SUSTAINABLE HRM, strategies, practices, and challenges
Learning outcomes are defined for each course and can be consulted by clicking on the “ECTS” links.
|Sustainable Organisational Behavior||5|
|English for HR Professionals||3|
Our world is changing fast. Future leaders face the challenges of a VUCA (volatile, uncertain, complex, ambiguous) world. Recent events such as the Covid-19 pandemic have a huge impact on society and the economy. Also, climate changes show that business-as-usual has to change in order to guarantee meaningful lives for future generations. The objective of this course is to offer students an overview of theories and frameworks related to sustainability, and which solutions are already implemented in the current business environment. Traditionally, sustainability is linked with environmental theories and challenges, but authentic sustainable business management also aims at creating economic and social value.
Therefore, we focus most on recent theories to underpin sustainable business management: the Doughnut Economy, Profit versus Value, and Ecosystems. After setting the framework, we will discuss practical examples and real-life cases, looking after practical solutions that could help face the challenges. Corporate Social Responsibility, Social Entrepreneurship, and Circular Economy among others will be analysed.
in recent decades, we have been facing many crises: financial, leadership, health care, climate… The dominant narrative of the way we organise our life and institution at all levels is under pressure. Transition management is more than ever needed. Moreover, it is important to realise that the most thrilling breakthroughs will not come from technologies inspired by robotics or artificial intelligence, but from our capacity to reinvent organisations towards more sustainability. These agile organisations are the scope of this course. How can we develop agile leadership and HRM for turbulent times?
In this course, we explore the strategies and practices of these reinvented organisations. We take a deeper dive into the fundamental principles of these agile organisations: self-management, holistic or systemic perspective, and working with the concept of an emergent future (instead of a planned future). In this transition phase, we are especially interested in the role of HR professionals to make sustainable organisations happen.
This course can be seen as a boot camp introducing non-native speakers to “what’s in it for Me, for the Business (or Organisation I want to work for) and My World.” It is an invitation to improve your communication skills to take more advantage of the other courses during this semester. The topics are related to the general topic of the semester. It features dozens of exciting, authentic, and up-to-date examples to raise awareness on “Alive in the Anthropocene” and have interesting discussions on it. It draws on video materials from international media and texts from different sources and perspectives. In addition, you will be honing your grammar, vocabulary, and writing skills.
Native speakers can take advantage of this course by improving their general communication skills and deepening the discussion about the general topic of sustainability. There are also alternatives for learning another language organized by the department Business and Management.
Faced with persistent socio-ecological problems diverse actors all over the world are engaged in initiatives aimed at fostering sustainability transitions: fundamental changes at the level of complex socio-technical systems like the energy, mobility, housing, or agro-food system. These transitions are long-term processes that change deeply anchored strategies, structures, and practices. Transitions result in a profound transformation of a system. Existing decision-making procedures often prove unable to adequately tackle
persistent and complex, so-called “wicked” sustainability problems. Hence, appeals have been made to experiment, to tackle these problems as “learning by doing.”In Ghent, there is a city academy for local social-ecological wicked issues, based on ideas of social innovation from a multi-disciplinary perspective. In this course, we will have a closer look at this living lab by exploring two cases: housing and food. The first deals with the question of how to make housing affordable for a diverse community? The second deals with sustainable food production and distribution at the local level.
The problems we are facing today have their roots in history. Philosophy has a tradition of reflecting on current situations informed by great thinkers in different periods. In this course, there will be a focus on the philosophy of late modernity with a focus on subjectivity, differently understood as the ego, the individual, or the effect of social power structures. Texts of great thinkers on “subjectivity” will be discussed, from René Descartes (modernity) to Slavoj Žižek (our late-modernity).
What is action research? Why do action research? When should you use action research? How do you become an action researcher?
As this semester is all about tackling wicked problems, action research is indispensable not only for improving your practice but also for advancing learning as the basis of improved practice. It offers a notion of research that is thoroughly integrated into everyday life. Reflectiveness or reflexivity is advocated and integrated with this approach. We explore the connections and potential incongruences between our theorising and how we act. We make grateful use of techniques of human-centered design research.
Action research aims to be a disciplined, systematic process: take stock of what is going on; identify a concern; think of a possible way forward; try it out; monitor the action by gathering data to show what is happening; and evaluate the progress by establishing procedures for making judgments about what is happening.
Sustainable HRM is the common thread in this semester. The courses provide a better understanding from different perspectives. The purpose of the bachelor project is to undertake action research yourself. Starting with a real-life question, you will improve your learning process by doing it yourself, together with your fellow students. The project will be carried out in co-creation with an (international) local organisation and coached by a lecturer, who will also guide you during the semester on your professional development. By doing a project, students reflect actively on their own professional identity. The reflection model used as well as the framework of 21st-century skills respond to the rising challenges for our profession in a globalised and ever-shifting world.
Discover the courses and more about this international semester program.