TY - JOUR
T1 - HISTORICAL CONSCIOUSNESS IN EXECUTIVE EDUCATION PROGRAMS
T2 - ENGAGING WITH TRANSGENERATIONAL COLLECTIVE TRAUMAS
AU - Tcholakian, Lara A.
AU - Khapova, Svetlana N.
AU - Van De Loo, Erik
N1 - Publisher Copyright:
© 2023 Academy of Management Learning & Education.
PY - 2023/9
Y1 - 2023/9
N2 - A call for a larger consideration of history in management and organization studies suggests a fresh responsibility for business schools to develop historically conscious leaders. As the world is increasingly challenged by social and economic events, organizational actors must better understand and manage inherent emotions and not be limited by bounded rationality. By teaching the transgenerational transmission of collective traumas to two cohorts in an internationally renowned business school in Europe and in Asia, this study explores howhistorical consciousness can be construed in the context of an executive educational program and the learning consequences of this process over two years. Our findings distill five themes describing the executives' learnings. First, the intervention allowed the participants to experience historical consciousness through (a) personal connectionswith collective traumas, (b) awareness of the effects of the transgenerational transmission of collective traumas, and (c) the development of narrative competence. After two years, the participants identified two additional learnings in their organizational contexts: (d) they becamemore aware of howtheymanage their emotions, and (e) they identified perceived changes in their role as leaders.Wepropose that business schools encourage historical consciousness to better equip individuals in their roles as executives and leaders.
AB - A call for a larger consideration of history in management and organization studies suggests a fresh responsibility for business schools to develop historically conscious leaders. As the world is increasingly challenged by social and economic events, organizational actors must better understand and manage inherent emotions and not be limited by bounded rationality. By teaching the transgenerational transmission of collective traumas to two cohorts in an internationally renowned business school in Europe and in Asia, this study explores howhistorical consciousness can be construed in the context of an executive educational program and the learning consequences of this process over two years. Our findings distill five themes describing the executives' learnings. First, the intervention allowed the participants to experience historical consciousness through (a) personal connectionswith collective traumas, (b) awareness of the effects of the transgenerational transmission of collective traumas, and (c) the development of narrative competence. After two years, the participants identified two additional learnings in their organizational contexts: (d) they becamemore aware of howtheymanage their emotions, and (e) they identified perceived changes in their role as leaders.Wepropose that business schools encourage historical consciousness to better equip individuals in their roles as executives and leaders.
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U2 - 10.5465/amle.2020.0271
DO - 10.5465/amle.2020.0271
M3 - Article
AN - SCOPUS:85174240024
SN - 1537-260X
VL - 22
SP - 459
EP - 480
JO - Academy of Management Learning and Education
JF - Academy of Management Learning and Education
IS - 3
ER -