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department of politics philosophy no. 01 / april 2012 NEWS

Business — THE COPENHAGEN ROUNDTABLE mpp in 754 words contents Master in Organisational Innovation and Entrepreneurship Modern work-life Foucault Aesthetic Leadership Danish Design School Knowledge creation EGOS Management of Self-management Money and -European Group of Organizational Studies Knowledge Value Power and Truth Deleuze Phronesis Talent management Harvard Business School Entrepreneurship Art/ Management Globalization Theology of Organizations Editorial: From Copenhagen to DC 4 aesthetics play Design Aalto University Innovation Art-based Kant Stress Play and Capitalism Business Ethics Corporate by Professor Pierre Guillet de Monthoux Shared decision making Collective creation Interdisciplinary Social Responsibility Critical Management Studies European Philosophical Theories Art and Leadership Nietzsche Innovation- and entrepreneurship studies Aesthetics and Philosophy and Phenomenology Philosophy and Leadership organization studies Deleuze Knowledge- and innovation Philosophy and Organisations Social analytics Heidegger Reflection on a Roundtable 6 studies Prusak SEEIT – European partnership for innovation Public Governance Leadership of the Future by Professor Matt Statler and in sustainable energy Art and leadership studies Decision making Networks for innovation Management Philosophy Welfare Copenhagen Roundtable in pictures 8 and the welfare society Negotiation and the society of Management Research CIEL – Copenhagen negotiation System theory BSc and MSc in Business Innovation and Entrepreneurship Lab Philosophy of Administration and Philosophy (FLØK) Ethics and aesthetics Road map of Copenhagen Roundtable 10 Management Kaplan Methodology Experience economy in organisations Platon Strategic HR The Workarts Creative Enterprise Design Kotler Rich Inquiry Bordeau The Forming of Public Opinion Ethical Investment Generative Problem Solving Leadership development and Stakeholder Management Value-based Management Only the humanities can put the global economy back on track 12 practice Rotterdam School of Management Organizational Corporate governance Sustainability HR development by Professor Bengt Kristensson-Uggla, Professor Sverre Raffnsøe, Alterities Design Management Strategic Management Strategy and user/customer-driven communities Boredom Radical and Knowledge Strategic Sports Management Taylor Social organizational theory Zizek Cynicism and authenticity Professor Pierre Guillet de Monthoux, Assistant Professor among self-managing employees Relationship between Entrepreneurship Information Technology Management Bocconi Morten Sørensen Thaning, Assistant Professor Rasmus Johnsen management technologies and self-management Milan WEC -World Energy Council Swarthmore College AOM - Relationship between contemporary philosophy and Academy Of Management Master in International & management Phenomenology and philosophical The Human Turn - a new research programme 16 Management hermeneutics Contemporary Forms of Capitalism Ideology and Resistance Pathology and Addiction Postmodernity Hegel

Innovation and entrepreneurship Schumpeter BSc in International Business – EngAGE Interrelationship between Master of University of Essex Hybrid the public and private sector BHC - Business History Michel Foucault Management in society Conference Business and politics Douglass North Enterprises during international wars Big Business and European Discourses LSE Institutionalism Gunther Treubner Management integration Finance and Banking Mark Granovetter BSc in of educational organizations Steering and self-management and The design and technologies Suspension of power Undecidability and the Colophon fashion business Marketing and Branding history Modern playful state Atmospheric management Modern Government consumer society Storytelling Harvard Business School coordination Governance reforms Niklas Luhmann BSc in mpp news / april 2012 / issn: 1904-5476 Globalization and organizational strategy Culture and Change Business Administration and Organisational Communication Max Weber Economic development Strategy development Paradoxes in Management Janet Newmann Welfare B.Sc. International Business and Politics EBHA - European Management Trust-based Management Authenticity Political Publisher: Business History Association and Strategic Communication Bielefeld University Department of Management, Politics and Philosophy / Copenhagen Business School Public and Political Management www.cbs.dk/mpp Business History The political in Voluntary Management www.cbs.dk/mppnewsletter Chandler Company and leadership Regulation of Forms of Practice Governmentality Public-Private Partnerships markets, businesses and public organizations Interaction Network governance Bob Jessop High-tech based regional Editors & Layout: of organizational and technical change IT, transport and development policies of crowds System theory Jesper Bjørn, Anje Schmidt / [email protected] / +45 3815 3636 energy industry in a global world Douglas Holt The uses of history and construction of identity Power and politics Reinhart Koselleck Urban theory Health The Emergence of Industrial Capitalism - Industrial and Management Organisational Decision Making European Photos: Institutional Revolution Corporate Response to Crisis integration Market creation Mitchell Dean Master in Political Tao Lytzen, Søren Hytting, Bjarke MacCarthy, Mike Nybroe and more Industrial Organization Marketing and Advertising History Communication and Management Labour market relations Cover photo: Adbuster’s image which incorporates the 3 dimensional work of Arturo Di Modica titled EGOS -European Group of Organizational Studies Wally and policies University of Westminster Leadership Ethics in “Charging Bull”. Rendering of Adbuster’s poster made for Occupy Wall Street movement. Olins Marketing Theory and Critical Marketing Market and Management Campaign Management Change Management Consumer Research BSc in International Business (Globe) Ernesto Laclaus Programme Political risk Companies in Danish Foreign Policy MPA

2 mpp news no. 01. april 2012 3 editorial: from Copenhagen to DC By Pierre Guillet de Monthoux, Head of Department

June 2011 MPP. Amongst the invitees was Bill Sul- obviously eager to reconsider their busi- Two years ago, the Department of Man- livan, one of the Carnegie Authors. He ness education and curious about what agement, Politics and Philosophy was lectured, talked, listened and conversed the Carnegie Report had to suggest. struck by a heavy blow. In an evaluation with us. A rich debate resulted, because The Aspen organisers honestly declared report, three international experts stated now the old maps and models were may- that they had no intention inviting any that we had become “MAINSTREAM”. be badly corresponding to the real terrain. US schools but that Bill had made them Mind you we never tried intentionally, we How could we find new maps? Our old aware of MPP and CBS. We suggested have adamantly published stuff we be- departmental hangups were slowly get- they might consider inviting University St. lieve in in journals we like, we have taught ting re-evaluated and reassessed. Maybe Gallen too. So they did. courses in line with our convictions and philosophy could teach us that ideas and tackled problems high on our agenda. So models of thought do not necessarily cor- January 2012 don’t blame it on us! respond to once and for all fixed reality. Meanwhile we wondered how to go on Was “agency theory” maybe only a theory; with our MPP CBS new life as main- When we got to read the Carnegie Foun- was “rational choice” only an ideal, or was stream critics? The Carnegie report gave dation’s report on “Rethinking Business the “market” more of an idea than a real us a common framework to team up with Education”, we got a clue. Times had ticking machine? To claim this in a civilised other schools considering going critical changed, it seemed. No longer did it seem tone would have been heresy and enough and reflexive too. The book offered some possible to become isolated in the ivory for plighting with one’s life on the burning handy concepts for how to understand towers of business schools. Things were stake of management theory. The heyday what a good reflective February 2012 successful? Don’t forget that the reason why we got mainstream a mess on a global scale. Finance and Ac- for criticism and reflection had come. should provide. It should be about “prac- The suggestion for a PDW got accepted. Hooray, we will meet might be that managers are poor ugly fellows who are good at counting, Marketing and Economic Model- tical reasoning”, it should offer “multiple again in Boston next August. And there is much to talk about. failing. This idea of success is overrated. Don’t forget that failure, ling no longer belonged in the nice neutral November 2011 frames” and inspire confidence in action One thing to bring up then is another important result of the not success, is the key event made necessary and possible by lim- toolbox for young brats bound for a golden Bill is back in the US and we try to under- too. Actually it offers a challenging idea October meeting: What is really the effect of having MPP stuff, ited liability share-holder capitalism. Mick Rowlinson, participant future. Crises were all over the place. Man- stand and sum up what the meeting (we that the more you know the better you will read humanities and liberal arts, blend in with business studies? at the Copenhagen Roundtable, stated that management educa- agers were the first to be blamed and then called it the Copenhagen Roundtable) be able to go from analysis to action. To be This question has to be addressed. Otherwise we will lapse back tion has to prepare for failure and not spread the false illusion of the management educators followed. Yes- was about. We were pretty proud when reflective is to be practical and not to sink into the kind of wishy-washy utopian academic wishful critical eternal success. terday’s proudly private banks are now Bill praised us for staging such a nice dis- into a muddy swamp of analysis paralysis. thinking. This kind of wish to become new renaissance men and begging for nationalisation. Much damage cussion. It seemed, he said, it’d be about To those of the latter creed it seems even women; this love for the high culture and longing back to Plato’s So, action not only as success but as failure too! What does that was directly traceable to rational decision- things we had thought about before. He better for the executive action-oriented old Academy and other super dusty places securely isolated from mean? Another philosophical question! I thought of that on a making. Specialists and consultants had had nice things to say about our students manager to be downright ignorant - not to any real world problems. In other words: If you want to be critical, study tour to London City. We went to visit investment banks guided us towards the abyss and encour- and junior faculty too. They spend a lot of say stupid. But knowledge might, on the begin with yourself. So why not investigate the real effect of this and pension funds in the heart of western capitalism. The tour aged us to jump. We did not fly and the time discussing and one of Bill’s conclu- contrary, be the road to the “vita activa” as Carnegie-suggested new education? Do we know how it works? was arranged by and for a group of our MPP CBS students from crash was hard. sions was that CBS had a way to be criti- Hannah Arendt would say. Actually realis- Both Jim Walsh and Bill Sullivan stood up in Copenhagen ask- our unique Philosophy & Business Administration programme. cal that opened up to discussions. Usually, ing that the relativity of knowledge might ing for a good research design and robust methods to investigate I was deeply impressed. Not so much by the splendid corporate To our department of philosophers and as he put it, those doing business ethics in provide the real foundation for human ac- this. Jim Walsh proposed a continuum of different schools, rang- architecture in London City as by the way in which the students historians, political scientists and innova- the US put the whole idea of a firm or cor- tion, as von Mises would say. To be or not ing from the completely technocratic hardcore traditional busi- handled the seminars. The guys in the suits were immediately tion scholars, this did not come as real sur- poration in question. The task of educat- to be, dobe dobe doooo…. ness school to CBS somewhere in the middle and faith-based brought in to the spell of a philosophical conversation with the prise. The only strange thing was that the ing leaders in the private and public sector academies at the other end of the spectre. Bill Sullivan suggested students who had a strange way to open up and keep a nice con- Carnegie Foundation published a report is legitimate, and in that context it is pos- Oh sorry! I just forgot that in January, our that we become inspired by the methodology applied in the new versation going far beyond the powerpoint shows automatically turning their half a century old predeces- sible to address some tricky issues whilst guest professor Matt Statler got inspired report on college learning he found in a new book called “Aca- delivered on the screen. These were, despite the stiff setting, real sor upside down. What now threatens us at the same time “taking business practice by the round table and handed in a sug- demically Adrift”. encounters. Human beings talking to each other; that´s action to go mainstream is the suspicion that seriously”. Was this the secret behind us gestion to the American Academy of Man- too! those rational models and nice manage- going mainstream? That we respect peo- agement for a PDW; professionel develop- So how does new education not only help graduates solve prob- ment tools might cause failure and not ple in the institutions and try to under- ment workshop. That is simple: a seminar lems on the job but also make them live better lives and fulfill March 2012 success. stand under what conditions they work gathering people who are interested in their career ambitions? The challenge is of course to see how re- Packing my little bag for the Carnegie Consortium meeting ar- before we just tell them what is wrong and how to make things happen. Now the is- flection, philosophy, history etc. improve their ability to analyse ranged by Aspen Institute. Yes, the same institute who provides October 2011 how to go about it? Bill seemed to think sue was to make education work with the problems, but the real effect to investigate is how it makes them the business school ranking “beyond grey pinstripes”. A ranking We then invited some hundred manage- that we might have something to contrib- right mix of business and humanities. Matt act? But what is action? on which CBS is proud to be well placed. What will we speak ment scholars with different backgrounds ute with. He simply got us invited to a Car- suggested such a session, and Jim Walsh about? No idea, but there is plenty to exchange between schools to reflect on the book and its meaning. negie Consortium arranged by the Aspen and Joan Bartunek, two ex-presidents of What is action? Hey, that is actually a philosophical question too! who now not only seem free to connect between different kind of They came to Copenhagen Business Institute. On the list of participants in the AoM, signed the suggestion together with How do managers act? What do these guys with trained bod- knowledge, but also to bridge between humanist knowledge and School after receiving an invitation from first meeting were twenty top US schools a list of roundtable participants. ies in nice suits really do? First, let us drop this banal image of the toolboxes of business practice. The latter now considered as male manager heroes. Actually, they might look real awful. Look real handy tools. Not as eternal truths or toys to be used by irre- at yourself in a mirror, please. And then, who says that they are sponsible business brats….

4 mpp news no. 01. april 2012 5 reflection on a roundtable Pierre Guillet de Monthoux and By Matt Statler, Stern School of Business, NYU Matt Statler at the Copenhagen Roundtable, October 2011.

The Copenhagen Roundtable: Integrating the Humanities arguably become the dominant social institution, and where the 2012 ACADEMY OF MANAGEMENT ANNUAL MEETING, BOSTON, AUGUST 3-7 and Liberal Arts in Business Education took place last Octo- decisions and actions of business leaders remain subject to in- ber 20-21st. Oriented around the Carnegie report, the agen- tense scrutiny and widespread public protest. Having visited the da included discussions of the role of business in society, the Occupy Wall Street encampment with several of my students, I PROFESSIONEL DEVELOPMENT WORKSHOP: types of educational curricula most appropriate for address- found myself wondering about the well-being of the polis that we ing this role, and the learning outcomes that will enable stu- share. But in any event, for any philosopher working in a busi- Integrating Liberal Learning and Business Education: Putting the Carnegie Report into Practice dents to thrive in the changing business environment. The ness school, perennial questions must today be formulated anew. experience allowed European and US-based professors and Primary sponsor: Management Education & Development (MED) university administrators to reflect on the patterns of similar- Broadly, in an age of ‘big data’, what is the relationship between ity and difference across various national and cultural contexts. human knowledge and the world? How can and should people Other sponsors: Social Issues in Management (SIM); Management History (MH) strive to manage collective action problems, especially including Since that time, the conversation has continued to evolve. The As- the ecological commons? How should we treat each other when Abstract: pen Institute has created an Undergraduate Business Education we reach the limits of communication? More critically: how can The Carnegie Foundation for Advancement in Higher Education has recently published a report, Rethinking Undergraduate Consortium, involving over 30 schools. The first of three meet- and should we identify and destabilize the assumptions and bi- Business Education: Liberal Learning for the Profession (Colby et al, 2011). The report is positioned within the societal context ings will take place on March 19-20 in Washington, D. C., with the ases hidden in the grammars and conceptual schema that we of ongoing debates about the purpose of undergraduate education for business in society. The report makes a case for the agenda focused on learning and strategic coordination around the use to articulate such considerations? And more affirmative- integration of ‘liberal learning’ with business studies as a way to develop students’ capability to engage in practical reasoning recommendations from the Carnegie report. The Management ly: how can we create new possibilities for organizational life? about the major socio-economic challenges currently shaping the business landscape. Following an overview of the parallel and Education Division of the Academy of Management will spon- of business education and the liberal arts in the US, the authors provide a richly detailed account of the classroom sor a Professional Development Workshop at the Annual Meeting However we may answer these philosophical questions, as edu- pedagogies, curriculum designs, and institutional frameworks through which these two traditions can be effectively integrated. in Boston in August with similar themes. Meanwhile, faculty in cators, we increasingly need to innovate the modes and media The report is currently inspiring innovation both in the US and Europe, and already in spring 2012, a consortium of US and EU Europe, North American and Asia Pacific are actively networking through which we ply our trade. Yes, of course, the philosophical business schools is being formed by the Aspen Institute to explore new forms of collaboration within the field of business edu- and developing projects that will bear fruit over the coming years. seminar has stood the test of time and continues to hold prom- cation. This Professional Development Workshop is designed to provide Academy of Management members with an occasion ise. But the economies of scale on which the modern university to engage in reflective discussion about how undergraduate business students can, do and/or should (as the report suggests) As a visitor and Otto Mønsted Professor, I feel it is appropriate operates constrain the degree to which experiential learning can develop a capacity for practical reasoning. for me to say that these events bode well for CBS and MPP. be integrated into coursework. I was amazed to learn recently They affirm CBS’s historical trajectory, including the diversity that the NYU Stern professor whose Corporate Finance course is The PDW will focus on three key questions: of humanities and liberal arts disciplines as integral to business most beloved by students has begun offering his course for free 1. As a learning outcome, what is practical reasoning? education, and they engage MPP faculty and administrators in a to the world on a social media platform (www.coursekit.com). 2. How can classroom pedagogy as well as curriculum design support the development of practical reasoning?; and series of international dialogues. More broadly, these events sig- This example leads me to believe that unless we explore new 3. How can departments, schools and universities develop the ‘institutional intentionality’ to drive the integration of arts nal a renewed need for philosophical engagement going forward. (and artful!) pedagogies of practical reasoning within the business and sciences and business education? school, we will all be replaced by TED talks, for better or worse. At the crux of such engagement is the specific issue of practical Further info: reasoning. Ancient Greeks described the phenomenon as ‘phro- In sum, philosophical engagement with practical questions ap- nesis’, or rather, in terms of prudence and practical wisdom. But pears ever more vital to the overall mission of the business while different terminologies are used to describe knowledge in school. If we do our jobs well, perhaps we can contribute to a fu- • Matt Statler, NYU Stern School of Business ([email protected]). and of the world of human affairs, its excellence is consistently ture that is, in the words of the UN-sponsored principles for Re- • AoM Program information and Registration: http://meeting.aomonline.org/2012/ recognized as the virtue of leadership. Today, questions about sponsible Management Education, “inclusive and sustainable”… practical reasoning take shape in a milieu where business has

6 mpp news no. 01. april 2012 7 copenhagen roundtable in pictures

Watch Videos and download Transcripts from all sessions at:

mpp_cphroundtable.cbs.dk

8 mpp news no. 01. april 2012 9 10 mpp news no. 01. april 2012 11 only the humanities The book hereby not only encourages a reformation of business studies, but also poses a serious critique of the tendency towards a unilateral emphasis on profit, insofar as it involves ignoring all other issues, which a multi-dimensional approach can reveal. The authors claim that it is time to learn from the errors we have made in the one-sided and idealised conception of markets that discount other societal dimensions and complex modalities of social interaction. Business economics involves much more than mere markets, just as can put the global societies are much more than economy. As a consequence, the report emphasises that a strategic economic perspective must connect with a wider perspective upon society, environment, institutions, and people. The new economic landscape is characterised by uncertainty and complexity, ambiguity and mu- tual dependence; it emanates from the very transformations brought about by economy and calls for exactly such approaches.

The external reasons to reform these thereby bring us to the internal reasons for a wide liberal arts education. The authors economy back on repeatedly point out the fundamental lack of integration, which leads to the kind of fragmentation that in turn results in instrumental ways of relating to the world and personal utility maximisation.

A recent research project also shows how those who study business economics have a more instrumental view of things. In comparison with other categories of students, they rarely debate the curriculum outside class or read extra books outside their subject - all the while track they visit art galleries, concerts, or the theatre less often. The tendency to focus unilaterally upon their carers, results in students of economy making less of an effort in relating their field with other areas of interest, developing a meaningful philosophy of life, interest in politics or other countries or cultures. The problem is that the study programme does not counter the tendency to adopt a narrow By Bengt Kristensson-Uggla, Sverre Raffnsøe, Pierre Guillet perspective upon things, but rather strengthens it. The maxim that “Everything is business” permeates the curriculum far too often. The mantra, which appears repeatedly in the Carnegie report, reflects the need for widening the perspective, coupling economy with other areas and integrating a wider array of different disciplinarities. In order for the students to become mature professionals with a de Monthoux, Morten Sørensen Thaning, Rasmus Johnsen coherent personality and not mere ‘technicians’, they must draw upon a wider educational composition, which is made possible by the humanities. The authors use the metaphor of a “double helix” to illustrate how one assures a systematic and continuous integration of wider bildung from the humanities into business education, in order to prepare the students for “life in its various aspects”. UNEDUCATED ECONOMISTS. A sub- In his book: The Crash of 2008 An What its authority. It may therefore be a sugges- stantial policy report from Stanford chal- it Means (2008), the successful venture tive sign of the times that an extensive lenges the market fundamentalism, which capitalist George Soros claims that the fi- policy report was recently published by is thought to have resulted in the cyclical nancial collapse was not merely the culmi- the prestigious Carnegie Foundation for repetition of economic crises. The authors nation of a boom, which was based on the the Advancement of Teaching (Stanford propose to treat the ailment with liberal unsustainable expansion of credit. Elimina- University). It suggests going in the exact arts and Bildung at business schools. This tion of Lehmann Brothers represented the opposite direction by thinking outside the may also be a way of taking the decisive end of the Age of Market Fundamentalism. box. human component and The Human Turn It represented the neoliberal, economic the- into account. ory - often expressed in Rational Expecta- According to the independent, American tions Theory - which sought a market situ- think-tank, the humanities are - in general The crisis of economy ation of perfect competition. However, this - a necessary resource in the contemporary It is well known that the economic cri- requires what is known as ‘perfect infor- age, which any economy-student much as- sis has reached a level of almost unprec- mation’, namely that all consumers know similate as a natural part of basic education. edented intensity and has come to span the price and quality of all goods, which The outset for the 208 page long: Rethink- the globe. However, it is also a crisis that Soros - a student of Popper - considered ing Undergraduate Business Education, is affects economists and challenges their impossible. It can therefore be expected a thorough and extensive analysis, which basic theoretical apparatus. that the financial crisis will have extensive involves on-going visits and debates with implications for research; it will alter the business schools and universities in the US In the wake of Lehman Brothers collaps- self-understanding of micro-, macro-, and over many years. The book argues the case The new basis for competencies ing on the 15th of September, 2008, the business economics and affect the future for integrating ‘the liberal arts’ or humani- In order to describe the new basis for competencies, which can prepare future business people for an economic reality characterised swift subsequent spread of the financial formation of theory in these fields. This be- ties into business education. The authors by a high level of complexity, constant ambiguity and difficult dilemmas, the authors refer to Roger Martin’s conception of integrative crisis, and the general contraction of lend- ing said, it also has current implications for point out that this is necessary for both thinking. This contains three core competencies: ing and liquidity all over the western world, how we view and relate to economy and internal and external reasons, which con- the problem has moved beyond a mere lack knowledge about economic matters, just verge. The first is analytical thought or a kind of formalised, context dependent knowledge, which one may encounter in mathematics. This of trust in economy. A number of pundits as it affects how we view the relationship core competency is unavoidable when attaining to become a credible economist. However, the authors warn about an exaggerated have criticised economy as a science, since between economy and other disciplines in The external reasons were easy for the au- emphasis in this regard. The person, who must manage complex situations and balance conflicting interests and perspectives, must be it failed to predict the dramatic events, the taxonomy of sciences. thors to identify when the extensive finan- able to analyse, but analytic skills are not sufficient in and of themselves. which have passed and has, indeed, even cial crisis hit the world at the exact same had trouble providing a viable interpreta- Economy and the Humanities time as they were visiting the various uni- The authors therefore point to the necessity of understanding the multiplicity of a situation, as well as employing various interpreta- tion of events. In such a crisis situation, the immediate no- versities. Economy seemed more impor- tive frameworks (multiple framing), such that it becomes possible to view the world from different perspectives. This ability of shifting tion may be to fall back on what is known tant than ever for understanding the world, perspective, to work intellectually with different and often conflicting frames of reference, unfolding often-incommensurable analytical The need for critical self-reflection is and safe – to make do with the knowledge at the exact time when it was affected by perspectives in regard to each other, and taking up a professional responsibility in highly complex situations, assumes a cultivated and strengthened by the harsh judgement giv- that economy proposes, the implications one of its deepest crises. They decided to well-rounded ability for interpretation. en by the Nobel Prize winning economist of which can be immediately implemented. take the challenge of this ambiguity seri- Paul Krugman, that most macroeconom- Quite a few contemporary voices suggest ously. They posed the question of whether The third core competence concerning a self-reflective ability to examine meaning, context, and coherence (the reflexive exploration of ics of the past 30 years was “spectacularly following exactly such a strategy. Howev- the structure of the educations, their one- meaning), introduces questions that concern identity and self-understanding among those who participate in the education. Hereby the useless at best, and positively harmful at er, this is what the present crisis refuses sided approach and limited perspective authors challenge the anthropological deficit in existing programmes. The ability to interpret assumes that one knows oneself and can worst”. since it challenges the obvious character of upon everything that regarded society and assume responsibility for one’s conclusions. However, the integration of these various fields are only possible to the extent that one has received economic advice and in extension culture, had contributed to the crisis. an integrated personality. Relating to oneself as an acting and responsible subject is a prerequisite for entering into an in-depth learning process and actively participating in future business activities. >

12 mpp news no. 01. april 2012 13 Once the argument has progressed this far, itself a massive step forward for the aca- selves evermore towards ‘the human’ as it becomes obvious for the informed reader demic status of business educations. en entity with central and decisive impor- that the debate about liberal formation in tance. business education actually concerns inter- However, the rupture with methods from pretation. The need for a wider liberal arts the humanities occurred as a more or less This development is apparent when one approach to education raises a hermeneu- unintended consequence of this scient- notes the departure from the previous tical or interpretative challenge - namely ism. These were methods that analysed Holocene age, which counts how one manages conflicts of interpreta- the psychological, historical, rhetorical, over the last 10-12.000 years, since the tion creatively, critically, and responsibly. and ethical implications of business and end of the last ice age, and entry into the economy from a qualitative basis. One of new Anthropocene age. As the Nobel Prize The interpretative perspective also at- the problematic aspects pointed out by the winner of chemistry Paul J. Creutzen has tains presence through the authors’ em- latest Carnegie report is the exaggerated reminded us repeatedly since 2002 when ployment of Aristotle’s concept of “practi- faith in quantitative approaches, which he coined the term, this shift suggests that cal wisdom” as a unifying concept for the the authors describe as a serious histori- human activity has an overall influence three core competencies. cal side-track in business educations. It is upon geological sedimentation. An impor- serious, because the lack of an alternative tant part of this has been the introduc- Hermeneutics is exactly such a practical foundation for critical reflection has exten- tion of agriculture in the Neolithic age and philosophy, which does not offer any purely sive practical and organisational implica- the later Industrial Revolution in the 18th theoretical solutions or methods on relat- tions. According to the report, investing all century. However, according to The Royal ing to interpretative conflicts. Contempo- concepts of judgement in quantitative ap- Geographic Society, one can first posit the rary hermeneutics is a science of action, proaches results in short-term, narrow, and beginning of this new age of man after the where one must perform without being in often detrimental decision-making in the industrial revolution. possession of absolute knowledge, all the real world. while it refuses any attempt at reducing That the majority of the earth’s surface has interpretation to a purely arbitrary process. Contemporary approaches to business and been significantly altered through human Interpretation and practical sense also sug- economy therefor lack academically based activities such as urbanisation, agriculture, gest sound judgement, or a competency reflection, which thematises the psycho- industrialisation, and pollution, is merely for acting upon thorough deliberation, wis- logical, historical, and anthropological pre- particularly visible evidence of human civi- dom and responsibility in concrete situa- conditions of the economic models, which lisation – unlike in previous ages – having a tions that contain much uncertainty. are employed in financing, marketing, and decisive impact upon the overall chemical, management. Without a viable counter- physical and biological processes present. Once again the Carnegie-authors refer weight to the quantitative models, we not If it was previously meaningful to view hu- to research conducted by Roger Martin, only risk confusing the methodological ab- man activity as a subordinate part of an which demonstrates that successful busi- straction of these models with reality, but overall context, the opposite now seems to ness managers and entrepreneurs distin- also that reality is transformed in the im- be the case. In the Antropocene age it is Photos from Studio@CBS which helps executives, MBA, masters, and bachelor students develop wider repertoires of thought guish themselves in force of their ability to age of exactly those models. only possible to view global development if relate internal and external perspectives, one takes an outset in man as a, or perhaps employing a business as well as a social A swift glance at the enrolment figures un- even the decisive variable. being of limited importance. One viewed man as mere material The authors give internal and external reasons for expecting so perspective. They are able to accept and derlines the extent of studying economy at labour, which must be employed in the correct manner so as not much from the humanities, but likewise grant that there are hin- weigh diametrically opposed perspectives a business school: Almost 25% of all Ameri- Man’s new role is exhibited with clarity to be worn out and not to limit the efficiency of existing machinery drances that may block such a development. Among the external in order to establish a well-considered syn- can university students take economics as in contemporary debates about climate more than required, when Taylorism, in its time studies, examined challenges we find exclusive business studies that have a tenden- thesis, which is superior to either of the al- a major. If you include all the students that change and global warming. If we are to un- how to create the most efficient production process by system- cy towards self-sufficiency. In addition, there are public policies on ternatives. A purely technocratic approach also have it as a minor subject this percent- derstand the climatic processes and prob- atically exploring how to optimise the time used for each step. research financing that prioritise the formal and quantifiable. is not sufficient in business. Instead, the age rises to 70. The statistics are not quite lems of our age, it is not sufficient to view However, this changed substantially through the 20th century. In- person who wishes to engage the world as dramatic in a Danish context, but point them as wholly natural. Climatic change sofar as one seeks to improve productivity and growth in a wider On the other hand, classical approaches in the humanities also ex- and create something of value must be in- towards the weight carried by business happens in interaction between man and sense, inter-human relations, motivational schemes, commitment hibit self-sufficiency and favour their own knowledge modalities novative and responsibly balance analytical studies when students select which de- nature. In this interaction, man’s efforts and self-relations become the core objects of management. Also, about the particularistic features of humanity. Indeed, their diffi- mastery, intuitive originality and strategic grees to pursue. The tendency is similar in and ways of relating come to make all the humanity becomes a kind of capital, which must be invested in culty to leave the ivory tower is a substantial internal challenge. judgement. This concerns developing a dy- all western European countries and there difference. Just as climatic effects upon and developed through education, organisation, and management. This stands in sharp contrast with the impressive collaboration namic model of thought, which unites anal- is no reason to expect a decline – quite the the human habitat are important, the hu- In extension it is no longer possible to speak merely of ‘humanis- with societal actors found in business educations, as highlighted ysis, complexity, critique, and creativity. contrary. man response or relationship to climate is ing capitalism’. Here, one must also speak of a human turn, which by the Carnegie report. equally important. Insofar as man becomes recognises the decisive importance of the human factor. The irony and meaning of history These hoards of students will become the vital factor in the anthropogenic age, it Man may have taken centre stage in the human turn, but only in- It is an irony of history that Carnegie of employees at various levels of future busi- becomes necessary to take man into ac- It is a major turn of the tides, when the human self-relation takes sofar as people are an important factor that constantly relate to a all institutions emphasises the relation- nesses and organisations. Indeed, given count. up centre stage – not only in regard to man per se, but also the number of other contexts. In the human turn, humanity is there- ship between the humanities and busi- the ever-greater importance of the mar- global and thereby the conditions of life. It is the end of the world fore not a value in and of itself, but a relative value, which must ness studies. As a think-tank, Carnegie ket economy for all areas of society, their A corresponding development occurs in as we know it, and we still need to figure out what these novel demonstrate its worth in regard to something other than itself. has long exhibited a great influence on decisions will be immensely important for a number of other areas however, even conditions imply for us and our way of relating, the economy, poli- This poses a demand for relevance towards the sciences that pro- the American educational sector. Back in us all. Including the liberal arts in business core area of the business economy, such tics, and geo-politics. duce knowledge about man – they are obliged to demonstrate rel- 1959 it published a very influential report education will therefore be imperative. as management, organisation, innovation, evance in regard to contexts where man is included, which he con- exactly about business school educations. growth, and public relations. In this regard, knowledge about man – as it is developed in the lib- tributes to and is responsible for. The important position of man This first report was highly influential in Business economics in the human turn eral arts – also seems to have a wider importance. The authors of in the human turn therefore not only stresses that the humanities reforming business educations according The necessity and implication of including When scientific management was ini- the Carnegie report have great expectations for the role of liberal take on new modalities by opening up and becoming relevant to to a certain scientific ideal, in an attempt knowledge from the humanities – not only tially founded as an academic approach in arts and general character development in the humanities in the other fields and other kind of knowledge. They must take up inter- to heightening their scientific legitimacy. in business education, but also in regard the early 20th century, it retained a close future – first and foremost in business education, but furthermore disciplinary approaches. If they are able to do this, they may help There was an attempt to ensure a ‘purely’ to economics as a science and reality – is connection with managerial practice and in a wider societal sense. The question must be whether the hu- rehabilitate the economic sciences and avoid the cyclical repetition quantitative scientific approach using the all the more obvious if the contemporary growth, through production control. How- manities are even able to live up to this expectation. of crises in the future. natural sciences as a paradigm. This was in Human Turn is understood. We orient our- ever, this perspective still viewed man as

14 mpp news no. 01. april 2012 15 the human turn A research programme about the new Anthropocene Agenda within the sciences

How can we develop competitive and sustainable businesses to- The human turn and management of self-management day? The answer, says Sverre Raffnsøe (Professor MPP, CBS) is In order to foster innovation and further the creation of value, em- to develop a better understanding of the human being that create ployees need to be understood and treated as human beings that and sustain this development. In fact, the human factor is increas- relate independently to themselves. The human is not just an ob- ingly recognised as the most important factor when it comes to ject that can be managed rationally, but also an agent that relates understanding and developing modern work-life, organisations, in- freely to herself. Therefore employees need to be managed as novation, and the creation of value. self-managing entities; and in the same way, citizens are no longer considered as recipients of welfare aids, but as active agents that The human turn in science today can set out a strategy, self-evaluate and improve. In order to in- But the relevance of the human factor is not only present within crease the effectiveness of our social systems and our business business studies. The Anthropocene or The Human Turn set the development, we need to understand citizens and employees as agenda for all sciences today. The natural sciences, the health sci- self-managing individuals with an inherent humanity, with a sense ences and the social sciences increasingly call on knowledge of of responsibility and meaning, and affected by affects and all kinds the human being as a self-interpreting, expressive and culture- of ethical consideration – aspects that need to be taken into con- carrying individual, which was previously reserved for the human sideration. sciences alone – and this is the focus of the 3-year research pro- gramme The Human Turn headed by Sverre Raffnsøe (MPP, CBS) Questions to be asked and Morten Raffnsøe-Møller (AU) and funded by the Velux Foun- The Human Turn is based on six exemplary cross-disciplinary re- dation. search projects that deal with the above questions and offer ways to phrase questions about the role of the human sciences today: The human turn and the ecological crisis How do the humanities contribute to our knowledge of today’s The human factor has become important for the natural sciences. global world and its future development? In which way is knowl- To understand and respond to the current ecological crisis, we edge previously reserved for the humanities playing a leading role have to include a clear and deep understanding of how humans in tackling some of today’s large societal challenges? And how is relate to nature and themselves and how they try to cope with the new relevance of the knowledge of the human affecting the the challenges this crisis presents. It has become insufficient to humanities, now that their topic of research is no longer exclu- perceive climate as a process of nature. Our climate is to be under- sively theirs to investigate? stood as an interaction between man and nature, and humans are The Human Turn: The human factor occupies a pivotal role, as man has become a not only the destroyers of nature, but also its potential saviours. Annual public conferences being that relates to and assumes responsibility for a number of ‘external’ factors: The answer is sought not only in the six exemplary projects, but be it the surrounding environment, objects, extensions of himself or other human The human turn and the promotion of health also in a wide public discussion of this issue centered around an- In society and within the medical sciences, programmes for the nual conferences on the topic of the human sciences today. The beings. promotion of health include elements such as youth culture and first conference is scheduled for November 21-22, 2012, and is or- lifestyle. Knowledge of how people live and their perception of ‘the ganized in collaboration with the research programme Humanom- Drawing: Hannah Heilmann good life’ and even the way in which they understand and nar- ics, also sponsored by the Velux Foundation. rate their illnesses affect our ability to promote health and treat illnesses. Disciplines from the humanities such as ethics, psychol- ogy and literature thus become relevant for the health sciences. FACTS ABOUT THE HUMAN TURN

The human turn and politics The research programme is funded by the Velux Foundation with 5.6 million dkk. The Nordic welfare society is not just a system of operations, but also a particular vision of society, pervasively affecting how we The programme was initiated in the beginning of 2012 and will continue throughout 2014. relate to each other. In modern literature the welfare society and its effects on everyday life are studied, interpreted and negotiated, Participants in the Research Programme include: while the welfare society can be interpreted and understood with Sverre Raffnsøe, Professor MPP (CBS): The human change within business economics, management and value creation. the means of literary analysis. Likewise culture is increasingly used Kirsten Hastrup, Professor in , KU: The human change within natural science, climate and environment. to explain and to drive change in politics. The need for authentic- Morten Raffnsøe-Møller, Associate Professor in Philosophy, AU: The human change within political science and theory ity and expression is for instance included in the new modalities Uffe Juul Jensen, Professor in Philosophy, AU: The human change within medicine and life science. of political communication, such as Facebook and Twitter and for Anne-Marie Mai, Professor in Literature, SDU: The human change within welfare state research and the social sciences this reason, knowledge of human experience and human behav- iour features increasingly into political science. Read more about The Human Turn on www.human-turn.cbs.dk

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16 mpp news no. 01. april 2012 17 Advertisement

The Human Self-reflexive Turn: As a relational being, man simultaneously relates inde- pendently to himself and is affected by his surroundings. A renewed focus upon man as a relational being in science and research, but also in organizational and social life is the outcome.

Drawing: Hannah Heilmann

18 mpp news no. 01. april 2012 19 Department of Management, Politics and Philosophy Copenhagen Business School Porcelænshaven 18B DK-2000 Frederiksberg

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