What question did this study set out to answer?

Introduce and evaluate Reflexive-Engagement Pedagogy as a framework to bridge the knowing-doing gap in management education under planetary constraints.

August 16, 2026Business Ethics the Environment & ResponsibilityOpen Access

Reflexive‐Engagement Pedagogy for Responsible Management Education: Bridging Reflexivity and Action Under Planetary Limits

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Authors

EAElda Nasho Ah‐PineFrance Business School

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Overview

Qualitative study demonstrates a shift from technical reasoning to reflexive societal action in business students, highlighting a pedagogical model for planetary responsibility.

Key Points

Introduce and evaluate Reflexive-Engagement Pedagogy as a framework to bridge the knowing-doing gap in management education under planetary constraints.
Conducted a qualitative, iterative study across three cohorts of a Master's-level course at a French business school from 2020 to 2023.
Combined instructor auto-ethnography with qualitative textual analysis of student reflections and social-innovation project reports situated in Global South and North contexts.
Observed an iterative shift in student reasoning away from technical, instrumental framings toward reflexive, context-sensitive, and politically attuned engagement.
Documented student resistance alongside uneven and partial transformations across the core mechanisms of integrative grounding, reflexive dislocation, and verification of will.

Cite This Study

Elda Nasho Ah‐Pine (2026) studied this question.

synapsesocial.com/papers/6a817a80f2fb91fc834ae572 https://doi.org/10.1111/beer.70148

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August 16, 2026Business Ethics the Environment & ResponsibilityOpen Access

Reflexive‐Engagement Pedagogy for Responsible Management Education: Bridging Reflexivity and Action Under Planetary Limits

View Full Paper

Ask AI

Bookmark

Authors

EAElda Nasho Ah‐PineFrance Business School

Discussion

Member takes

Overview

Qualitative study demonstrates a shift from technical reasoning to reflexive societal action in business students, highlighting a pedagogical model for planetary responsibility.

Key Points

Introduce and evaluate Reflexive-Engagement Pedagogy as a framework to bridge the knowing-doing gap in management education under planetary constraints.
Conducted a qualitative, iterative study across three cohorts of a Master's-level course at a French business school from 2020 to 2023.
Combined instructor auto-ethnography with qualitative textual analysis of student reflections and social-innovation project reports situated in Global South and North contexts.
Observed an iterative shift in student reasoning away from technical, instrumental framings toward reflexive, context-sensitive, and politically attuned engagement.
Documented student resistance alongside uneven and partial transformations across the core mechanisms of integrative grounding, reflexive dislocation, and verification of will.

Cite This Study

Elda Nasho Ah‐Pine (2026) studied this question.

synapsesocial.com/papers/6a817a80f2fb91fc834ae572 https://doi.org/10.1111/beer.70148

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