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Humanities, Volume 2, Issue 4 (December 2013), Pages 439-461

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Research

Open AccessArticle Integrating Sustainability in Management Education
Humanities 2013, 2(4), 439-448; doi:10.3390/h2040439
Received: 12 August 2013 / Revised: 27 August 2013 / Accepted: 29 September 2013 / Published: 14 October 2013
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Abstract
Over the last decade, numerous modules, courses, and programs in Management Education have integrated sustainability into their curricula. However, this “integration” has translated into very diverse forms and contents. This article aims to clarify these ambiguities. It maps four forms of sustainability [...] Read more.
Over the last decade, numerous modules, courses, and programs in Management Education have integrated sustainability into their curricula. However, this “integration” has translated into very diverse forms and contents. This article aims to clarify these ambiguities. It maps four forms of sustainability integration in Management Education. These four distinct forms are (1) discipline-based integration, in which the anchoring point is the business discipline (sustainability is added as a dimension of this body of knowledge); (2) strategic-/competitive-based integration, in which the anchoring point is the strategy of the organization (sustainability is viewed as a potential contributor to the firm’s competitive advantage); (3) integration by application, in which managerial tools and approaches from business disciplines are applied so as to contribute to addressing a sustainability challenge; and, last, (4) systemic integration, in which the anchoring point is a social-ecological-economic challenge defined from an interdisciplinary perspective. Implications of this chapter for the design of courses and programs and the practice of sustainability in Management Education are twofold. First, this article contributes to going beyond the prevailing tendency of studies in the field of sustainability in Management Education to focus mainly on tools and applications. In doing so, this article helps frame these challenges on the level of course and program design. Second, this article helps management educators map what they are intending to achieve by the integration of sustainability into the Management Education curriculum. Full article
Open AccessArticle Co-authoring History: Montpellier, the Vendée, and the Co-authorship of the Sources
Humanities 2013, 2(4), 449-461; doi:10.3390/h2040449
Received: 4 September 2013 / Revised: 25 September 2013 / Accepted: 11 October 2013 / Published: 18 October 2013
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Abstract
The discourses of literature and history are generally regarded as two distinct genres. This essay sets out to investigate the use of fictitious, that is, the invented, as well as real elements, in addition to narrative tools in some literary and [...] Read more.
The discourses of literature and history are generally regarded as two distinct genres. This essay sets out to investigate the use of fictitious, that is, the invented, as well as real elements, in addition to narrative tools in some literary and historical texts to examine whether there is evidence for a fundamental difference between them in this respect. In the first half of the article, from the juxtaposition of Merle’s historical novel, En nos vertes années, to Le Roy Ladurie’s The Beggar and the Professor, we shall see that real and fictitious elements are also interwoven in Merle’s text, just as history uses fictitious elements, necessarily and tacitly, or, in some works, in a rather provocative way. In the second half of this essay, in examining literary and historical narratives of the counter-revolution in the Vendée, it will become evident that historians also use the same narrative techniques as writers to orientate readers. While these findings would confound the normative distinction between history and literature, we cannot, however, finally conclude that there is no fundamental difference between literary fiction and history. Arguing against Alun Munslow, who claims in Authoring the Past that “’doing history’ is an authorial activity,” this present article tries to argue that, while in many aspects writing history is indistinguishable from writing fiction, the historian has co-authors: the sources themselves may enter the process of writing history. This is a conclusion that emerges from the analysis of Simon Schama’s Citizens. His text about the revolt in the Vendée points to a potential advantage of history when compared to literary fiction: historians may feel obliged to change their original point of view under the burden of the fact they themselves have enumerated—something we can call the latent but inherent co-authorship of the sources in historical narratives. Full article

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