Creating space for Reflexivity at an MBA

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskning

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Resumé

Abstract
While executive programmes, including MBA studies, have proliferated in recent years, there
has been an increasing focus on how executive teaching contributes to contemporary
challenges facing executives in their everyday life as organizational heads. In particular,
researchers on management learning have called for a balance between hard and soft skills,
practice-oriented reflexivity, and new ways of bridging theory and practice. The present paper
answers this call by focusing on how a relational and social construction approach can assist
the development of executive programmes in order to accommodate the need for more
reflexive practices in the everyday life of the executive. The paper addresses how reflexivity
can be supported during MBA programmes, which is demonstrated by a longitudinal
experimental effort where the authors of the paper applied seven different management
learning practices to a Danish MBA programme. The point of departure for the application
consists of three premises: 1) Management learning is a situated, relational, contextual and
problem-based practice where the organizational challenges of executives must be explored
from within their real business situations; 2) management learning emerges from incidents,
phenomena and ways of relating that represent not anticipated or unexpected insights by which
the executive is struck; 3) management learning revolves around reflexivity. The paper arrives
at two significant findings and a question for future research. First, reflexivity is not and cannot
be perceived as a planned or progressive process. Second, reflexivity is a relational practice
that involves unsettling taken-for-granted assumptions and perceptions. Third, the occurrence
of reflexivity in management learning seems to depend more on process than content in
management learning – however, further research on the relationship between the how and
what of management learning is warranted
OriginalsprogEngelsk
Publikationsdato28 mar. 2019
Antal sider40
StatusUdgivet - 28 mar. 2019
BegivenhedEuropean Academy of Management: Exploring the future of management - ISCTE-IUL, Lisbon, Portugal
Varighed: 26 jun. 201928 jun. 2019
Konferencens nummer: 19
http://www.euram-online.org/annual-conference-2019.html

Konference

KonferenceEuropean Academy of Management
Nummer19
LokationISCTE-IUL
LandPortugal
ByLisbon
Periode26/06/201928/06/2019
Internetadresse

Emneord

  • Management learning, MBA, reflexivity, withness-thinking, striking moments

Citer dette

Larsen, M. V., Gjerding, A. N., & Brøns Kringelum, L. (2019). Creating space for Reflexivity at an MBA. Afhandling præsenteret på European Academy of Management, Lisbon, Portugal.
Larsen, Mette Vinther ; Gjerding, Allan Næs ; Brøns Kringelum, Louise. / Creating space for Reflexivity at an MBA. Afhandling præsenteret på European Academy of Management, Lisbon, Portugal.40 s.
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Larsen, MV, Gjerding, AN & Brøns Kringelum, L 2019, 'Creating space for Reflexivity at an MBA' Paper fremlagt ved European Academy of Management, Lisbon, Portugal, 26/06/2019 - 28/06/2019, .

Creating space for Reflexivity at an MBA. / Larsen, Mette Vinther; Gjerding, Allan Næs; Brøns Kringelum, Louise.

2019. Afhandling præsenteret på European Academy of Management, Lisbon, Portugal.

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskning

TY - CONF

T1 - Creating space for Reflexivity at an MBA

AU - Larsen, Mette Vinther

AU - Gjerding, Allan Næs

AU - Brøns Kringelum, Louise

PY - 2019/3/28

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N2 - Abstract While executive programmes, including MBA studies, have proliferated in recent years, there has been an increasing focus on how executive teaching contributes to contemporary challenges facing executives in their everyday life as organizational heads. In particular, researchers on management learning have called for a balance between hard and soft skills, practice-oriented reflexivity, and new ways of bridging theory and practice. The present paper answers this call by focusing on how a relational and social construction approach can assist the development of executive programmes in order to accommodate the need for more reflexive practices in the everyday life of the executive. The paper addresses how reflexivity can be supported during MBA programmes, which is demonstrated by a longitudinal experimental effort where the authors of the paper applied seven different management learning practices to a Danish MBA programme. The point of departure for the application consists of three premises: 1) Management learning is a situated, relational, contextual and problem-based practice where the organizational challenges of executives must be explored from within their real business situations; 2) management learning emerges from incidents, phenomena and ways of relating that represent not anticipated or unexpected insights by which the executive is struck; 3) management learning revolves around reflexivity. The paper arrives at two significant findings and a question for future research. First, reflexivity is not and cannot be perceived as a planned or progressive process. Second, reflexivity is a relational practice that involves unsettling taken-for-granted assumptions and perceptions. Third, the occurrence of reflexivity in management learning seems to depend more on process than content in management learning – however, further research on the relationship between the how and what of management learning is warranted

AB - Abstract While executive programmes, including MBA studies, have proliferated in recent years, there has been an increasing focus on how executive teaching contributes to contemporary challenges facing executives in their everyday life as organizational heads. In particular, researchers on management learning have called for a balance between hard and soft skills, practice-oriented reflexivity, and new ways of bridging theory and practice. The present paper answers this call by focusing on how a relational and social construction approach can assist the development of executive programmes in order to accommodate the need for more reflexive practices in the everyday life of the executive. The paper addresses how reflexivity can be supported during MBA programmes, which is demonstrated by a longitudinal experimental effort where the authors of the paper applied seven different management learning practices to a Danish MBA programme. The point of departure for the application consists of three premises: 1) Management learning is a situated, relational, contextual and problem-based practice where the organizational challenges of executives must be explored from within their real business situations; 2) management learning emerges from incidents, phenomena and ways of relating that represent not anticipated or unexpected insights by which the executive is struck; 3) management learning revolves around reflexivity. The paper arrives at two significant findings and a question for future research. First, reflexivity is not and cannot be perceived as a planned or progressive process. Second, reflexivity is a relational practice that involves unsettling taken-for-granted assumptions and perceptions. Third, the occurrence of reflexivity in management learning seems to depend more on process than content in management learning – however, further research on the relationship between the how and what of management learning is warranted

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M3 - Paper without publisher/journal

ER -

Larsen MV, Gjerding AN, Brøns Kringelum L. Creating space for Reflexivity at an MBA. 2019. Afhandling præsenteret på European Academy of Management, Lisbon, Portugal.