Teleological business ethics : formative, rationalist and transformative – illustrations and analogies

The strategic, tactical and operational levels of an organization may have different perceptions and convictions on how the organization’s behaviours and practices of business ethics should be managed in the marketplace and the surrounding society. We examine organizations’ behaviours and practices of business ethics in the marketplace and the surrounding society with the aid of complexity sciences. The objective is to describe organizations’ behaviours and practices of business ethics using different teleological approaches. Unethical behaviours and practices may be the outcome of conscious actions, but they may also be subconscious. We will discuss reasons for both possibilities of unethical behaviours and practices by organizations, their managers and employees. An important insight based upon the presented illustrations and analogies is that the different teleological approaches to business ethics in behaviours and practices may be consecutive and simultaneous within an organization. An essential subject for further research is how to deal with the durabilty and variabitlity of behaviours and practices of business ethics of organizations in the marketplace and the surrounding society.

Transformative green marketing : impediments and opportunities

Green marketing is not achieving its potential for improving the quality of life of consumers, while improving the natural ecosystem. The failure is the result of the inability of consumers, firms and governments to adopt systems thinking, in which macro-marketing perspectives are integrated into their respective micro-decisions, that is, the anthropocentric view of the natural world is disregarded. The paper discusses why the three groups above have had difficulties in embracing environmental issues, thus impeding real transformative green marketing from occurring. To address the difficulties three proposed actions need to be undertaken: (1) Marketers need to look for new ways of calculating and communicating value that integrates environmental value, thereby moving away from financial measures which have no real environmental meaning. (2) Change the discourse regarding the environment, highlighting the importance of action and inaction, which needs to be based on increased education about the human–environment interface. (3) Marketing needs to refocus its emphasis on want satisfaction, shifting away from the acquisition of goods, thereby enhancing how marketers create value. Making these changes will allow marketers to operationalize transformative green marketing so the human condition and the natural system that humans operate within are both improved and bring about transformative green marketing.

Learning to manage : transformative outcomes of competency-based training

Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge and skills, but looks rather to the dynamics of self-questioning and upheaval as the key to adult learning. In this article, transformative learning theory is used as a lens for studying learning in a competency-based, entry-level management course. Instead of asking which knowledge and skills were developed and how effectively, the research enquired into deeper changes wrought by the learning experiences. The research found that for some learners the course contributed to significant discontent as they discovered that management practices they took to represent the norm fell dramatically short of the model promoted in the training.

Teaching critical reflection: a tool for transformative learning in social work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.

Transformative learning and international students negotiating higher education

This chapter aims to explore the theory of transformative learning as a possible explanation for the changes international students make in their journey to negotiate higher education. The chapter is derived from a doctoral study that involved international Chinese and Vietnamese students' adaptation to Australian higher education academic practices (Tran 2007). Within this chapter, transformative learning is viewed as a changing process in which international students construct reality through revisiting their existing assumptions and moving towards life-changing developments in their personal and professional perspectives (Cranton 2002; Mezirow 2000). It will be argued in this chapter that international students' process of negotiating higher education is a dynamic interplay between challenges and transformative power. Cross-border intercultural experiences are intimately linked to opportunities for self-transformation, and the challenging experiences that international students go through indeed foster the conditions for professional development and life-enhancing changes to take place. Given the current lack of theoretical and empirical research on the transformative power of international students, there is a critical need for more research on the transformative characteristics of international students and how best to capitalize on their potential. In this chapter, I draw on excerpts from two rounds of interviews with individual international students to illustrate the specific ways in which international students have the capacity to transform their own learning and develop life-enhancing skills. The discussion shows that they experience evolution in professional outlook, attitudes and personal qualities through the process of critical self-reflection and adaptation to disciplinary demands in higher education. The chapter also highlights the contradictions regarding the discursive practices within the current context of international education export.

Narratives exploring earth-based spirituality for transformative outdoor and environmental studies

This research examined Outdoor and Environmental Studies pedagogy, and the role of meditation during expeditions in natural environments. Using an eco-feminist framework, the researcher explored how such spiritual and emotional inquiry can promote holistic wellbeing, deep ecology and strong environmental ethics.

Critical Indigenous pedagogy meets transformative education in a third space learning experience

This paper explores the philosophical and theoretical foundations of a first year unit in Aboriginal Studies offered at the University of Notre Dame in Fremantle. It explains how the current approach is inclusive of transformative and critical Indigenous pedagogies and taught from an evolving ‘third space’. Each philosophical underpinning is considered briefly, with reference to informal feedback received from students in 2014. What is suggested is that AB100 is indeed transformational for students in ways that are potentially ongoing in both professional and personallives. Given the focus of the University of Notre Dame on training students for the professions this has implications for potential ways of teaching and learning that may require uncapping the usual teaching and learning frameworks to actively incorporate transformative and Indigenous pedagogies. Recommended is the need for further investigation and research into the impact of this approach to learning via an evaluation framework based upon the authors PhD outcomes

Cultural diversity through transformative action research: translating ideas into real world impact

According to the World Bank, in 2013 more than 215 million people were living outside their countries of birth, and the United Nations Population Fund outlined that if all international migrants lived in the same place they would constitute the world’s fifth most populous country. In other words, the world’s migrant population is greater than at any other time in history and is expected to grow further. As a result of this ever-increasing human mobility, cultural diversity is a fait accompli. For this reason the mission of the Alfred Deakin Research Institute for Citizenship and Globalisation (ADRI-CG), since its inception in 2001, has been to work towards fostering intercultural understanding, human rights and social inclusion through transformative action research and within multidisciplinary approaches. Further, the Institute is mindful that academic work alone is not enough to effect lasting change in both policy and practice, and as such continually seeks strategic partnerships and effective dissemination strategies to influence public policy, and reach communities both locally and globally.

Understanding poverty and promoting poverty alleviation through transformative consumer research

Consumer research holds potential for expanding society's understanding of how people experience poverty and mechanisms for poverty alleviation. Capitalizing on this potential, however, will require more exploration of how consumption experiences shape individual and collective well-being among the poor. This article proposes a framework for transformative consumer research focused on felt deprivation and power within the lived experience of poverty. The framework points to consumer choice, product/service experiences, consumer culture, marketplace forces, and consumption capabilities as research streams with potential to help alleviate poverty. Future research in these areas will expand pathways for transforming the lives of the poor by alleviating stress, engaging marketplace institutions, fulfilling life aspirations, leveraging trust and social capital, and facilitating creativity and adaptation.

Applying a transformative consumer research lens to understanding and alleviating poverty

Increasing attention to global poverty and the development of market-based solutions for poverty alleviation continues to motivate a broad array of academicians and practitioners to better understand the lives of the poor. Yet, the robust perspectives residing within consumer research remain to a large degree under-utilized in these pursuits. This paper articulates how applying a transformative consumer research (TCR) lens to poverty and its alleviation can generate productive insights with potential to positively transform the well-being of poor consumers.

The promised LAN: the transformative power of information and communications technology in developing countries

Este tese analise as implicações dos investimentos em tecnologia de informação e comunicação (ICT) em países ainda em desenvolvimento, especialmente em termos de educação, para estimular a implementação de uma infra-estrutura mais moderna em vez da continuação do uso de métodos tradicionais. Hoje, como o interesse e os investimentos em ICT estão crescendo rapidamente, os módulos e as idéias que existem para medir o estado de ICT são velhos e inexatos, e não podem ser aplicados às culturas de países em desenvolvimento. Políticos e investidores têm que considerar estes problemas quando estão pensando em investimentos ou socorros para programas em ICT no futuro, e investigadores e professores precisam entender os fatores importantes no desenvolvimento para os ICTs e a educação antes de começar estudos nestes países. Este tese conclue que investimentos em tecnologias móbeis e sem fios ajudarem organizações e governos ultrapassar a infra-estrutura tradicional, estreitando a divisão digital e dando o resulto de educação melhor, alfabetização maior, e soluções sustentáveis pelo desenvolvimento nas comunidades pobres no mundo de países em desenvolvimento.