{"id":52633,"date":"2020-06-08T15:33:59","date_gmt":"2020-06-08T22:33:59","guid":{"rendered":"http:\/\/world.edu\/?p=52633"},"modified":"2020-06-08T15:33:59","modified_gmt":"2020-06-08T22:33:59","slug":"management-teaching-collective-action-for-ecological-transition","status":"publish","type":"post","link":"https:\/\/world.edu\/management-teaching-collective-action-for-ecological-transition\/","title":{"rendered":"Management: teaching collective action for ecological transition"},"content":{"rendered":"

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In higher education, many voices have called for an ecological revival before the Covid-19 crisis.\u00a0It is a question of students being able to understand in their training the challenges of the ecological transition imposed by climate change, the depletion of resources and biodiversity.<\/p>\n

More than\u00a030,000 students<\/a>\u00a0signed the first call launched in 2018.\u00a0A second<\/a>\u00a0collected more than 8,800 signatures, including those of 160 school leaders and 1,200 teachers.\u00a0Then more than 80 deputies signed a\u00a0bill<\/a>\u00a0, tabled in September 2019 in the National Assembly by Delphine Batho, Matthieu Orphelin and C\u00e9dric Villani.<\/p>\n

In the short term, students need a knowledge base on\u00a0global warming<\/a>\u00a0.\u00a0In addition, their\u00a0courses<\/a>\u00a0must integrate these issues.\u00a0Some\u00a0initiatives are being taken<\/a>\u00a0in this direction by several institutions.\u00a0Institutional support and incentives<\/a>\u00a0are needed so that institutions can become more involved, and in greater numbers.<\/p>\n

In management, student training is part of what it means, that is, in a\u00a0pragmatist approach<\/a>\u00a0, “the capacity of an organization to conduct collective activity”, as Philippe Lorino, professor emeritus at the ‘ESSEC.<\/p>\n

To contribute professionally to the ecological transition, management students must therefore be trained to develop the collective activity of their future organization in this perspective.<\/p>\n

They will have to situate themselves as one of its stakeholders and work more or less directly with the others.\u00a0These will be external, including experts, representatives of public authorities and recipients of the activity.\u00a0They will also be internal, employees having the expertise and experience essential to the implementation of a legitimate and relevant ecological transition across their organization.<\/p>\n

Collective actions and participatory decisions<\/strong><\/h4>\n

The Covid-19 crisis has (re) highlighted the necessarily participatory dimension of complex decision-making processes.\u00a0Many experts regard the involvement of civil society in the management of the crisis as a societal emergency, including\u00a0Jean \u2011 Fran\u00e7ois Delfraissy<\/a>\u00a0, president of the scientific council.<\/p>\n

Eight women academics have distributed a\u00a0text<\/a>\u00a0, signed by more than 5,500 teacher-researchers internationally on June 3, 2020. They identify the issue of the democratization of businesses as one of the lessons to be learned from the current crisis.<\/p>\n

The conditions (principles, authorities, guarantees, processes, postures) of the development of such collective intelligence have been tested for a long time in spatial planning.\u00a0It is a question of implementing an (also) participative democracy which leads to more socially relevant and legitimate decisions thanks to the taking into account not only of varied expertise, but also of experiences lived in the territories.<\/p>\n

Territorial consultations have led their actors to enter the black box of participatory decision-making processes.\u00a0Likewise, organizations\u00a0engage<\/a>\u00a0or\u00a0will have to engage<\/a>\u00a0in reflections with a view to collective actions to design a way\u00a0out of the crisis inscribed in the ecological transition<\/a>\u00a0in a relevant and legitimate way, at the level of society as well as their own. .<\/p>\n

Action-level training<\/strong><\/h4>\n

To be able to contribute to this transition once in office, management students must experience reflections with a view to collective actions during their training.\u00a0Because we learn to position ourselves as a stakeholder by taking sides, through experience.<\/p>\n

To do this, teaching devices (courses, seminars, projects) offer students the opportunity to position themselves as stakeholders in collective learning based on structured exchanges – with the teacher, between students and, as the case may be. where appropriate, with other researchers, or representatives of organizations or territories – and informed by readings proposed by the teacher or students.<\/p>\n

Exchanges with a number of ESSEC students show that they wish to understand the variations of the ecological transition in the different dimensions of their life – current social and future professional – by understanding:<\/p>\n