The global field of management education and Master of Business Administration programmes constitute a hierarchy that propagates new and ongoing forms of epistemic colonialism, creating challenges and dilemmas for institutions and faculty members, especially in post-colonial locations. Limited attention has been paid to hearing and understanding students' voices from the Global South and their experiences of this hierarchy. This study presents the findings of mixed-methods research (interviews, survey) at an elite Indian Business School into how Master of Business Administration students located in India navigate a 'Western' Master of Business Administration. We use Ashis Nandy's idea of cultural resources, Walter Mignolo's enactive epistemologies and Gloria Anzald & uacute;a's border consciousness to discuss how such students 'survive' epistemic domination through particular practices (translation, silent coping, domestication of the West) and subjectivities (subordinated, coping/resisting, socio-culturally empowered); that is to say, students' own decolonizing praxis. The contribution of this article lies in this demonstration of how students thus do decolonial work, domesticating the Western Master of Business Administration while skilfully navigating a pluriversality of management knowledges. Insights may be used by Faculty to enhance the relevance and quality of Master of Business Administration education, by listening to and legitimizing Southern student perspectives.

This chapter is based on qualitative interviews with young cis men who had either just completed their undergraduate studies or were about to, all of whom held ambitions to move into professional and/or managerial jobs. These interviews were punctuated by conversations with their mothers about menopause at work. The chapter adds to our knowledge in terms of how others at work react to colleagues experiencing difficulties relating to menopause symptoms, which is still under-studied as a social phenomenon. The chapter unpacks the concept of male allyship in this space in order to highlight some of the associated tensions and risks but also, and more positively, some of its possibilities for equality work.

This chapter is premised on the idea that business schools that value and respect difference, promote gender, racial and other forms of equality and equity, and demonstrate inclusive practices in its offices, classrooms, public and virtual spaces are potentially more sustainable and more open to a sustainability agenda. Yet there are known challenges and barriers in the promotion of gender and racial equality in business schools, against the context of the hierarchical structure of the global management education system. The chapter discusses and gives examples of different strategies, policies, practices and initiatives – some promoting incremental change, others more radical - being undertaken by business schools to address EDI challenges and improve outcomes amongst faculty, students and in business school leadership.

This chapter looks at how business schools may take an integrated approach to tackling sustainable development through a focus on stakeholder engagement. It considers stakeholder partnerships in the co-creation of the SDGs. A case is made for a reassessment of business school activities to strengthen their core functions to stimulate new activities and practices by collaborative engagement. Different forms of stakeholder engagement, including service learning, engaged scholarship and the Public Value model are highlighted. The chapter also presents some of the potential challenges. Despite growing understanding of the importance of broader stakeholder engagement among business schools and its key role in sustainability, there are several tensions linked to wider implementation. The chapter concludes with several implications business schools should consider in developing wider and deeper stakeholder engagement.

Tackling the pressing challenges that business schools face as they deliver the UN Sustainable Development Goals (SDGs), this scholarly How To guide provides rich insights into how to create and sustain the business schools of the future.

In the past year, the UK has witnessed an unprecedented rise in women requesting HRT in the public health service. In England alone there has been a 30.5 % increase in the number of patient prescriptions from the previous year.1 The reasons for this are many and have a variety of consequences. Brexit and the pandemic have aggravated supply chain issues and meant that women already on HRT have had to change their medication suddenly due to shortages, while others wishing to begin HRT have had to navigate what is available in a limited market.

This chapter addresses how to make the sustainability agenda happen in business schools. Business schools and their institutional fields have to change their modus operandi. They need to move on from the past and undertake an audit of where they stand in their sustainability journey. They need to recognize that accreditation and ranking bodies take adhering to the sustainable development goals seriously. If business schools want to gain or retain their accreditation and move up in the rankings, they need to go beyond paying lip service to the SDGs. It means that they not only need to deliver sustainability-oriented educational offerings that are holistic and multidisciplinary, and develop a sustainability research agenda, that for instance delivers public good. They also need to engage with the goals in their operations by reviewing how they recruit or reward staff, and developing new processes and structures, such as new procurement procedures.

This chapter provides a context for the book and its chapters by addressing issues such as the competitive environment, student and staff internationalization (e.g. in terms of recruiting the best students or academic faculty, and gaining the largest number of students or research funding), and drivers for sustainability. These issues have implications for quality education and for business schools embracing the United Nations Sustainable Development Goals (SDGs). It defines what sustainability covers, and outlines key criticisms that business schools face notably in regards to not meeting stakeholder needs and promoting mindsets that may generate unethical behaviours. It argues that the call for change is such from accreditation bodies, governmental and non-governmental agencies, businesses and the media, that business schools have no choice but to embark on a paradigm shift. This shift should result in business schools embedding the SDGs in their research, education and operations.

This chapter emphasizes the importance of integrating sustainability in business and management education to train the leaders needed by society in the present. This is now more important given leadership is inseparable from an organization's capacity to contribute to the attainment of SDGs. Leadership has a direct impact on employees' attitudes and behaviours, enhancing the organization's credibility among various stakeholders. The chapter looks at how to define responsible leadership and goes on the elaborate how business schools can develop ethical and responsible leaders and address pedagogical issues. It discusses the need for transformation through greater collaboration and transdisciplinarity, as well as the development of futures literacy and learner reflection. The chapter provides insight into developing environments and contexts for responsible management learning and how business schools can organize for this.

This paper addresses climate change through collaborative work with social movement organisations in the Philippines. We contend that the tendency of work on climate change, social resilience and climate justice to ignore epistemological questions and proceed through technocentric dominant frames can lead to partial responses that support the status quo, contribute to slow (or fast) violence, and enhance ongoing processes of marginalisation. Instead, we argue, there is a need to co-develop analyses with those most affected. The experiences shared in this paper speak to complex knowings of climate and the intimate hurts of disaster, and provide rich scope for resistance and change. We find knowledges to be affective, emotional and relational, and deeply imbued with power relations. These insights lead us to theorise a topological angle on the knowings and beings of climate: to turn to emotional topologies. In seeking to elaborate on emotional topologies of climate, we draw on the concept of knowledge spaces to better understand meanings and practices of climate as emergent motleys of linked people, sites, affective process, activities and technologies. In the emergent nature of these spaces, there is scope for disruption, re-ordering and resistance.

This study addresses freedom, work and organisation by problematising Amartya Sen’s pluralistic notion of (development as) freedom through a fieldwork study of a Filipino non-governmental organisation that promotes sustainable agriculture. In this context, peasant farmers face increasing threat from intersecting agrarian and climate crises, exacerbated by mainstream economic paradigms for agricultural development. For Sen, development encompasses the process of expanding the ‘substantive freedoms’ of people (freedom to), and removing sources of ‘unfreedom’ (freedom from). However, it is not clear in Sen’s work how such freedoms are relationally constituted and thus the manner of the ‘labour of agential becoming’ at the core of Sen’s thought. We therefore ask: how do agroecological work and organisational practices of grassroots development promote freedom for small-scale farmers under climate threat in the Global South? Our analysis identifies a novel form of freedom – labelled ‘freedom with’ – defined as a set of relational, multi-actor capabilities and organising practices that constitute alternative, future-oriented ways of doing and being. ‘Freedom with’ enables us to better understand how and why the labour of agential becoming works, offering a theoretical extension of Sen’s notion of freedom with implications for debates in our field on sustainability and beyond-capitalist organising.

This paper employs an intersectional lens to explore menopausal experiences of women working in the higher education and healthcare sectors in Australia. Open-text responses from surveys across three universities and three healthcare settings were subject to a multistage qualitative data analysis. The findings explore three aspects of menopause experience that required women to contend with a constellation of aged, gendered and ableist dynamics and normative parameters of labor market participation. Reflecting on the findings, the paper articulates the challenges of menopause as issues of workplace inequality that are rendered visible through an intersectional lens. The paper holds a range of implications for how to best support women going through menopause at work. It emphasizes the need for approaches to tackle embedded and more complex modes of inequality that impact working women’s menopause, and ensure that workforce policy both protects and supports menopausal women experiencing intersectional disadvantage.

The welcome release of the Global Consensus Statement on Menopause in the Workplace from the European Menopause and Andropause Society (EMAS) marks a watershed in the study of this field. It provides a clear statement on the current state of scientific knowledge and an actionable roadmap for researchers and practitioners to advance the field into the future.

How do language and culture pose adjustment challenges that hinder the academic success of postgraduate international students? This article answers this question based on a thematic analysis of 55 semi-structured qualitative interviews conducted with postgraduate international students and academic and professional staff members at a Malaysian research-intensive public university. The results show that language and culture are influential in a range of academic (language, supervision, research training) and social (group work, friendship) adjustment challenges. The analysis highlights how these challenges hinder academic success as a result of limited or frustrated pathways for students' linguacultural development. We conclude that future academic research and university policy to support postgraduate international students may pay greater attention to cross-cultural, linguistic, and linguacultural issues.

Despite its benefits, the online environment fosters darker consumer behaviours including conflict, revenge, and aggression. Trolling has recently entered the marketing lexicon and poses a substantial threat for consumers and brands. However, current understandings of trolling are limited by a lack of empirical research, and a focus on undiscernible ‘trolls’ and their behaviours. Accordingly, the term ‘trolling’ has become a catch-all to describe almost any online misbehaviour. This research takes a broader perspective by examining the historical and discursive conditions that have produced trolling and its social practices. Combining a Foucauldian archaeology with marketing practitioner interviews, this study contributes a comprehensive understanding of trolling as a social phenomenon, the social practices that constitute it, and how trolling is enacted within consumer-brand interactions.