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Author: Michel Anteby
Publisher: University of Chicago Press
ISBN: 022609250X
Category : Business & Economics
Languages : en
Pages : 244
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Book Description
Corporate accountability is never far from the front page, and as one of the world’s most elite business schools, Harvard Business School trains many of the future leaders of Fortune 500 companies. But how does HBS formally and informally ensure faculty and students embrace proper business standards? Relying on his first-hand experience as a Harvard Business School faculty member, Michel Anteby takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students. In an era when many organizations are focused on principles of responsibility, Harvard Business School has long tried to promote better business standards. Anteby’s rich account reveals the surprising role of silence and ambiguity in HBS’s process of codifying morals and business values. As Anteby describes, at HBS specifics are often left unspoken; for example, teaching notes given to faculty provide much guidance on how to teach but are largely silent on what to teach. Manufacturing Morals demonstrates how faculty and students are exposed to a system that operates on open-ended directives that require significant decision-making on the part of those involved, with little overt guidance from the hierarchy. Anteby suggests that this model—which tolerates moral complexity—is perhaps one of the few that can adapt and endure over time. Manufacturing Morals is a perceptive must-read for anyone looking for insight into the moral decision-making of today’s business leaders and those influenced by and working for them.
Author: Michel Anteby
Publisher: University of Chicago Press
ISBN: 022609250X
Category : Business & Economics
Languages : en
Pages : 244
Get Book Here
Book Description
Corporate accountability is never far from the front page, and as one of the world’s most elite business schools, Harvard Business School trains many of the future leaders of Fortune 500 companies. But how does HBS formally and informally ensure faculty and students embrace proper business standards? Relying on his first-hand experience as a Harvard Business School faculty member, Michel Anteby takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students. In an era when many organizations are focused on principles of responsibility, Harvard Business School has long tried to promote better business standards. Anteby’s rich account reveals the surprising role of silence and ambiguity in HBS’s process of codifying morals and business values. As Anteby describes, at HBS specifics are often left unspoken; for example, teaching notes given to faculty provide much guidance on how to teach but are largely silent on what to teach. Manufacturing Morals demonstrates how faculty and students are exposed to a system that operates on open-ended directives that require significant decision-making on the part of those involved, with little overt guidance from the hierarchy. Anteby suggests that this model—which tolerates moral complexity—is perhaps one of the few that can adapt and endure over time. Manufacturing Morals is a perceptive must-read for anyone looking for insight into the moral decision-making of today’s business leaders and those influenced by and working for them.
Author: Roi Livne
Publisher: Harvard University Press
ISBN: 0674239873
Category : Social Science
Languages : en
Pages : 361
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Book Description
This insightful study examines the deeply personal and heart-wrenching tensions among financial considerations, emotional attachments, and moral arguments that motivate end-of-life decisions. America’s health care system was built on the principle that life should be prolonged whenever possible, regardless of the costs. This commitment has often meant that patients spend their last days suffering from heroic interventions that extend their life by only weeks or months. Increasingly, this approach to end-of-life care is coming under scrutiny, from a moral as well as a financial perspective. Sociologist Roi Livne documents the rise and effectiveness of hospice and palliative care, and growing acceptance of the idea that a life consumed by suffering may not be worth living. Values at the End of Life combines an in-depth historical analysis with an extensive study conducted in three hospitals, where Livne observed terminally ill patients, their families, and caregivers negotiating treatment. Livne describes the ambivalent, conflicted moments when people articulate and act on their moral intuitions about dying. Interviews with medical staff allowed him to isolate the strategies clinicians use to help families understand their options. As Livne discovered, clinicians are advancing the idea that invasive, expensive hospital procedures often compound a patient’s suffering. Affluent, educated families were more readily persuaded by this moral calculus than those of less means. Once defiant of death—or even in denial—many American families and professionals in the health care system are beginning to embrace the notion that less treatment in the end may be better treatment.
Author: Mikael Holmqvist
Publisher: Columbia University Press
ISBN: 0231545398
Category : Social Science
Languages : en
Pages : 311
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Book Description
All around the world there are elite suburban communities: Palo Alto, California, and Greenwich, Connecticut, in the U.S.; Paris's Neuilly; and Oxshott outside London. These wealthy suburbs are home to the economic and social elites who work in the world's global cities. Stockholm's suburb Djursholm is one such place. It is full of large houses, winding lanes, and is surrounded by a beautiful landscape. Its residents prize physical fitness, healthy eating, fine art, and education. Despite Sweden's reputation for egalitarianism, Djursholm is representative of global mechanisms of privilege and its perpetuation. Leader Communities is the sociologist Mikael Holmqvist's term for places like Djursholm: the communities where elites choose to live, socialize with other elites, and, most importantly, form families and raise their children into future elites. Such neighborhoods consecrate inhabitants into leaders—that is, they offer their residents a social environment that imbues people with a sense of social and moral elevation. By idealizing their residents, leader communities' allegedly superior lifestyle and character act as a principle of distinction and legitimation. Holmqvist calls this a consecracy—a society that leads by means of its aura, brightness, and radiance, allowing the privileged to pose as a moral vanguard. Leaders are made—not born—by the culture, history, traditions, ceremonies, rituals, and institutions of the place. Based on a comprehensive five-year ethnographic study, this book is a community study of Djursholm in which the author ventures inside the world of the elite to explore the mechanics of social interaction and power. Leader Communities introduces vital new concepts to the study and understanding of contemporary elites and offers a troubling analysis of the moral, social, and political consequences of their aspirations to lead societies.
Author: Steven Conn
Publisher: Cornell University Press
ISBN: 1501742086
Category : Education
Languages : en
Pages : 288
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Book Description
Do business schools actually make good on their promises of "innovative," "outside-the-box" thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? No, they don't, Steven Conn asserts, and what's more they never have. In throwing down a gauntlet on the business of business schools, Conn's Nothing Succeeds Like Failure examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, Conn measures these schools' aspirations against their actual accomplishments and tells the full and disappointing history of missed opportunities, unmet aspirations, and educational mistakes. Conn then poses a set of crucial questions about the role and function of American business schools. The results aren't pretty. Posing a set of crucial questions about the function of American business schools, Nothing Succeeds Like Failure is pugnacious and controversial. Deeply researched and fun to read, Nothing Succeeds Like Failure argues that the impressive façades of business school buildings resemble nothing so much as collegiate versions of Oz. Conn pulls back the curtain to reveal a story of failure to meet the expectations of the public, their missions, their graduates, and their own lofty aspirations of producing moral and ethical business leaders.
Author: Rick Delbridge
Publisher: Emerald Group Publishing
ISBN: 1837539502
Category : Social Science
Languages : en
Pages : 251
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Book Description
Presenting cutting-edge ethnographic research on contemporary worlds of work and the experiences of workers from a range of contexts, this volume offers fine-grained, exploratory ethnographic data to provide insights unmatched by other research methods.
Author: Martha S. Feldman
Publisher:
ISBN: 1108834477
Category : Business & Economics
Languages : en
Pages : 565
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Book Description
A comprehensive introduction and overview of research in Routine Dynamics written by the central researchers in the field.
Author: Tuomo Peltonen
Publisher: Edward Elgar Publishing
ISBN: 1785368753
Category : Business & Economics
Languages : en
Pages : 201
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Book Description
The origins of organizing are conventionally seen as emerging from the historiographical works of Western social scientists in the early 20th century. Here, the authors address a gap in current literature by exploring previously unrecognized or marginalized global origins in both modern and ancient history.
Author: Wim Klinkert
Publisher: Springer
ISBN: 9462653151
Category : Law
Languages : en
Pages : 369
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Book Description
This book has as its subject matter the academic education of officers and builds on the signing of the Bologna Declaration in 1999 by twenty-nine European ministers for Education and Science, who thereby agreed to coordinate higher education across Europe, by, for instance, the implementation of the Bachelor's and Master's system. In the meantime, military academies have also introduced the BaMa system into their programs for officers’ education, which marks a transition from the old days, when officers’ education took place within a national military system, under military command, and was firmly grounded in principles, traditions and needs, as professed by the Ministries of Defence and the armed forces in particular. So the Bologna Declaration can be seen as crucial leverage for the development of in-house academic degree programs as a fundamental part of officers’ education. With this volume, the editors of NL ARMS 2019 strive to offer a platform to both academics and military and civilian practitioners, as well as to combinations of these, to reflect and share their thoughts on officers’ education `before and after' Bologna, both in The Netherlands and abroad. To this end, controversies and challenges, affecting various aspects and systems of officers’ education, have been grouped into five themes. Respectively, the first four themes comprise institutional settings and change; educational philosophy; educational challenges and reflective practices; and didactical solutions. The fifth theme, international perspectives, provides insights into the strategic environments and challenges faced by sister-academies, as well as ways to further officers' education across Europe, such as offered by Erasmus programs. All the editors of this year's volume are affiliated with the Faculty of Military Sciences of the Netherlands Defence Academy in Breda, The Netherlands.
Author: Ronald E. Purser
Publisher: Springer
ISBN: 3319440195
Category : Psychology
Languages : en
Pages : 539
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Book Description
This handbook explores mindfulness philosophy and practice as it functions in today’s socioeconomic, cultural, and political landscape. Chapters discuss the many ways in which classic concepts and practices of mindfulness clash, converge, and influence modern theories and methods, and vice versa. Experts across many disciplines address the secularization and commercialization of Buddhist concepts, the medicalizing of mindfulness in therapies, and progressive uses of mindfulness in education. The book addresses the rise of the, “mindfulness movement”, and the core concerns behind the critiques of the growing popularity of mindfulness. It covers a range of dichotomies, such as traditional versus modern, religious versus secular, and commodification versus critical thought and probes beyond the East/West binary to larger questions of economics, philosophy, ethics, and, ultimately, meaning. Featured topics include: A compilation of Buddhist meditative practices. Selling mindfulness and the marketing of mindful products. A meta-critique of mindfulness critiques - from McMindfulness to critical mindfulness Mindfulness-based interventions in clinical psychology and neuroscience. Corporate mindfulness and usage in the workplace. Community-engaged mindfulness and its role in social justice. The Handbook of Mindfulness is a must-have resource for clinical psychologists, complementary and alternative medicine professionals/practitioners, neuroscientists, and educational and business/management leaders and policymakers as well as related mental health, medical, and educational professionals/practitioners.
Author: Lauren D. Olsen
Publisher: Columbia University Press
ISBN: 0231557159
Category : Social Science
Languages : en
Pages : 369
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Book Description
Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address. Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.
