Towards a More Responsible Business School? Early Career Academics, Moral Identity Work and the Performative (Re)Constitution of the ‘Successful Academic’
研究基于对20个国家46位商业与社会领域早期职业学者的访谈，揭示他们如何通过四种道德身份工作（重新理论化、集结、重新框架、重新定向）来挑战和重构“成功学者”的表演性规范，为商学院推动积极变革提供启示。
Abstract The role of business schools in exacerbating social and environmental issues has become increasingly apparent. However, substantive change is often stymied at both individual and institutional levels by a ubiquitous pressure on faculty members to conform to a specific embodiment of the ‘successful academic’. This is a self that is performatively constituted through adherence to institutional rules and norms, with a particular emphasis on individual, research‐centric achievements. Through drawing on interviews with 46 Early Career Academics in the field of Business & Society, located in 20 countries, we explore how academics disrupt and reconstitute this self through moral identity work. We identify and explain four key forms of moral identity work: retheorizing, rallying, reframing and reorientating. Via these bottom‐up efforts, both implicitly and explicitly, our participants disrupt and reconstitute the norms underpinning the performative construction of the ‘successful academic’ in ways that hold potential to influence positive change. These findings therefore have broader implications for reimagining and retooling business schools as a force for nurturing more desirable realities beyond their own institutional boundaries.