Leading Responsibly in the Asian Century pp 177-190 | Cite as
The Future for Responsible Leadership
Abstract
The responsible leadership field is still in its formative years: current responsible leadership research focuses more on clarifying the attributes of the concept and process than on the outcome variables, such as its link to productivity and organizational performance. But if the claims regarding responsible leadership are valid, the benefits to be derived at the individual, organizational and societal levels in the Asian century are too vast to gloss over. Thus this concluding chapter will address the need to develop appropriate research designs to capture and apply the concept of responsible leadership. It will emphasize the need for scholars to contribute theoretically and empirically to the development of responsible leadership discourse as well as approaches to teaching responsible leadership in business schools, so that leaders have the necessary skills and tools to enact responsible leadership in the Asian century.
Keywords
Business Ethic Business School Ethical Leadership Organizational Citizenship Behavior Critical ReflectionReferences
- Alavinia, S. M., Molenaar, D., & Burdorf, A. (2009). Productivity loss in the workforce: Associations with health, work demands, and individual characteristics. American Journal of Industrial Medicine, 52(1), 49–56.CrossRefGoogle Scholar
- Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Google Scholar
- Brookfield, S. D. (2000). Transformative learning as ideology critique. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.Google Scholar
- Butterwick, S., & Lawrence, R. L. (2009). Creating alternative realities: Arts-based approaches to transformative learning. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass.Google Scholar
- Caracelli, V. J., & Greene, J. C. (1997). Crafting mixed-method evaluation designs. New Directions for Evaluation, 74, 19–32.CrossRefGoogle Scholar
- Caverley, N., Cunningham, J. B., & MacGregor, J. N. (2007). Sickness presenteeism, sickness absenteeism, and health following restructuring in a public service organization. Journal of Management Studies, 44(2), 304–319.CrossRefGoogle Scholar
- Cranton, P. (2002). Teaching for transformation. New directions for adult and continuing education, 93, 63–72.Google Scholar
- Dawson, P., & Daniel, L. (2010). Understanding social innovation: A provisional framework. International Journal of Technology Management, 51(1), 9–21.CrossRefGoogle Scholar
- Delahaye, B. L. (2005). Human resource development: Adult learning and knowledge management. Milton: Wiley.Google Scholar
- Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.Google Scholar
- Duarte, F. (2010). Addressing student synicism through transformative learning. Journal of University Teaching and Learning Practice, 7(1), 4.Google Scholar
- Fernando, M. (2001). Are popular management techniques a waste of time? The Academy of Management Executive, 15(3), 138–141.CrossRefGoogle Scholar
- Fernando, M. (2011). A social innovation based transformative learning approach to teaching business ethics. Journal of Business Ethics Education, 8, 119–138.Google Scholar
- Fernando, M., & McLean, P. D. (2010). Embedding notions of community in the teaching-research nexus: A case study. In M. Devlin, J. B. Nagy, & A. M. Lichtenberg (Eds.), Research and development in higher education: Reshaping higher education (Higher Education Research and Development Society of Australasia (HERDSA) annual international conference, pp. 289–299). Milperra: Higher Education Research and Development Society of Australasia.Google Scholar
- Goetzel, R. Z., Long, S. R., Ozminkowski, R. J., Hawkins, K., Wang, S., & Lynch, W. (2006). Health, absence, disability, and presenteeism cost estimates of certain physical and mental health conditions affecting U.S. employers. Journal of Occupational and Environmental Medicine, 46, 398–412.CrossRefGoogle Scholar
- Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274.CrossRefGoogle Scholar
- Habermas, J. (1971). Knowledge and human interests. Boston: Beacon Press.Google Scholar
- Hansen, C. D., & Andersen, J. H. (2008). Going ill to work: What personal circumstances, attitudes and work-related factors are associated with sickness presenteeism? Social Science & Medicine, 67(6), 956–964.CrossRefGoogle Scholar
- Hofstede, G., & Bond, M. H. (1988). The Confucius connection: From cultural roots to economic growth. Organizational Dynamics, 16(4), 5–21.CrossRefGoogle Scholar
- Iverson, D., Lewis, K. L., Caputi, P., & Knospe, S. (2010). The cumulative impact and associated costs of multiple health conditions on employee productivity. Journal of Occupational and Environmental Medicine, 52(12), 1206–1211.CrossRefGoogle Scholar
- Knowles, M. S. (1980). The modern practice of adult education: From pedagogy. Cambridge: Englewood Cliffs.Google Scholar
- Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston: Gulf Publishing.Google Scholar
- Langan, D., Sheese, R., & Davidson, D. (2009). Constructive teaching and learning: Collaboration in a sociology classroom. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Josey-Bass.Google Scholar
- Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics, 74(4), 329–343.CrossRefGoogle Scholar
- Maak, T., & Pless, N. M. (2006). Responsible leadership in a stakeholder society–A relational perspective. Journal of Business Ethics, 66(1), 99–115.CrossRefGoogle Scholar
- MacLeod, R., & Egan, A. (2009). Transformation in palliative care. In J. Mezirow & E. W. Taylor (Eds.), Transformative learning in practice: Insights from community, workplace and higher education (pp. 111–121). San Francisco: Jossey-Bass.Google Scholar
- Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.Google Scholar
- Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
- Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice – New directions for adult and continuing education (No. 74, pp. 5–12). San Francisco: Jossey-Bass.Google Scholar
- Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation. Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.Google Scholar
- Pless, N. M. (2007). Understanding responsible leadership: Role identity and motivational drivers. Journal of Business Ethics, 74(4), 437–456.CrossRefGoogle Scholar
- Pruzan, P., & Miller, W. C. (2006). Spirituality as the basis of responsible leaders and responsible companies. In T. Maak & N. M. Pless (Eds.), Responsible leadership (pp. 68–92). London: Routledge.Google Scholar
- Rossouw, G. (2002). Three approaches to teaching business ethics. Teaching Business Ethics, 6(4), 411–433.CrossRefGoogle Scholar
- Starbuck, W. H. (1996). Learning by knowledge-intensive firms. In M. D. Cohen & L. S. Sproull (Eds.), Organizational learning (pp. 484–515). Thousand Oaks: Sage.Google Scholar
- Staw, B. M., & Epstein, L. D. (2000). What bandwagons bring: Effects of popular management techniques on corporate performance, reputation, and CEO pay. Administrative Science Quarterly, 45(3), 523–556.CrossRefGoogle Scholar
- Sydenstricker-Neto, J. (1997). Research design and mixed-method approach: A hands-on experience. http://www.socialresearchmethods.net/tutorial/Sydenstricker/bolsa.html. Accessed 20 Aug 2010.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.CrossRefGoogle Scholar
- Zingales, L. (2012). Do business schools incubate criminals? http://www.bloomberg.com/news/articles/2012-07-16/do-business-schools-incubate-criminals-. Accessed 26 Apr 2015.