Search results

In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the grand challenges of our time. To be able to overcome the “crisis of the imagination” and spur narratives about more sustainable futures, leaders need to update and restructure their skill sets and invest in developing anticipatory and futures (thinking) skills, as well as futures literacy as a competence. To achieve this on the student level, we also need to rethink business and management education at the university level by challenging the ways we teach, i.e., teaching pedagogics, as well as the content and story we want to tell about the future of management. Thus, with this chapter, we aim to rethink pedagogical methods and tools by introducing educators to potential pathways for equipping students with adequate skills to be able to “use-the-future”. As the process of unlearning is difficult, we argue that we need to venture out of the business discipline and push the barriers of the business and management curriculum so as to be able to further unleash creativity and imagination. To achieve this aim, we propose the integration of methods and approaches from art-related disciplines, such as theater, visual arts, or design, into the business curriculum.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

The aim of this chapter is to develop a conceptual model for the analysis of sustainable development and the ranking of cities based on selected standard criteria and metrics of smart cities. The conceptual framework contains standard and measurable indicators that influence the creation and survival of smart cities that could be self-sustaining, Green Resilient. We can measure the level of smartness of cities from two perspectives, first from the point of view of the degree of automation of services, infrastructure, buildings, transport, etc. and second from the point of view of planning the further development of the city in order to raise the quality of life of its citizens. Indicators should satisfy the principles of specificity, measurability, availability, relevance and timeliness (Schomaker, 1997). Researchers in the field of smart cities define different sets of characteristics, on which they construct a system of indicators that together describe the degree of development of a smart city. It must be taken into account the fact that there is no single set of indicators that would refer to the level of smartness of the city. It is a complex phenomenon, which occurs differently depending on the conceptual framework and the goal of classifying cities according to the complex characteristics of smartness, especially if you take into account the fact that the general well-being and quality of life of citizens are more important than only indicators of the quality of city services.

Nowadays, product and service design play a crucial role in people’s daily life and marketing settings; however, both of the product and service design process have always been affected by various factors, including the growth of technology, economic tensions and endemic and pandemic health challenges. Undoubtedly, the importance of service and product design is increasing in the near future, and these changes are also associated with customers' experience. In this regard, some factors have a prominent place such as customer preferences, marketing improvement, technology push-marketing pull and different aspects of sustainability. Since the development of product–service systems (PSSs) should be based on the requirements and needs of users on the one hand, and environmental and technological considerations on the other hand, the role of product and service designers in the context of presenting creative and innovative ideas is important. The mentioned features are known as the main pillars of industrial design. Industrial design as an integrated science of art and technology concerns customers' experience, user experience (UX) design, innovative design, customer-oriented service development and so on. Industrial design make value not only for customers but also for producers. Besides, some new designscape may develop by industrial design considerations. In this chapter, authors explain the industrial design scope towards customer experience orientation in service design, enhance the experiencescape, design thinking (DT), PSS approaches and sustainability.

The United Nation’s treaty from the Convention on the Rights of Persons with Disabilities (CRPD) speaks to the assurance of rights and access to justice. To assure the rights addressed in the treaty, disability scholars have argued for a collaborative approach between police officers, mental health, Intellectual and Developmental Disabilities, professionals, and disability rights organisations. Internationally, we have witnessed that rights are being trampled at the intersection of race/ethnicity, gender identity, disability, and sexual orientation. Interactions with the police and the various systems are sometimes experienced as sources of trauma, racism, disrespect, pain, and abuse by individuals living with disabilities. Allyship and organising with the community, particularly with BIPOC and other ‘minoritised’ communities, is essential for policy and other systemic change. Community conversations were done to learn how Black, Indigenous, and People of Color (BIPOC) and allies experience and address policing and disability and act at these intersections. The advocacy and activism of Surviving Race: The Intersection of Injustice, Disability, and Human Rights served as the impetus for this study. Surviving Race was created to unite psychiatric survivors, BIPOC impacted by the mental health and disability systems, White allies, and members of the LGBQTIA+ community to stand in solidarity with activists who were demanding systemic change after the deaths of far too many. This chapter explores intersectional and cross-disability allyship, allyship to BIPOC disability, and psychiatric survivor communities. It examines how people with disabilities and allies can more effectively work at the intersection of race, rights, equity, and justice.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.