Smith, S, Wall, T, Rowe, L, Whiteman, G, Agboma, F, Knight, L and Armstrong-Gibbs, F (2024) Addressing oxy‘moronic’ educational practices: Examining and engaging paradox for embedding SDGs into postgraduate capstone projects. In: British Academy of Management 2024 Conference Proceedings . (British Academy of Management Conference, 2nd Sept - 6th Sept 2024, Nottingham).

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Abstract

Paradoxes are prevalent in (responsible) management education. A primary example relates to profit maximisation versus contribution to society (often considered to be profit sacrificing), i.e. a dominance of capitalist and neo-liberalistic values underpinning how business and
business education is conducted. This paper applies and examines 150 mainly MBA (and some other postgraduate) capstone projects and six follow-up interviews to assess the contributions towards, and impact on, the Sustainable Development Goals (SDGs). This includes understanding and examining how embedded SDGs appear to be in programme design, as well as whether this educational impact transcends into industry practice. Intrapreneurship skills are examined as a core component of postgraduate programme design and potential facilitator for enabling effective change back into industry. We use Organizational Ambidexterity as a paradoxical lens to offer unique perceptions within this complex realm and offer academics a novel reflective state, whereby they can contemplate increasing levels of achievement for SDGs and enable greater transcending of responsible management education into practice. Our findings present distinct paradoxical themes that highlight the complexity of why we might be
failing to effectively achieve SDGs through postgraduate education.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	H Social Sciences > HF Commerce > HF5001 Business
Divisions:	Liverpool Business School
Publisher:	BAM
SWORD Depositor:	A Symplectic
Date Deposited:	16 Sep 2024 15:34
Last Modified:	16 Sep 2024 15:34
URI:	https://researchonline.ljmu.ac.uk/id/eprint/24123

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