The responsible company of the future: reflective responsibility in business

The starting point of this paper is the fact that the one thing that is certain about the future is its uncertainty. While uncertainty has always been a constant of human life, the paper argues that due to technological and social developments, risk and uncertainty are going to be defining features that companies of the future will have to deal with. Given that almost all managerial and organisational decisions have moral consequences, the question is how companies can and should act. The paper suggests that one possible way in which moral challenges under risk and uncertainty can be addressed is the concept of responsibility. It demonstrates that there is a close affinity between responsibility and uncertainty on the one hand and between responsibility and business on the other. However, the traditional concept of responsibility has severe limitations that preclude it from being applied successfully. In order to overcome the weaknesses of traditional responsibility a reflective notion of responsibility is developed. Reflective responsibility is the attempt to apply its defining features, which are openness, teleology, and consequentialism, onto itself. The theory of reflective responsibility is then developed and, by using an example, it is demonstrated that it corresponds well with participative management strategies.The paper concludes that reflective responsibility overcomes the weaknesses of traditional concepts of responsibility and at the same time retains their strength of being able to deal with uncertainty. The theory of reflective responsibility therefore offers a plausible course of action for companies that want to be the ethical companies of the future.     

Understandings of accountability: an autoethnographic account using metaphor

The practical engagement of developing social accounts has provided me with an opportunity to consider different understandings of accountability. My reflective personal account, an autoethnography, explores difference in approaches to and insights into accountability in practice. The changed understandings of accountability developed during and after the production of two sets of social accounts with a not-for-profit organization. As part of the sense making process within the personal account, generative metaphor is used to enable reflection on the problem of accountability within social accounts. In this case the problem is both acknowledging and recognising the effect of my approach to and understandings of accountability during the production and reporting of two social accounts. The first social account was developed with a more formal and instrumental approach to accountability than the second which drew upon the initial experience and understanding of the first included a broader and more complex view of accountability. The recognition of a changed appreciation of accountability through the experience provides a deeper view of how accountability can be played out in practice with a not-for-profit community based organization. The result is my acknowledgement of a broader more encompassing notion of the complexity of accountability as part of a fragmented and changing world (Miller, 2002). By acknowledging this complexity I have opened a space that enables me to recognise the influence of my approach to accountability in practice. There is a need to recognise how we approach accountability in order to counter the current dominance of calculative forms of accountability from the ‘business case’ perspective supporting control of powerful elites that steer society. An accountability that includes complexity and the non-calculative is a more appropriate form for a not-for-profit organization rather than a dominant calculative accountability.     

英语教师反思性教学研究

教学反思是英语教师教学认知活动的一个重要组成部分,它要求教师在教学实践中不断的进行反思教学内容和结果。本文首先分析了反思性教学的内涵和西方流行的反思性教学模型,然后分析了反思性教学在英语教师专业化中的作用,最后提出了英语教师反思性教学的环节与形式。     

System-level causal modelling of widescale resource plundering: Acting on the rhino poaching catastrophe

The initial goal of this study was to develop a predictive model that could serve as a pre-emptive method for curbing rhino poaching. During the development of the predictive model it became evident that only the tip of the iceberg, so to speak, has been uncovered. The rhino poaching problem is even more complex than was initially thought and this paper serves as a reflective piece on how the research methodology for the complex and poorly understood rhino poaching problem was shifted towards developing a common understanding of major drivers and interactions, to allow for pre-emptive action on a variety of fronts. The global drivers dictating the rhino horn supply chain such as human trafficking and other socio-economic factors cannot easily be captured in a model of causal certainties. This is in spite of the fact that the motivation of the individual poachers may reduce to greed or the need to provide for their families. Although the authors initially thought that it would be possible to model these causalities it became clear that the system is highly reflexive and adaptive. The system has feedback and recursive causal internals that self-regulate by changing in response to the environment. As interventions are introduced, the system will try to respond to mitigate the effects or impact of the change which makes predictive causal modelling very challenging. The paper reflects on this understanding derived from the development of a methodology that combines different versions of a causal Bayesian Network model with a systems framework drawn from an integral ecology perspective.     

The 21st-century public servant: working at three boundaries of public and private

In a project on the roles and skills of the 21st-century public servant, interviews with public service workers highlighted three boundaries of public and private: relating to ethics, careers and identities. Two contingent factors shape the capacity of staff to be able to reconcile the public and private aspects of their work: the degree of fiscal austerity and the scope for reflective practice. Strategic workforce planning needs to support staff to manage the different versions of public and private.     

On theory as a ‘deliverable’ and its relevance in ‘policy’ arenas

This paper comments on Lee Parker's paper on “Qualitative management accounting research: deliverables and relevance”. Using it as a starting point, it highlights the need for more informed modes of theorizing as opposed to ‘more theories’ and the performative effects of theorising. Theories and theorising already matter although what they ‘deliver’ and influence will be contingent on their instantiation in specific action nets. Further, in order that such social practices might continue to generate desirable consequences, stronger forms of research training should be developed.     

Failures to enact the future—A social practice perspective

To be successful, organisational foresight requires a multitude of perspectives and faculties. We have adopted a social practice perspective, which we base within an interpretative world view, to better understand how organisational foresight is enacted. This offers a reading of the phenomena, of which the essential contribution is that organisational foresight is more than an organisational property; it is something that reflective people do as they engage with various inputs from the outside and as a result of the continuous interaction between activity systems and their constituting elements. A longitudinal case study illustrates the importance of understanding the construction of collective and individual meaning in working with organisational foresight. The study shows how the inherent rigidity of the existing activity system and the weak ties between these diverse subsets of the organisation may block the interaction between emerging social practices and organisational intentions resulting in ongoing failures of understanding and enactment. A model is developed to include these parameters in an augmented activity systems model. Based on this we have identified the linking of organisational levels as one of the key dimensions to be considered for which the social practice perspective holds significant explanatory strength.     

Participation in environmental spatial planning: Structuring-scenario to manage knowledge in action

Participatory planning experiences highlight the crucial role of cognitions produced, shared and used throughout participatory processes. The construction of spatial plans is more and more intended as a socio/political activity producing highly cognitive visions able to guide collective action and make a common good of it.In accordance with the view that a relevant portion of such knowledge is revealed only through action, the paper proposes the idea of structuring-scenarios as open entities able to structure action and, consequently, to bridge participatory knowledge to the impetuous practice of action.The paper first presents and discusses the role of structuring-scenarios in the work carried out while developing an environmental plan for the delta area of the Po River in Italy. Then it reflects on the main features of content and structure of such scenarios. Finally, the paper analyses the ‘structuring properties’ of these scenarios and their role in structuring action.     

Students’ perceptions of their first accounting class: implications for instructors

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students’ knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show that students want to understand how the first accounting course connects to the business world and to their other classes. Participants were unsure about when and how they practiced critical thinking; for improved learning outcomes, instructors need to keep critical thinking front and center. Students also need instruction in how to study accounting and how to utilize effectively the resources provided in their textbooks and as supplemental tools (e.g. integrated accounting software). Accounting professors must adapt their teaching methods to help students to meet professional demands, such as critical thinking skills and ability to handle a complex global business environment.     

Accounting ethics education: Integrating reflective learning and virtue ethics

This paper explains the use of reflective learning techniques to create and deliver a new ethics course. Students apply virtue-based reasoning with reflective thinking to resolve conflicts faced by accounting professionals. Teaching techniques include class discussion, minute papers, reflection journals, role playing, and case analysis. Students express their thoughts orally and in written form, interact with other students, receive feedback during and after assignments, and demonstrate what they have learned. Reflective learning helps to transform existing ideas and understandings to come to a new understanding of a situation. As a tool for ethics education in accounting, reflective learning provides the link that may enhance ethical understanding and enable students to apply virtue and reflective thinking to a variety of situations discussed in accounting courses. For students, reflective learning slows down classroom activity giving them more time to process the material, linking it to prior ideas. Instructors benefit from frequent student feedback and greater involvement in the learning process.     

The five minds of a manager

Managers are told: Be global and be local. Collaborate and compete. Change, perpetually, and maintain order. Make the numbers while nurturing your people. To be effective, managers need to consider the juxtapositions in order to arrive at a deep integration of these seemingly contradictory concerns. That means they must focus not only on what they have to accomplish but also on how they have to think. When the authors, respectively the director of the Centre for Leadership Studies at the University of Exeter in the U.K. and the Cleghorn Professor of Management Studies at McGill University in Montreal, set out to develop a masters program for practicing managers, they saw that they could not rely on the usual MBA educational structure, which divides the management world into discrete business functions such as marketing and accounting. They needed an educational structure that would encourage synthesis rather than separation. Managing, they determined, involves five tasks, each with its own mind-set: managing the self (the reflective mind-set); managing organizations (the analytic mind-set); managing context (the worldly mind-set); managing relationships (the collaborative mind-set); and managing change (the action mind-set). The program is built on the exploration and integration of those five aspects of the managerial mind. The authors say it has proved powerful in the classroom and insightful in practice. Imagine the mind-sets as threads and the manager as weaver. Effective performance means weaving each mind-set over and under the others to create a fine, sturdy cloth.     

Tackling an accounting coursework assignment - action research on the student perspective

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.     

Default Risk in Futures Markets: The Customer-Broker Relationship

The traditional view of the futures clearinghouse as an insurer that eliminates the need for customers to evaluate default risk is inaccurate. A clearinghouse member default in 1985 confirms that the clearinghouse only guarantees payment from member to member, not from customer to customer or member to customer. Thus, non-defaulting customers are subject to losses as a result of the action of individuals with whom thay have no contractual obligations. This study models the behavior of customers choosing a futures commission merchant (FCM) given the current legal position of the clearinghouse. In a single-period model with symmetric information, customers can eliminate their exposure to defaults of other customers or of their FCM only by choosing to trade through “boutique” (undiversified) FCMs. In practice, monitoring and rebalancing costs may impede the attainment of zero default risk. However, FCM diversification remains an important factor in customer choice of an FCM. When setting capital requirements, clearinghouses and government regulators need to consider the implications of diversification for both customer and market protection.     

Ethics and professionalism: Bringing the topic to life in the classroom

Much attention has been focused in recent years on the benefits of enhancing student understanding of ethical perspectives and professionalism in the workplace. An ongoing challenge for accounting educators is the need to address ethics in a way that will hold student interest, especially when most students have yet to experience an ethical situation in a work setting. We have developed a classroom game that incorporates the Institute of Management Accountants’ (IMA’s) Statement of Ethical Professional Practice, a newly revised model of ethical conduct. In this game, students identify how the IMA’s standards and principles are either upheld or violated in mini-case scenarios from workplace settings. The game facilitates student reflective thinking – a learning process where an individual addresses a problem that has many reasonable solutions rather than just one answer. The approach was introduced in managerial and cost accounting courses and has been employed also in an intermediate accounting setting. Feedback suggests that the game holds student interest, fosters reflective thinking, and can be used across multiple courses.     

An Interpretive Inquiry of Accounting Practices in Religious Organisations

This paper reports the study of accounting practices as embedded in two religious organisations in Malaysia. The research is an attempt to study accounting practices in a cultural setting that has not been the subject of previous interpretive accounting research. The study also makes a contribution towards the need for accounting research to become more explanatory of accounting as social practice wherein theory is both informed, and is developed by observation. This is achieved by developing grounded theory from the data and is in accordance with recent calls for case studies in accounting research to be more concerned with producing social theories of accounting practice.     

ATTRACTING AND RETAINING MAORI STUDENTS IN ACCOUNTING: ISSUES,EXPERIENCES AND WAYS FORWARD

The literature of social and educational research reflects the significance that issues of culture and ethnicity have gained in such research. This is evident, for example, in concerns to analyse and redesign social practices and to elaborate a critique of dominant Western institutions. In the research literature upon the accounting focus, evidence of such concerns has been comparatively scarce. While some research has been done@8ifor example, researchers have pointed to the Eurocentric character of accounting and critically analysed ethnic minority experiences of accountancy@8ithere is much more to do. Particularly scarce in the accounting literature have been studies concerned to focus upon accounting from an indigenous cultural perspective or to promote multicultural accounting education. Such a silence is of significance in the light of increasing worldwide concerns to learn from and to protect the cultures of indigenous peoples and to question the universal validity of Western practices, notably such as those of Eurocentric education. In this paper we focus upon Maori, the indigenous people of Aotearoa New Zealand, and critically assess and explore their participation in and experiences of accounting education. We concentrate upon university accounting education which is central to the process of gaining admission into the accountancy profession of Aotearoa New Zealand. We provide a historical and contextual analysis which elaborates upon the oppression and marginalisation of Maori people. The study reflects our concern that, in inquiring into why particular ethnic groups, including indigenous peoples, are under represented and lack influence in particular social activities and occupations, we need to give consideration to the role of cultural as well as socioeconomic factors. And in this respect we need to critically analyse the very institutions and practices of Western accountancy and Western accounting education as forms of insensitive cultural imperialism. These forms can change rather than the culture of peoples. For us, increasing the participation of Maori in accounting education and accounting practice and changing the character of these practices so that they are more reflective of Maori indigenous culture are two dimensions of the struggle for change which can be mutually reinforcing. We are supportive of such change and seek to bring this about in the Eurocentric institutions of Aotearoa New Zealand. Our contention is that a deeper critical analysis of issues of ethnicity in Western society can help to inform a critique of Eurocentric practices and institutions including in the sphere of accounting. In brief, we explore a range of interconnected themes: the complex character of the marginalisation and oppression of Maori; focusing in, the position respecting accounting education and the very practice of accounting; how this relates to ways forward and connects up with wider issues.     

Inherent risk assessment and audit firm technology: A contrast in world theories

Breaking from traditional thought, it has been increasingly argued that the observers of organizational action and the organizations that they observed are inextricably linked rather than independent of one another. Following this position, the world theories adopted and related root metaphors employed by these observers serve as an image of the structural relations that underlie human activities and are thus a mediating factor between the observer and the observed. It is positioned that world theories are not only reflective of reality, but also constitutive of it. This article considers the role of the mechanistics and organic world theories, along with their corresponding root metaphors and language, in shaping the independent audit with reference to a five-phase field study of how auditors assess inherent risk. Implications for research are considered.     

Letter from the oasis: Helping engineering students to become sustainability professionals

Sustainability scientists call for education that produces ‘sustainability professionals’, who understand the need for sustainability and can work towards it. However, students often have very different ideas, usually based on an expectation of continued unlimited economic growth. This paper, based on research with large, diverse, first year engineering cohorts, argues that a reflective process and on-line support can contribute to a learning oasis—a supportive environment that encourages students to leave their cultural and intellectual comfort zones. In these circumstances, most students will engage with the personal and professional challenges of what it means to be Globo sapiens, a wise global citizen and global sustainability professional for an increasingly complex century.¹     

When followers become toxic

Leaders are vulnerable, too. That is, they can be led astray just as their followers can--actually, by their followers. This happens in a variety of ways. Sometimes, good leaders end up making poor decisions because well-meaning followers are united and persuasive about a course of action. This is a particular problem for leaders who attract and empower strong followers. These executives need to become more skeptical of the majority view and push followers to examine their opinions more closely. At other times, leaders get into trouble because they are surrounded by followers who fool them with flattery and isolate them from uncomfortable realities. Charismatic leaders, who are most susceptible to this problem, need to make an extra effort to unearth disagreement and to find followers who are not afraid to pose hard questions. Organizational mechanisms like 360-degree feedback and executive coaching can help these leaders get at the truth within their companies. Finally, unscrupulous and ambitious followers may end up encroaching on the authority of the leader to such an extent that the leader becomes little more than a figurehead who has responsibility but no power. There's not much leaders can do to completely guard against a determined corporate lago, but those who communicate and live by a positive set of values will find themselves better protected. And since followers tend to model themselves after their leaders, the straightforward leader is less likely to have manipulative followers. In this article, George Washington University professor Lynn Offermann explores each of these dynamics in depth, arguing that leaders need to stir debate, look for friends who can deliver bad news, and communicate and act on a solid set of values.