Abstract
The Carnegie Foundation for Advancement in Higher Education has recently published a report, Rethinking Undergraduate Business Education: Liberal Learning for the Profession (Colby, Ehrlich, Sullivan, & Dolle, 2011). Positioned within a broader debate about the purpose of undergraduate education, the report makes a case for the integration of “liberal learning” and “humanities” with management and business studies as a way to enable students to address the major crises and challenges that shape the contemporary landscape. The purpose of this special issue is to provide management educators with a forum in which to discuss concretely and pragmatically how such integration can be accomplished. How, for instance, can lessons learned in philosophical seminars, historical archives, and art studios improve the quality of management education?
In this light, this special issue aims to
identify pedagogies that integrate the humanities with professional business and management education;
rigorously chart the diversity of theoretical assumptions and practical approaches available to management educators who draw on the various humanities disciplines;
discuss how such pedagogical approaches take shape within the institutional dynamics, discourses, and material constraints that arise within university settings; and
situate the integration of the humanities and business training within the broader context of global trends in organizational practice.
By pursuing these aims, contributors will extend and reflect critically on the Carnegie report, exploring how its recommendations can be implemented practically in various contexts.
Submission deadline is