Reweaving the rainbow
Qualitative color in business education
Bibliographic Data
| ID | 12427845 |
|---|---|
| Authors | David Starr‐Glass (0000-0003-4769-0558, University of New York in Prague, corresponding author), DAVID STARR-GLASS |
| Year | 2018 |
| Volume | 26 |
| Issue | 3 |
| Pages | 238-246 |
| Publication date | 2018-09-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-01-2018-0006 |
| OpenAlex | W2891595978 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses
Business case · Business education · Cognitive reframing · Criticism · Economics · Embeddedness · Engineering ethics · Generalizability theory · Higher education · Management · Originality · Political science · Public relations · Qualitative research · Scrutiny · Sensemaking · Social science · Sociology · Value (mathematics · Management and Marketing Education · Management and Organizational Studies · Management Theory and Practice · Psychology · Social Psychology
| Citations per year | 0.14 |
|---|---|
| Citation span | 2019 - 2019 (1) |
| Highly cited | No |