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The purpose of this paper is to explore how posthumanism can contribute towards reframing responsible management education (RME) after the pandemic. Ethics has been a growing concern in management education for some time now, but the need to acknowledge the limitations and side effects of the global economy and the interdependences between biological and societal systems has come to the forefront in dramatic fashion during the pandemic.

Posthumanism proposes moving beyond traditional dichotomies such as nature-culture and social-material to introduce a relational epistemology in which attention is focused on local sociomaterial entanglements. This also introduces a new moral posture that is not based on formal principles but on a strong commitment to assembling the world and a capacity to cultivate response-abilities. As far as responsible management is concerned, it means moving the focus from managers to managing practices.

The contribution casts an original and critical eye on the reframing of RME and encourages a movement towards a “decolonisation” of educational methodologies. Posthumanist research acknowledges that pedagogical practices are the loci power relations and inclusion or exclusion come into play and are inscribed in the materiality of education, in the sense of objects as well as human bodies. Then, by applying on the author's experience as teacher, the paper provides inputs for developing a posthumanist research agenda for RME after the pandemic.

The contribution uses posthuman lens to explore RME and develops an original research agenda starting from the author’s teaching practices.

This paper aims to offer a perspective to interpret qualitative data drawing on the introduction of the notion of “embodied practice-based research”.

Drawing on a comprehensive literature review to support a meta-theoretical approach, we developed a theoretical essay.

The body is not only a field of studies but a mean of study as well. The embodied practice-based research is an inquiry style to access the tacit texture of social action and cognition.

Embodied practice-based research may impact qualitative researchers’ education and the way to report methodological proceedings and data report.

The core contribution of the paper is the introduction of a new research style able to change how researchers’ bodies may be used in qualitative management research.

The purpose of this paper is to provide insight into the reciprocal relations between the caregiving imparted by immigration centre managers and the role of the researcher in responding to the care that is given by managerial caregivers. To enable this, we draw on a feminist theory of care ethics that considers individuals as relationally interdependent.

The analysis draws on a semi-structured interview study involving 20 Finnish immigration reception centre managers.

Insight is generated by reflecting on moments of care that arise between research participants and the researcher in a study of immigration centre management. We emphasise the importance of mature care, receptivity and engrossment in building caring relationships with research participants by acknowledging the care they give to others. Our findings draw attention to the moral and epistemological responsibility to practice care in organizational research.

The paper highlights the relationality between practicing care in immigration centre management and doing qualitative organizational research, both of which rely on mature care, receptivity and engrossment in order to meet the other morally. We draw attention to the moral responsibility to care which characterises researcher–researched relationships and emphasise the importance of challenging methodological discourses that problematise or dismiss care in qualitative organizational research.