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Business & Society Research Seminar 2026
Responsibility under Pressure: Sustainability & Inclusion in times of polarization and backlash
We are living in an era of intersecting crises (ecological, social, political, and economic) that increasingly reinforce one another. Societies face accelerating climate breakdown, biodiversity loss, resource scarcity, geopolitical tension, social inequalities, polarization, and rapid technological disruption. These crises reshape the expectations placed on organizations and intensify debates about their broader societal responsibilities.
In this turbulent context, organizational commitments to sustainability, inclusion, and societal impact come under pressure. What was long viewed as a moral and collective imperative is increasingly reframed in instrumental or strategic terms. As public scepticism rises and polarization deepens, efforts related to sustainability and diversity, equity, and inclusion (DEI) risk being deprioritized, diluted, or contested. This creates a pressing paradox: the need for responsible and inclusive organizational action has never been greater, yet its moral legitimacy appears increasingly fragile.
This seminar invites participants to explore how organizations, and the people within them, can continue to create meaningful societal value despite growing resistance, ambiguity, and competing demands. We aim to understand how responsibility is interpreted, practiced, challenged, or defended across different levels of analysis: from individual motivation and identity work, to organizational strategies and leadership, to shifting institutional norms and societal expectations.
By bringing together emerging and established scholars, the seminar seeks to foster dialogue on how sustainability and inclusion can remain credible, resilient, and transformative in an age of crisis, and what this means for research, practice, and the evolving relationship between business and society.
We welcome contributions from various organization-related research fields (e.g., business ethics and philosophy, management and organization studies, strategy, marketing, accounting, finance, entrepreneurship, and sociology) and research methodologies (qualitative, quantitative, mixed, and conceptual). Potential topics may include, but are not limited to:
How can organizations effectively involve internal and external stakeholders in co-creating solutions that advance social, environmental, and ethical objectives?
What role can social movements play in shaping organizational responsibility and fostering systemic societal change?
How can social entrepreneurship initiatives be designed and scaled to generate both organizational resilience and measurable societal impact?
How can business-nonprofit partnerships be structured to maximize shared value and long-term social and environmental outcomes?
How can organizations maintain CSR and DEI initiatives during times of deprioritization?
How can circular economy and sharing economy principles be integrated into business models and governance to support sustainable practices?
What leadership, governance, and decision-making approaches enable organizations to embed corporate social responsibility at the core of strategy in turbulent contexts?
This seminar is specifically designed for PhD students and early-career scholars conducting research in various research fields related to Business and Society. While the specific theme of this year is "Responsibility under Pressure: Sustainability & Inclusion in times of polarization and backlash", all work addressing Business and Society topics can be submitted to the Research Seminar.
More info
Reading seminar in Critical Management Studies
LDSM3531 - Reading Seminar in Critical Management Studies
5 ECTS
Profs. Julie Hermans, Amélie Jacquemin, Maxence Postaire, Laurent Taskin
Academic year 2025-2026
Main objectives
The reading seminar aims primarily to introduce Critical Management Studies (CMS) and assist doctoral students in the construction and development of their doctoral research—especially in its critical stance. It provides a collective discussion and proposals around five core propositions of CMS: De-naturalization, Anti-performativity, Reflexivity, Challenging Structures of Domination, Multidisciplinary Research. Our intention is to better equip doctoral students in terms of methods and theoretical assumptions by discussing their own research design at the prism of the five core propositions.
The five core propositions of CMS
1. De-naturalization: CMS challenges the assumption that current management practices are natural or inevitable. It problematizes the idea that social and organizational behaviors are fixed, asserting that they are contingent and shaped by struggles over power and resources. CMS aims to reveal the precarious nature of these practices.
2. Anti-performativity: CMS critiques the mainstream focus on performativity, which prioritizes efficiency and profitability over ethical or political concerns. It argues that people and organizational processes should not be solely evaluated based on their contribution to business performance, advocating for a broader understanding of the value of work and management.
3. Reflexivity: CMS emphasizes the need for scholars and researchers to be aware of how their own contexts and power structures influence their work. Reflexivity involves recognizing that no research or organizational account is neutral, challenging the objectivism and scientism of mainstream management research.
4. Challenging Structures of Domination: CMS is committed to exposing how knowledge and power are intertwined. It seeks to reveal how supposedly neutral forms of knowledge often reinforce existing power relations, thereby perpetuating domination. CMS promotes the idea that such knowledge is not immutable but subject to contestation and change.
5. Multidisciplinary Research: CMS encourages breaking down disciplinary silos and engaging in dialogues across fields. It believes that critical understanding is enriched by integrating diverse perspectives, fostering deeper questioning of taken-for-granted assumptions in management studies.
The seminar will broaden the perspective and pose topical issues on management research. With the aid of critical theories, the seminar will help participants to understand how environmental and social concerns are framed, and how the roles of actors in the CMS agenda are defined.From this point of view, each doctoral student should personally benefit from participating in this collective activity: direct benefit from the work done in relation to the five core propositions; indirect reflection on the themes of other researchers (mutual awareness). The reading seminar is therefore presented as a living interaction between researchers, participating in a community of knowledge. The community explicitly includes the doctoral researchers enrolled in the course, the visiting scholars that will be invited as experts for each of the five core propositions, as well as the academic coordinators.
Content and time frame
The doctoral course consists of 5 three-hour thematic sessions. For this second edition of the seminar, we will have the privilege of welcoming esteemed scholars renowned internationally for their expertise and work in CMS. They will present recent research or books they have published.
| Date & horaire | Contenu |
|---|---|
| 5 mai, 10–13h | Les fondements des approches critiques en management, présentation et discussion menées par Laurent Taskin, avec Julie Hermans, Amélie Jacquemin et Maxence Postaire |
| 12 mai, 10–13h | Critical perspectives in accounting, Jeremy Morales (University of Bristol), discuté par Maxence Postaire |
| 26 mai, 14–17h | Les enjeux des « grand challenge » pour les sciences de gestion, Véronique Perret (Université Paris Dauphine PSL), discutée par Julie Hermans |
| 2 juin, 10–13h | Les anthropologies de la gestion, Jean-François Chanlat (Université Paris Dauphine PSL), discuté par Laurent Taskin |
| 9 juin, 14–17h | Perspectives critiques en entrepreneuriat, Sandrine Le Pontois (Université Jean Monnet, Saint-Étienne), discutée par Amélie Jacquemin |
Learning method
For each session, participants should read the articles mentioned for the session and prepare their contribution to the workshop. This preparation requires writing a summary of the readings associated with the topic (2 pages max.). It should highlight the key insights from the articles and identify clarification points (questions on the content and the meaning assigned by the author), discussion points (in relation to their own understanding, and to other texts) and preliminary take-aways (in relation to their own research design).
After each session, participants are invited to reflect on the take-aways for their own research and to write max. 2 pages about what they have learned, why it is important for them as researchers, and what they would like to change in their research design or in the future by applying those take-aways. A final 2-pages synthesis of the five reflexive pieces, together with a reflection on the interconnectedness of the five propositions and implications for their own doctoral research, should finalize the work of the participant for this doctoral course.
Evaluation methods and criteria
1) Active participation in seminar sessions (50 %, individual)
2) Construction of a portfolio that documents the work done in relation with the doctoral course (50%, individual): a) the preparation before each session (summary 2 pages max),
b) the key learnings after each session (2 pages max per session)
c) a final synthesis about key learnings (2 pages max)
Registration
To apply, simply send an email requesting registration by April 15 to the coordinators (julie.hermans@uclouvain.be; amelie.jacquemin@uclouvain.be; maxence.postaire@uclouvain.be; laurent.taskin@uclouvain.be).
Full Course Description
Workshop : Advertising and Self-Promotion through Images in the Digital Era: Impacts on Consumers
Overview
The ETIC (EffecTs of digital Images on Consumers) project focuses on the negative influences of digital advertising and promotional images on people. lndividuals are analyzed in a dual perspective; as consumers of images on screens, as well as disseminators of images on social media. The aim is to study the consequences of marketing strategies (the attractive and distracting power of images, personification, repeated exposure) on cognitive costs and psychological defense mechanisms, problematic behaviors, negative emotions, and other psychological disorders. The originality of the project lies in the analysis of the similarities and differences in strategies between marketing professionals, and internet users who engage in self-promotion on social media. The purpose of the ETIC project is to define recommendations for reducing these negative effects, in particular through awareness-raising initiatives. This conference addresses two aspects: the impact on consumers of multiple exposure to advertising images, and the impact on consumers of exposure to self-promotional images posted on social media.
Registration
Registration for the event can be completed online, on the project website : https://etic.hypotheses.org/2628 There is a registration fee for this workshop:
- €50 for those who have submitted papers, and PhD students.
- €80 for academics, and professionals.
Registration deadline: September 11, 2026.
PhD Grants
As part of this research day, we try to provide support to PhD students who may encounter funding difficulties at their institutions, but wish to take part in the event. As a result, we offer two €500 PhD grants for their travel and accommodation. These funds are intended to encourage doctoral student participation, maintain a dynamic research environment, and promote academic exchange. You may apply to this grant at the following email address : etic@listes.univ-angers.fr. Registration deadline: May 31, 2026.
Research Seminar : Microfoundations of CSR and Performance: Examining the Underlying Mechanisms and Effects of CSR on Employees and the Firm through Signaling Theory
Research seminar by Ante Glavas from SKEMA Business School, invited by Valérie Swaen
Microfoundations of CSR and Performance: Examining the Underlying Mechanisms and Effects of CSR on Employees and the Firm through Signaling Theory
Abstract
Building on signaling theory, we theorize on and test whether signals of corporate social responsibility (CSR) improve employee performance and why. We conducted two studies within a large financial firm whose main CSR strategy was to invest in CSR at the branch level, specifically through sustainable building and related trainings of employees on why such buildings were important as well as to also improve employees own’s sustainable behaviors. In our base line study, Study 1, through a multilevel, longitudinal, quasi-experimental study of 135 branches, we compared branches that received third-party certification – which in signaling theory is important because it can increase an employee’s belief that these are true signals, credible, and consistent – for their CSR to those branches that did not have third-party CSR certification, even though the branches used similar sustainable building practices. Analyses revealed that, after controlling for market and other factors, employees in branches with third-party CSR certification had higher aggregated employee engagement and in-role performance. We used direct employee performance measures finding an increase of $461,300 more in sales per employee per year. In Study 2, we examined the underlying mechanisms in a multilevel model in which we surveyed 989 employees and 165 branch managers in 259 branches, finding that CSR certification sent signaling effects to employees of the values of the firm, which was then positively related to extra-role performance. This resulted in CSR values alignment which mediated the relationship between awareness of CSR and extra-role performance, and was moderated by perceived supervisor values related to CSR. Potential dark sides we found are that employee perceptions of CSR were more important than reality, and that these could potentially be manipulated by signals sent from the organization.
Ante Glavas bio
Ante Glavas is a Professor at SKEMA Business School based in the SKEMA Centre for Sustainability Studies and affiliated with the SKEMA Transformation Academy. He earned his Ph.D. in Organizational Behavior from Case Western Reserve University.
Teaching: He teaches primarily on leading change for environmental and social responsibility. In addition, he has taught courses on entrepreneurship, international management, leadership, and organizational behavior. For his teaching, he has received awards such as James Dincolo Outstanding Teaching Award for best management professor when he was at the University and Notre Dame and Forbe’s “10 Most Innovative Business School Courses” when he was at Case Western Reserve University.
Research: His research focuses on how employees can influence, and be influenced by, their organization’s net positive impact on society and the planet. He has received research awards such as the SAGE 10-Year Impact Award given to one of the three most impactful articles from SAGE’s 1,000+ journals – specifically this was for a co-authored review of Corporate Social Responsibility / Sustainability. His research has been covered in media outlets such as CBS, CNN Money (at the time it was a merger between CNN, Fortune, and Money), Fast Company, GeekWire, GreenBiz, USA Today, and Wall Street Journal.
Other: Prior to going into academia, he worked in the area of social responsibility and sustainability in numerous sectors such as being a senior manager in Diageo (a Fortune 500 company), founded the first private graduate business school in Croatia (based on sustainability principles), founded two social enterprises, trained and consulted to over 100 organizations, conducted work in over 50 countries, served on the boards of numerous non-profits, and lived and worked in six countries. For his work in contributing to society, he received numerous awards such as a Medal of Honor from the President of Croatia.
For the full CV, see: https://www.skema.edu/sites/default/files/cv/documents/cv_22933_en.pdf
Workshop : High Research Impact
Workshop by Ante Glavas from SKEMA Business School, invited by Valérie Swaen
During this workshop, we will explore guidance from scholars on how to publish in journals that are highly ranked and also to have an impact in practice. In addition, you will have time to interact with each other to learn about how you can develop your own research impact goals.
Ante Glavas bio
Ante Glavas is a Professor at SKEMA Business School based in the SKEMA Centre for Sustainability Studies and affiliated with the SKEMA Transformation Academy. He earned his Ph.D. in Organizational Behavior from Case Western Reserve University.
Teaching: He teaches primarily on leading change for environmental and social responsibility. In addition, he has taught courses on entrepreneurship, international management, leadership, and organizational behavior. For his teaching, he has received awards such as James Dincolo Outstanding Teaching Award for best management professor when he was at the University and Notre Dame and Forbe’s “10 Most Innovative Business School Courses” when he was at Case Western Reserve University.
Research: His research focuses on how employees can influence, and be influenced by, their organization’s net positive impact on society and the planet. He has received research awards such as the SAGE 10-Year Impact Award given to one of the three most impactful articles from SAGE’s 1,000+ journals – specifically this was for a co-authored review of Corporate Social Responsibility / Sustainability. His research has been covered in media outlets such as CBS, CNN Money (at the time it was a merger between CNN, Fortune, and Money), Fast Company, GeekWire, GreenBiz, USA Today, and Wall Street Journal.
Other: Prior to going into academia, he worked in the area of social responsibility and sustainability in numerous sectors such as being a senior manager in Diageo (a Fortune 500 company), founded the first private graduate business school in Croatia (based on sustainability principles), founded two social enterprises, trained and consulted to over 100 organizations, conducted work in over 50 countries, served on the boards of numerous non-profits, and lived and worked in six countries. For his work in contributing to society, he received numerous awards such as a Medal of Honor from the President of Croatia.
For the full CV, see: https://www.skema.edu/sites/default/files/cv/documents/cv_22933_en.pdf
Informal research seminar by Selenia Anastasia
Beyond Competences: An Axiological Perspective on Sustainable Entrepreneurship Education
Sélénia Anastasia, Louvain Research Institute in Management and Organizations
Amélie Jacquemin, Louvain Research Institute in Management and Organizations
Summary
In the context of socio-ecological transition, education is increasingly expected to move beyond a purely competence-based approach and support forms of engagement grounded in values. While sustainable entrepreneurship education acknowledges the importance of values, little is known about how they emerge and are mobilized in educational experiences, especially among younger learners. This article examines how values are mobilized in primary school sustainable entrepreneurship projects and how educational situations may contribute to their self-formation. The study articulates Nathalie Heinich’s axiological sociology, which examines how actors mobilize plural registers of value in context, with Hans Joas’s processual perspective on how values may be formed and transformed through experience. Empirically, it is based on a multi-case ethnographic study conducted in 2023–2024 in four primary school classes in Brussels (ages 10–12) involved in projects linked to the Sustainable Development Goals. Data include observations, interviews with pupils and teachers, pupils’ reflective journals, and pedagogical materials. The findings show that values emerge through recurring pedagogical configurations: encounters with socio-ecological realities, reflective and narrative practices, collective project materialization, and forms of engagement extending beyond school. These situations activate and articulate affective, ethical, civic, hermeneutic, and other value registers, while in some cases supporting processes of self-formation. The article thus shifts attention from competencies alone to the axiological dynamics through which sustainable entrepreneurial engagement takes shape from primary school onward.
Keywords: sustainable entrepreneurship, sustainable entrepreneurship education, early childhood, axiological approach