Formación ética en escuelas de negocios: un debate que no avanza

Juan Manuel Parra-Torres; Gianna Carolina Torres-Castillo; Sandra Idrovo-Carlier

doi:10.5294/edu.2022.25.2.6

Autores

Juan Manuel Parra-Torres Autor INALDE Business School https://orcid.org/0000-0002-7690-7587
Gianna Carolina Torres-Castillo Autor Inalde Business School https://orcid.org/0000-0003-3333-6216
Sandra Idrovo-Carlier Autor INALDE Business School https://orcid.org/0000-0003-0922-4994

DOI:

https://doi.org/10.5294/edu.2022.25.2.6

Palavras-chave:

Currículo universitário, educação em gestão responsável, educação universitária, ensino da ética, escolas de negócios

Resumo

Os escândalos corporativos do início do século 21 (Enron, Worldcom, subprime) geraram crises econômicas globais. Quando poderosos formandos de reconhecidas escolas de negócios foram responsabilizados pela opinião pública, surgiu a pergunta de se a formação ética que receberam dessas instituições tinha sido insuficiente. Analisamos as tendências da literatura acadêmica recente (2012-2022) sobre as propostas para melhorar o ensino ético nas escolas de negócio. A partir de uma revisão sistemática da literatura (revistas Q1 e Q2 em Scopus e Web of Science), classificamos os artigos em cinco categorias, dependendo de onde acentuavam seu diagnóstico e suas propostas: 1) fatores externos — reguladores e acreditadores, pressões do mercado, opinião pública e rankings (classificações); 2) fatores transversais — conceitos de base e valores do ambiente, missão e identidade institucional, estratégia e oferta de valor; 3) fatores de entrada — direção, corpo docente e estudantes; 4) fatores de processo — currículo e modelo, pedagogia, conteúdo e materiais de ensino; 5) fatores de saída — formandos, publicações acadêmicas, selos de qualidade. Os resultados indicam que o interesse nessa discussão diminuiu. Predominaram as propostas de mudanças curriculares, com redesenho de cursos e novas propostas pedagógicas, e focados em certos fatores transversais, como ajustar a missão e os objetivos institucionais, em resposta ao compromisso que muitas instituições assumiram ao assinar os Principles for Responsible Management Education das Nações Unidas. É discutido se essa mudança foi mais “cosmética” do que uma transformação integral da oferta educacional, incapaz de vencer as barreiras existentes para melhorar o ensino ético dos profissionais.

Downloads

Não há dados estatísticos.

Referências

Bennis, W. y O’Toole, J. (2005). How business schools lost their way. Harvard Business School, 83(5), 96-104.

Chase, R. y Aquilano, N. (1994). Dirección y administración de la producción y de las operaciones (6 ed.). Addison-Wesley Iberoamericana.

Clegg, S., Gordon, R., Hermens, A., Kornberger, M., Rhodes, C. y Ross-Smith, A. (2005). Strange brew: The MBA and institutionalized hypocritical isomorphism in management education. [Paper] 4th International Critical Management Studies Conference, The list of abstracts is based on submissions received by 31 May 2005.

Costin, H. y Hamilton, D. (2009). Quality in business education as measured by accreditation and ranking systems. International Journal of Management in Education, 3(3-4), 249-269. DOI: https://doi.org/10.1504/IJMIE.2009.027348

Cullen, J. G. (2020). Varieties of responsible management learning: A review, typology and research agenda. Journal of Business Ethics, 162(4), 759-773. DOI: https://doi.org/10.1007/s10551-019-04362-x

Creasy, R. (2018). Education as a process: Assessment, outcomes and achievement. In The Taming of Education. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-319-62247-7_6

Dean, K. L. y Beggs, J. M. (2006). University professors and teaching ethics: Conceptualizations and expectations. Journal of Management Education, 30(1), 15-44. DOI: https://doi.org/10.1177/1052562905280839

Daniel, C. (1988). MBA: The first century. Associated University Presses.

Datar, S. M., Garvin, D. A. y Cullen, P. G. (2010). Rethinking the MBA: Business education at a crossroads. Harvard Business Press.

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N. y Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. DOI: https://doi.org/10.1016/j.jbusres.2021.04.070

Engwall, L. (2007). The anatomy of management education. Scandinavian Journal of Management, 23(1), 4-35. DOI: https://doi.org/10.1016/j.scaman.2006.12.003

Evans, F. y Weiss, E. (2008). Views on the importance of ethics in business education: Survey results from AACSB Deans, CEOs, and Faculty. En Swanson, D. y Fisher, D. (eds.), Advancing business ethics education: A volume in ethics practice (pp. 43-66). Information Age Publishing.

Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management learning & education, 4(1), 75-91. DOI: https://doi.org/10.5465/amle.2005.16132558

Giacalone, R. A. (2007). Taking a red pill to disempower unethical students: Creating ethical sentinels in business schools. Academy of Management Learning & Education, 6(4), 534-542. DOI: https://doi.org/10.5465/amle.2007.27694953

Giacalone, R. A. y Thompson, K. R. (2006). Business ethics and social responsibility education: Shifting the worldview. Academy of Management Learning & Education, 5(3), 266-277. DOI: https://doi.org/10.5465/amle.2006.22697016

Hartman, E. M. (2006). Can we teach character? An Aristotelian answer. Academy of Management Learning & Education, 5(1), 68-81. DOI: https://doi.org/10.5465/amle.2006.20388386

Hendry, J. (2006). Educating managers for post-bureaucracy: The role of the humanities. Management Learning, 37(3), 267-281. DOI: https://doi.org/10.1177/1350507606067160

Jorge, M. L., Pena, F. J. A. y De los Reyes, M. J. M. (2017). Analyzing the inclusion of stand-alone courses on ethics and CSR A study of the MBA curricula of the Financial Times top-ranked business schools. Sustainability Accounting Management and Policy Journal, 8(2), 114-137. DOI: https://doi.org/10.1108/SAMPJ-05-2015-0033

Khurana, R. (2007). From higher aims to hired hands: The social transformation of American business schools and the unfulfilled promise of Management as a profession. Princeton University Press. DOI: https://doi.org/10.1515/9781400830862

Khurana, R. y Noria, N. (2008). It’s time to make Management a true profession. Harvard Business Review, 86(10), 70-77.

Khurana, R. (2010). Why Management must be a profession. Harvard Business Review, 20 de julio. https://hbr.org/2010/07/why-management-must-be-a-profe

Korpiaho, K., Päiviö, H. y Räsänen, K. (2007). Anglo-American forms of Management education: A practice-theoretical perspective. Scandinavian Journal of Management, 23(1), 36-65. DOI: https://doi.org/10.1016/j.scaman.2006.12.004

Locke, R. R. y Spender, J. C. (2011). Confronting managerialism: How the business elite and their schools threw our lives out of balance. Bloomsbury. DOI: https://doi.org/10.5040/9781350219304

McLaughlin, T. (2005). The educative importance of ethos. British Journal of Educational Studies, 53(3), 306-325. DOI: https://doi.org/10.1111/j.1467-8527.2005.00297.x

Mintzberg, H. (2005). Directivos, No MBAs. Una visión crítica de la dirección de empresas y la formación empresarial. Deusto.

Moosmayer, D. C. (2012). A model of management academics’ intentions to influence values. Academy of Management Learning & Education, 11(2), 155-173. DOI: https://doi.org/10.5465/amle.2010.0053

O’Reilly, C. A. y Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification, and internalization on prosocial behavior. Journal of applied psychology, 71(3), 492. DOI: https://doi.org/10.1016/j.ijme.2017.03.008

Palmer, T. B. y Short, J. C. (2008). Mission statements in US colleges of business: An empirical examination of their content with linkages to configurations and performance. Academy of Management Learning & Education, 7(4), 454-470. DOI: https://doi.org/10.5465/amle.2008.35882187

Parra, J. M. (2014). Las consecuencias formativas de la competencia entre escuelas de negocios. [Tesis doctoral] Facultad de Filosofía y Letras, Universidad de Navarra. https://dadun.unav.edu/handle/10171/35395

Pfeffer, J. y Fong, Ch. (2004). The business schools ‘business’: Some lessons from the US experience. Journal of Management Studies, 41(8), 1501-1520. DOI: https://doi.org/10.1111/j.1467-6486.2004.00484.x

Pfeffer, J. (2011). Leadership development in business schools: An agenda for change. En Canals, J. (ed.), The future of Management development: Corporate needs and the role of business schools. Palgrave MacMillan. DOI: https://doi.org/10.1057/9780230295087_10

Podolny, J. M. (2009). Are business schools to blame? Harvard Business Review, 87, 7-15.

Policano, A. J. (2007). The rankings game: and the winner is… Journal of Management Development, 26(1), 43-48. DOI: https://doi.org/10.1108/02621710710720077

Porter, L. W. y McKibbin, L. E. (1988). Management education and development: DriFT or thrust into de 21st century? McGraw-Hill.

Rasche, A., Gilbert, D. U. y Schedel, I. (2013). Cross-disciplinary ethics education in MBA programs: Rhetoric or reality? Academy of Management Learning & Education, 12(1), 71-85. DOI: https://doi.org/10.5465/amle.2011.0016a

Rehman, M. A., Kashif, M. y Mingione, M. (2019). Corporate Social Responsibility and Sustainability (CSRS) initiatives among European and Asian Business Schools: A web-based content analysis. Global Business Review, 20(5), 1231-1247. DOI:https://doi.org/10.1177/0972150917737435

Romero, E. J. (2008). AACSB accreditation: Addressing faculty concerns. Academy of Management Learning & Education, 7(2), 245-255. DOI: https://doi.org/10.5465/amle.2008.32712622

Rubin, R. S. y Dierdorff, E. C. (2013). Building a better MBA: From a decade of critique toward a decennium of creation. Academy of Management Learning & Education, 12(1), 125-141. DOI: https://doi.org/10.5465/amle.2012.0217

Rutherford, M., Parks, L., Cavazos, D. y White, C. (2012). Business ethics as a required course: Investigating the factors impacting the decision to require ethics in the undergraduate business core curriculum. Academy of Management Learning & Education, 11(2), 174-186. DOI: https://doi.org/10.5465/amle.2011.0039

Serchuk, D. (2009). Are B-Schools to blame? Forbes, 4 de mayo. http://www.forbes.com/2009/05/04/business-School-wellington-intelligent-investing-rankings.html

Setó-Pamies, D. y Papaoikonomou, E. (2016). A multi-level perspective for the integration of ethics, corporate social responsibility and sustainability (ECSRS) in management education. Journal of Business Ethics, 136(3), 523-538. DOI: https://doi.org/10.1007/s10551-014-2535-7

Simon, H. (1967). The Business School: A problem in organizational design. The Journal of Management Studies, 4(1), 1-16. DOI: https://doi.org/10.1111/j.1467-6486.1967.tb00569.x

Snelson-Powell, A., Grosvold, J. y Millington, A. (2016). Business School legitimacy and the challenge of sustainability: A fuzzy set analysis of institutional decoupling. Academy of Management Learning & Education, 15(4), 703-723. DOI: https://doi.org/10.5465/amle.2015.0307

Starkey, K. y Tiratsoo, N. (2007). The business school and the bottom line. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511619342

Time (2009). 25 people to blame for the financial crisis. 10 de junio. https://content.time.com/time/specials/packages/completelist/0,29569,1877351,00.html

Tourish, D., Craig, R. y Amernic, J. (2010). Transformational leadership education and agency perspectives in business school pedagogy: A marriage of inconvenience? British Journal of Management, 21(s1), S40-S59. DOI: https://doi.org/10.1111/j.1467-8551.2009.00682.x

Wedlin, L. (2006). Ranking business schools. Forming fields, identities and boundaries in international Management education. Edward Elgar. DOI: https://doi.org/10.4337/9781847200273