Writing dangerously: Creating fictional narratives as an alternative form of critique within business schools
The piano man and other cocktails best stirred
I know a management scholar who’s also a concert pianist! Should he be allowed to present his research as a concerto?
Echoes from the streets in our classroom: A collaborative autoethnography in a Business School in Brazil
It was August 2017 when during a break from class I heard the following quote from a business student in the hall of the university department, where I teach psychology: ‘Here comes the left-wing professor talking about those boring topics again’. At that moment, I began wondering, whether all the spread of hatred, coming from the Brazilian political situation, was impacting me and my faculty colleagues. I also started to think about it, while I was teaching organizational psychology in a business administration course.
Beyond happy families and authenticity: Back to work organisation and mundaneness in the critique of ‘authenticating’ management programs
In current HRM practice, ‘fun’ initiatives are becoming widespread (Ford et al., 2003; Schoeneman, 2006) and maintaining a focus on individual health and spirituality has increasingly been embraced as a legitimate way to develop and manage human resources (Lips-Wiersma and Mills, 2014; Grawitch et al., 2006; Nash, 2003). Regardless of the specific program offered, the general idea is to encourage employees to become ‘whole human beings’, while simultaneously enhancing organizational productivity.
The poet does not participate in the game. He stays in the corner, no happier than those who are playing. He too has been cheated out of his experience – a modern man. (Benjamin, 1940: 332)