Sustainability as a provocation to rethink management education: Building a progressive educative practice
Bibliographic record
Abstract
An important aim of critical management education is to stand in critique of mainstream educative practice, while engaging in ideas of new possibility and proposals for alternative action. Opportunities for critique can be opened by identifying paradox or the appearance of contradiction in the imperatives underpinning conventional approaches to management and management education. One such contradiction is the “sustainability paradox”: our dominant approaches to wealth creation degrades both the ecological systems and the social relationships upon which their very survival depends. In this article, we offer, from within a critical management education frame, an alternative vision of management education as a progressive educative practice: one that embraces our embeddedness in the natural world and our social relation to one another. We conclude with ideas for redirecting the contextual, organizational, curricular, and pedagogical dimensions of management education toward such a vision.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.046 | 0.033 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.011 | 0.059 |
| Scholarly communication | 0.017 | 0.022 |
| Open science | 0.003 | 0.022 |
| Research integrity | 0.009 | 0.012 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".