As Course Director for the Master of Management, I am both professionally and academically qualified to engage students and executive practitioners in identifying and questioning entrenched assumptions that have passed (to our global and generational cost) as acceptable management theory for practice. The fruits of that cost are seen in celebrating only the merit of globalisation and being indifferent (at best) to those who "missed out" - Brexit and Trump are manifestations of the anger at such neglect.
Upon graduation, I spent almost 20 years in General Management with local and international organisations (17 years with Esso/EXXON) with the next 10 years as a wholly dependent (self-employed) consultant, facilitator and educator in strategic thinking and planning. The combined 30 years General Management experience generated increasingly disillusioned and disturbing views about the extent to which many management and organisational practices remained unquestioned and unchallenged - especially by those in elite ("C-Suite") authority. Exposure to entrenched neo-liberal ideology - especially over these last two decades - meant that the Global Financial Crisis (GFC) did not come as a shock. In a now deeply researched & shared critique, post-graduate neo-liberal management education (especially the MBA) was directly (but grossly under-reported) complicit in creating the GFC.
My post-graduate studies (MEd and EdD) focused on management learning. My abiding research and teaching/learning interest - is related to experiential formation to cultivate capacities for greater public scrutiny and accountability - so as to underpin public trust and confidence (stewardship) in university-based management education. It will now come as no surprise that I see massive merit in students undertaking a General Management masters - distinguished from the MBA (frequently focused on students aiming for the executive C-Suite ranks - by developing a "whole of enterprise" orientation, with a passion for enabling and valuing work "from the shop floor/back office to the boardroom"
Associate Fellow of the Australian Institute of Management (AIM).
Stewardship (of human dignity in the workplace); Cultivating practical wisdom (Aristotle's "phronesis" essential form of knowledge) for balanced/humanist and accountable judgement; Critical Realist Personalism (as social theory and philosophy of human flourishing/brokenness - drawing on Christian Smith, 2010, 2014, 2015); Kantian approaches to leadership and management; Business History; Influence of neo-liberal ideology; German industry and education influences [especially the Mittelstand (SMEs)] on non-liberal approaches to business & industrial democracy (Mitbestimmung). Elliott Jacques and Mary Follett are central to my research and teaching on collaborating for co-determination/joint governance/economic democracy, as a basis of public trust in respecting human dignity in the workplace.
Course Director, Master of Management.
Postgraduate Management majors/MBA: Managing, Leading and Stewardship (a foundational MBA subject); Organisational Dialogue: Theory and Practice; Leadership, Coaching and Mentoring; People, Work & Employment; Management Skills; Career and Portfolio Development.
Undergraduate: Managing People and Organisations; Understanding Organisations - Theory and Practice; Management Skills; Business Ethics and Sustainability; Management Capstone (core - locally and in Shanghai); Managing Work and People (BBA [Indigenous] Program).
Clarke, T, Gholamshahi, S & Jarvis, W 2018, 'The Impact of Corporate Governance on Compounding Inequality: Maximising Shareholder Value and Inflating Executive Pay', Critical Perspectives on Accounting.View/Download from: UTS OPUS
Willmott, HC, Djelic, M-L, Spicer, A, Parker, M, Perrow, C, S. Pugh, D, Spender, J-C, Gond, J-P, ten Bos, R, Beverungen, A, Calas, MB, Thompson, GF, Morgan, G, Clegg, SR, McSweeney, B, Ahonen, P, Hancock, P, Czarniawska, B, Gospel, H, S. Pitsis, T, Taylor, S, Land, C, Shukaitis, S, Simpson, AV, Keenoy, T, Vachhani, S, Taskin, L, Cheney, G, Bencherki, N, Perret, V, Allard-Poesi, F, Palpacuer, F, Espinosa, J, Jacobs, DC, Brewis, J, King, D, Wainwright, T, Thanem, T, Jarvis, W, Hoedemaekers, C, Glynos, J, Towers, I, Mansell, S, Cabantous, L, Cooke, BM, Marens, R, Munro, I, Komlik, O, Weir, K, Lilley, S, Cailluet, L, Chabrak, N, Huzzard, T, Nadir Alakavuklar, O, Mowles, C, Murphy, J, Le Goff, J, Slater, R, Cambre, M-C, Velez-Castrillon, S, Laouisset, DE, Schmidt, SM, Erturk, I, Meyer, AD, Kuhn, T, Huault, I, Tchalian, H, Clarke, T, Cassiers, I, Chanteau, J-P, Malaurent, J, Cooper, DJ, O'Reilly, D, Pirson, M, Srinivas, N, de Souza Rosa Filho, D, Faria, A, Mir, R, Serrano Archimi, C, Cairns, G, Tennent, K, Doherty, D, Wartzman, R, Liew, P, Hlupic, V, Bourguignon, A, O'Mahoney, J, Riaz, S, Al-Amoudi, I, Montiel, O, McKenna, S, Bosch, HVD, Rees, C, Bell, E, Kyriakidou, O, Cathcart, A, Ridley-Duff, RR, Stevenson, L, Kornelakis, A & Veldman, J 2016, 'The Modern Corporation Statement on Management', Humanistic Management Network, Research Paper Series, no. 51, pp. 1-7.View/Download from: UTS OPUS
Jarvis, WP & Logue, D 2016, 'Cultivating moral-relational judgement in business education: The merits and practicalities of Aristotle's phronesis', Journal of Business Ethics Education, vol. 13, pp. 349-372.View/Download from: UTS OPUS
In this paper we reflect on the question 'what do we mean by teaching 'business ethics' at all?' In response we suggest that phronesis - a values-based disposition integrating practical and affective dimensions of practical knowledge - warrants consideration in addressing the topic of ethics but more broadly in legitimising university-based management education in the face of widespread public trust deficit in business and management education. In this paper we consider the Aristotelian origins of phronesis, including its distinctive connection to emotion and moral imagination, and apply a phronesis-based approach to postgraduate management education, providing illustrations of its practical usage. In doing so, we argue this goes beyond thinking of 'business ethics' as a stand-alone subject in business education, and instead provides management educators a framework within which to cultivate graduate capabilities in moral-relational judgement and a profession-like praxis. Doing so would help - post Global Financial Crisis - to ameliorate justifiable loss of public trust and confidence in university-based management qualifications.
Bajada, C, Jarvis, W, Trayler, R & Bui, AT 2016, 'Threshold Concepts in Business School Curriculum – A Pedagogy for Public Trust', Education + Training, vol. 58, no. 5, pp. 540-563.View/Download from: UTS OPUS or Publisher's site
– The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum.
– A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject.
– Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.
– Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing.
– The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications.
– Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.
Logue, DM, Jarvis, WP, Clegg, S & Hermens, A 2015, 'Translating models of organization: Can the Mittelstand move from Bavaria to Geelong?', Journal of Management & Organization, vol. 21, no. 01, pp. 17-36.View/Download from: UTS OPUS or Publisher's site
Clegg, SR, Jarvis, WP & Pitsis, TS 2013, 'Making Strategy Matter: Social Theory, Knowledge Interests and Business Education', Business History, vol. 55, no. 7, pp. 1247-1264.View/Download from: UTS OPUS or Publisher's site
The tensions and challenges facing business education frame this paper, which takes a critical look at the historical evolution of business school education in the context of the present conjecture, with a particular emphasis on the role social theory can play in the analysis of strategy and ethics. Flyvbjerg's phronesis and Selznick's sociology are deployed to address the challenges facing business schools and their place in higher education. Kant's moral anthropology opens common grounds to both approaches. Our aim is to provide a platform from which business and university leaders can debate and discuss the current and future role and impact of business school education, particularly focusing on linking and cultivating ethical and strategic capabilities in management and organizational practices.
Berti, M, Clegg, SR & Jarvis, W 2017, 'Future in the past: a philosophical reflection on the prospects of management' in Wilkinson, A, Armstrong, SJ & Lounsbury, M (eds), The Oxford Handbook of Management, Oxford University Press, England, pp. 145-185.View/Download from: UTS OPUS or Publisher's site
Management studies has 'lost its way' by advancing instrumental research too frequently foreclosing its larger ethical and practical implications. The authors argue for bracketing the excessively technical and scientistic orientation of much management research by requestioning the purposes, presuppositions and prejudices on which management and organization theories have been based. They explore philosophical approaches capable of grounding a restored public trust. These range from the use of phronesis (practical wisdom) in Business School curricula, rather than either pure techne or pure theoria, to recovering exemplars of codetermination in workplace practices and cultures that affirm in practice a deeper regard for human dignity than mere resource efficiency. These examples offer antidotes to entrenched managerialism in neoliberalism, embedding social and ecological concerns in organizational purposes. Management legitimacy is enhanced when viewed as a process accomplishing ends that support rather than alienate public confidence.
Jarvis, WP 2011, 'Restoring Public Trust in the MBA: A Road-tested Kantian approach' in Aman, W, Pirson, M, Dierksmeier, C, von Kimakowitz, E & Spitzeck, H (eds), Business schools under fire : humanistic management education as the way forward, Palgrave Macmillan, London, pp. 147-170.View/Download from: UTS OPUS
Berti, M, Simpson, AV & Jarvis, W 2015, 'Opening governance to co-designed co-determination for economic democracy', Academy of Management Proceedings, Academy of Management Annual Meeting, Vancouver.View/Download from: UTS OPUS or Publisher's site
We explore 'governance' in relation to five meanings of 'open': (1) by exploring co-determination under German law (Mitbestimmung) and by analysing the method of design thinking with its emphasis on empathy to the user experience, we investigate 'open' as more democratically shared power, information and responsibility ; (2) in using the genealogical method of historical investigation we express 'open' as exposing something that is covered; (3) by initiating this discussion with the academic community, we invite frank 'open' discussion; (4) in not positing a final thesis, we leave the conclusion unsettled and 'open' for further debate and analysis; (5) yet, we do hope this discussion will lead to new approaches to governance, thereby establishing or 'opening' 'co-designed open governance' as a new enterprise.
Gibson, A, Knight, S, Aitken, A, Buckingham Shum, S, Ryan, P, Jarvis, W, Nikolova, N, Tsingos-Lucas, C, Parr, A, White, A, Sutton, N & Tsingos-Lucas, C 2016, 'Using Writing Analytics For Formative Feedback'.