1st Edition

Unmasking Irresponsible Leadership Curriculum Development in 21st-Century Management Education

    156 Pages 38 B/W Illustrations
    by Routledge

    This book is unique given its scholarly angle in unmasking irresponsible leadership (IL) by focusing on its meaning. For the first time the concept of irresponsible leadership (IL) is explored in depth, the plethora of terms used in various disciplines is synthesised, and the ped-andragogy of teaching IL as a threshold concept of responsible leadership (RL) is discussed. The methodological approach adopted is creative and sound.

    Following the call for business schools to do more in developing responsible leadership curriculum, the book is the first of its kind devoted to advocating a radical change in the management curriculum. It draws attention to the essence of developing a shared in-depth understanding of IL by addressing the misconceptions of theories and issues that have contributed to the epidemic corporate scandals worldwide. The authors provide a suite of reflective/reflexive tools for RL learning and development, including the first IL definitional framework useful for understanding IL perspectives. In addition the book is the first to introduce the ILRL board game, which increases the learner’s flow state. Thus, the book highlights how various tools can be useful for engagement, and understanding curricula and ped-andragogical issues vis-à-vis corporate leadership practices and sustainability in turbulent times.

    Our targeted audience: Academic researchers, final year undergraduates, and postgraduate (including Executive MBA) students and Higher Education Curricula developers/designers. The book provides many benefits, some of which include: Pertinent answers to important questions about responsible leadership and curriculum development; sophistication of qualitative research in management studies; in-depth understanding of irresponsible leadership from a cross-disciplinary perspective; support for leadership employability endeavours and equipping students with in-depth understanding of RL; assisting with developing reflective and reflexive practice; and in terms of ped-andragogy, encouraging innovation and creativity in teaching IL as a threshold concept of RL to reduce unnecessary management curricula bias.

    Part 1 Setting the scene for creating an IL definitional framework

    1 Introduction

    Why this book?

    Corporate Scandals and the Irresponsible Leadership Definition Dilemma

    A Plethora of Term

    Neoliberalist Views of RL and IL Practices; and Criticism Directed at Business Schools


    2 Creating an IL Definitional Framework: Research Methodology

    Research Methods, Practice and Analysis


    Part 2 Contextualising IL: An interdisciplinary approach

    3 Social Irresponsibility (SI), Corporate Social Irresponsibility (CSI), And Unethical Leadership (UL)

    Who Are Leaders (all levels of management, including CEOs) and What Does it Mean to Lead Others?


    4 Dark Triad Leadership (DTL) and Toxic Leadership (TL)

    Narcissism, Machiavellianism, and Sub-Clinical Psychopathy


    5 Irresponsible Leadership (IL): Adjective-Noun

    General Meaning of Irresponsible and Irresponsibility: Who’s Saying What?

    Negative Forces: Evil, Causing Harm to Others (Intension to Harm)


    Chapter 6 Creating an IL Definitional Framework: Content/Context Analysis

    Content Analysis 1/Context Analysis 1: "Irresponsibility" – 400+ Synonyms List and NViVo Text Search for IL Terms Identified within Text

    Content Analysis 2/Context Analysis 2: Word Frequency Test and World Cloud Samples


    Chapter 7 Creating the IL Definition Framework: Cluster Analysis

    Context: Analysis 3

    Higher and Lower Clusters


    Chapter 8 Conclusion of Parts 1 and 2


    Part 3 IL curriculum development contemplation

    Chapter 9 Critical Issues Vis-à-vis Developing IL Curriculum in Turbulent Times

    Developing New Curriculum, Content and Educational Progress to Align with Organisational and Business Sustainability in the 21st Century

    Developing Adaptive, Reflexive/Reflective Ped-Andragogical Approaches to Support Personal Risilience and Flexibility During Social-Economic Turbulence and Implications for HEIs


    Chapter 10 Ped-Andragogical Approaches to LMD in View of Applying the IL Definitional Framework

    Leading Teams and Team Leadership

    How should the Subject ‘IL’ be taught in the classroom to enhance RL learning?

    Gaming and Engagement

    Courses and Programmes

    LMD: Art Based Learning and Engagement

    Teaching Strategy: A Student Centred Approach to Teaching and Learning


    Chapter 11 A Radical Change in the Management Curricula

    Closing Statement: A Radical Change in the Management Curricula

    Significance of the Book

    Future Research


    Appendix 1 Full Dendrogram: Core IL Fields Cluster Analysis

    Appendix 2: DTL Case Study

    Appendix 3: Disruptive Behaviours/Situations

    Appendix 4: Reflection Colouring Book


    Lola-Peach Martins is Senior Lecturer in HRM at Middlesex University, UK. She is leading Middlesex University’s UN PRME (United Nations Principles for Responsible Management Education) Curriculum Development Project.

    Maria De Lourdes Lazzarin is a researcher in Qualitative Social Research and holds a PhD in Management awarded by the University of Kent.