Grenoble Ecole de Management (GEM) is a French graduate business school (Grande Ecole) renowned for its teaching in innovation and management.The consular institution was founded in 1984 in Grenoble, in the Auvergne-Rhone Alpes region, by the Chamber of Commerce and Industry (CCI) of Grenoble.The school is ranked among the top 10 French business schools.GEM is part of the Conférence des Grandes écoles, and one of the only 1% of business schools in the world which holds the "Triple Crown" of international business school accreditations: EQUIS by the EFMD, AMBA, and the AACSB.The school offers undergraduate and graduate programs: Master in Management, MSc, MBA, EMBA, DBA and PhD in management, and bachelor's degrees as well as executive education for managers and leaders in its two French campuses: Grenoble and Paris, and its twelve international campuses.In 2021, GEM is the first French business school to become an entreprise à mission. Corporate social responsibility is managed by a committee of students, administrators and teachers. It aims to provide answers, through training and research, to the major challenges of the ecological, societal and economic transition.
Recent work in animal organization studies (AOS) highlights the cross-boundary character of interspecies solidarity, typically grounded in an ethics of entanglement that promotes a shared becoming-with other species. While fruitful, these perspectives presume a solidarity rooted in equality that can be difficult to sustain in situations of suffering and death. Drawing on an organizational ethnography of an animal sanctuary, we examine the implications of such extreme contexts, highlighting illusions, misunderstandings, and power asymmetries in interspecies solidarity. Our findings show, first, that the daily experience of suffering and death fosters an ethics of forbearance in which humans engage in becoming-without animals to sustain interspecies solidarity. Second, this stance is enacted through long-suffering practices that concretely connect humans and animals. Finally, the extreme situation and workload contribute to emotionally charged communication among humans. We make three contributions to the debate on interspecies solidarity. (1) We demonstrate how extreme contexts encourage a dual movement of approximation and distancing, articulating both the ethics of entanglement and forbearance. (2) We extend the literature on solidarity ethics by analyzing the organizing challenges of becoming-without through long-suffering practices. (3) We clarify the effects of ethics of forbearance on emotionally charged interactions among humans.
Rankings and accreditations encourage business schools to be more diverse, notably regarding professor nationality and gender. At the same time, professors are expected to receive high student evaluations for their teaching. However, professors with certain diversity-relevant characteristics might be systematically disadvantaged when it comes to students' evaluations of teaching. This research adopts a social categorization lens, which enables a thorough exploration of multiple relationships and their nuances. Using a proprietary sample of 377,504 business school student-professor dyads, we uncover findings that contribute to the seemingly conflicting results in the literature on diversity. This paper shows that students value international professors, such that the larger the cultural distance between professors and students, the higher the professors' evaluations. The study also offers a more nuanced view regarding the gender bias debate. At younger ages, female professors receive lower evaluations than males. While an inverted U-shaped relation exists for female professors, with female professors receiving the highest evaluations close to the mid-point of age, male professors obtain lower evaluations with higher age. Finally, full-time professors, professors who give higher grades to students, and professors who are native speakers receive higher evaluations. The findings thus empirically corroborate the benefits of employing a diverse faculty.
