Subject: Critical review of « Liquidated » by K. Ho
Assignment for the « Management & Motivation » course, realized by: Marie Bourdin, Tiffany Dewael, Fiona Crespin, Victor Benacceraf, Pierre Hebbinckuys, Alice Fournet, Hocine Ait Mammar, Monica Laurent
Grade: A+
Subject: Critical review of « Inside Job » by C. Ferguson
Assignment for the « Management & Motivation » course, realized by: Jennifer BADA, Bérangère BLANCON, Sara CAMPY, Morgane DEBRAY, Arthur DISSES, Léa GANIVET, Rong JIN & Alexandre RIZZOTTO
Grade: A-
Subject: The role and impact of rumours on Wall Street
Assignment for the « Management & Motivation » course, realized by: Cendrine LELOUP, Ingrid MARQUEZ, Anne-Charlotte PHILIPPE, Rémi SLAMA and Aicha TAOUIL TRAVERSON
Grade: B+
Subject: The necessary accessories of a banker
Assignment for the « Management & Motivation » course, realized by: Marie Bourdin, Tiffany Dewael, Fiona Crespin, Victor Benacceraf, Pierre Hebbinckuys, Alice Fournet, Hocine Ait Mammar and Monica Laurent
Grade: A
The question of morally-defining a professional or an organizational culture through formal rules and regulations seems to be fashionable these days. Yet, could morals or ethics be implemented or ensured through a simple codification?
This paper explores the phenomenon of dress codes in professions. Even though organizational dress has been thoroughly studied, inter-organizational dynamics remain to be better understood. Indeed, considering the rise of turn-over within companies and that careers are now built on multi-organizational trajectories, a fine-grained understanding of professional dress codes would allow for an enrich understanding. Dress codes can be considered as carriers of both organizational communication and individual identity that will be central for professions as communities and through the professionalization process. Therefore, we will ask the following question: what is the role of understanding and complying with dress codes in becoming a professional?
In the aftermath of the Global Financial Crisis (GFC), while dealing with the dramatic consequences, electors and their representatives started to search who was responsible. The GFC was a complex phenomenon in which many actors, communities, corporations and governments were involved. Yet, some appeared to have been more active than others and roles were not the same. Rating agencies had given many products there full approval (the famous “AAA”) before realizing how problematic they were, i.e. CDO carrying subprime mortgages. When confronted in Court and in Congress about their “reckless disregard for the truth” (The Economist, Sept. 6th 2007), credit rating agencies used the First Amendment of the US Constitution that protects freedom of speech:
“The ratings … are and must be construed solely as, statements of opinion and not statements of fact or recommendations to purchase, sell, or hold any securities“ (The Financial Crisis Inquiry Commission, Jan. 2011).
Un problème du modèle des parties prenantes et qu’il tend à être extrêmement centré sur l’organisation. Il pose au centre de la représentation l’entreprise en question puis, en second lieu, et de manière finalement plus annexe, les parties prenantes qui sont reconnues ou qui ont réussi à se faire reconnaître. Cela institue une représentation mentale dans laquelle la préoccupation principale restera toujours l’entreprise, et dans laquelle les parties prenantes non reconnues tendent à être oubliées. Il instaure une hiérarchie des parties prenantes et donc une hiérarchie des points de vue fondée sur une reconnaissance par l’entreprise ou par des capacités d’influence et de pouvoir.
Critical sociologists and critical management scholars often condemn today’s organization of work and managerial technics. If this organization is actually problematic, this paper aims at looking further in the past, and to offer an etymological exploration of the word ‘work’. Although etymology is not an end in itself, it allows identifying semantic roots of words and better understanding the foundations upon which they infuse social practices and concepts. Indeed, the multiple manners in which social and organizational phenomena are experienced – and though of – cannot be disconnected to these roots.
This present research focuses on the etymological roots of the word ‘work’ in a European anchoring. This in no way states that other languages have nothing to teach us about the notion. Yet, considering the centrality of the West in both industrial revolutions and how it has imposed its rationality through globalization on work relations, it is safe to say that these roots are a strong starting point to untangle the many perspectives surrounding the notion of work in modern societies. As we will see, these roots are far from neutral and provide a rich account to the diverse, if not oppositional – and even contentious – views on what working means.
“It seemed to me there was one element that was capable of describing the history of thought — this was what one could call the problems or, more exactly, problematizations” (Foucault, 1988)
As a pedagogical practice, problematization is a methodology used to disrupt taken-for-granted truths (Bacchi, 2012), therefore allowing students to gain critical distance with unquestioned phenomena. As we will see, problematizing is not about finding the correct view or answer on a given issue, but rather a method to examine and challenge its ‘taken-for-granted-ness’. As such, Paulo Freire saw it as a “strategy for developing a critical consciousness” (Montero & Sonn, 2009: 80). Fundamentally, problematization is the exercise of one’s freedom: his/her ability to think differently from what has been previously defined and institutionalized.
Yoann Bazin 