of Exeter, UK, and Distinguished Visiting Professor of Leadership Development, INSEAD, France

Christopher Mabey and Wolfgang Mayrhofer
1. Introduction: What kind of leader are you becoming?
 
Part 1: How do business schools prepare students for leadership?
Tim Harle
2. Questioning Business Schools
Aidan Ward and Wolfgang Mayrhofer
3. Questions business schools are unable to ask
Ricky, Yuk-Kwan Ng
4. Preparing Managers for ‘Exile’ at Work? The Hong Kong Experience
Yuliya Shymko
5. The forgotten humanness of organizations
 
Rapporteur: Jerry Biberman
 
Part 2: How robust are the theoretical and moral assumptions of business schools?
Molly Scott Cato
6. Is economic growth a force for good?
Ken Parry & Audun Fiskerud
7. Can leadership be value-free?
David Beech
8. Do business schools create conformists rather than leaders?
Andrew Henley
9. Business Schools, Economic Virtues and Christian Theology
Leah Tomkins
10: Can our bodies guide the teaching and learning of business ethics?
 
Rapporteur: JC Spender
 
Part 3: Ethical leadership: philosophical and spiritual approaches
Karen Blakeley
11. Inspiring responsible leadership in business schools: can a spiritual approach help?
Mervyn Conroy
12. Is it possible to learn ethical leadership? MacIntyre, Zizek and the recovery of virtue.
Hugo Gaggiotti and Peter Simpson
13. Classical Greek Philosophy and the Learning Journey
Pare Keiha and Edwina Pio
14. For whose purposes do we educate? Wairua in Business schools
 
Rapporteur: Laurence Freeman
 
Part 4: Reclaiming a moral voice in business schools: some pedagogic examples
Rickard Grassman
15. Were business schools complicit in the financial crisis and can classical French literature help?
Doirean Wilson
16. Why is it important for leaders to understand the meaning of respect?
Phil Jackman
17. The contemporary relevance of the Hebrew wisdom tradition
Pamsy Hui, Warren Chiu, John Coombes, and Elvy Pang
18. Do business schools prepare students for cosmopolitan careers? The case of Greater China
Mary Hartog and Leah Tomkins
19. Can an ethic of care support the teaching and management of change?
Daniel Doherty
20. Management blockbusters: is there space for open dissent?
 
Rapporteur: David W. Miller
 
Coda: Reflections on the Book, Its Genesis and Its Impact

The 20 essays, along with their end-of-section commentaries, uniquely challenge the traditional paradigmatic curriculum; they also provide from an insider’s viewpoint profound debate of the status quo and eclectic alternative pedagogies that complement and integrate ethics and moral authority as important attributes of business and leadership education. An important addition to all leadership collections. Highly recommended.

S. R. Kahn, University of Cincinnati
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