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P R O J E C T : F U T U R E

Dr Helena Liu

2 1 8 8 9

Week 11 — Subject Review

Last week in this subject, we explored the

concept of futurism and reviewed the

emerging and evolving movements

attempting to intervene on the past and

present trajectories of our cultures.

REVIEW

REVIEW OF WEEK 10 FUTURE OF WORK The future of work is not a fixed, static phenomenon to be planned or

predicted, despite what popular discourses around ‘futurism’ suggest.

SOCIALIST FUTURES … imagines a future where the excesses of neoliberalism capitalism may

be avoided including measures to support and empower workers. Given

other interlocking systems of oppression, there are many pitfalls to this

approach.

FEMINIST & QUEER FUTURES AND AFROFUTURISM Social movements are calling out the ways futurism reproduces past

injustices and attempting to shape the future towards dismantling

dominator culture.

DIGITAL DATA How our digital behaviours are tracked, collected, and sold reads like a

bad sci-fi novel. Current debates are considering users’ rights to

ownership and control of data collected of their own behaviours.

MULTIPLE CHOICE QUIZ REVIEW

SUBJECT REVIEW

AGENDA Subject review

• Subject and assessment announcements

• What is the role of Business Schools?

• Strategic past and uncertain future

• Topics in review

• Your feedback

A N N O U N C E M E N T S S E C T I O N

Throughout the session, there are ten

multiple choice quizzes in total.

“You have one grace week where you can

miss a quiz without penalty as the lowest

scoring quiz will not be counted in your

total.”

MCQs

Throughout the session, there are nine pre-

tutorial preparation activities in total.

“You have one grace week where you can

miss a tutorial preparation without penalty.”

PRE-TUTORIAL ACTIVITIES

GRADING AND FEEDBACK Your group presentations are marked alongside your written analyses in Turnitin.

Group members share a common grade for the first three assessment criteria and an individual grade for the fourth criterion.

The final grade and feedback will be released at the end of the exam period after results have been ratified.

The University policy states: 8.4.3 Final subject assessment results must not be released to students prior to the official release of results. http://www.gsu.uts.edu.au/rules/student/section-8.html#r8.4

B U S I N E S S S C H O O L S S E C T I O N

BUSINESS SCHOOLS Growing economic inequality across the world is a cause of

social, political and ethical concern.

Despite this, we have seen little critique of dominant business

models and ideologies.

Neoliberal capitalism The uncritical acceptance of neoliberal capitalism teaches

students they must act as rational profit maximisers untainted

by the messy realities of human life.

Individualism Management teaching idolises the lone-hero

entrepreneur/leader, while ignoring the less ‘glamorous’ work of

caring, relationship- and community-building, and social

connectedness.

WHY A CRITICAL APPROACH? Failure of the Field

Uncritical teaching diminishes our field. Encouraging everybody to think

more critically about management, organisations and society would

enable students — current and future practitioners — to think more

creatively about what management could be (Cummings et al., 2017).

Protest Nation

The first two decades of the 21st Century has been marked by widespread

protests by ordinary people against what they see to be the leaders and

systems that have not served their needs. Such tension and discontent

warrant more attention from all workers and managers (Dyer et al., 2014).

WHAT IS STRATEGY? Strategy is a term that comes from the Greek strategia, meaning “generalship.”

“[Strategy] is the art of the employment of battles as a means to gain the object of war” — Carl von Clausewitz

“The art of distributing and applying military means to fulfil the ends of policy” — B. H. Liddell Hart

FORMS OF STRATEGY STRATEGY OF FORCE Games of war, annihilation and exhaustion, and the myth of the master

strategist.

STRATEGY FROM ABOVE Business as war, rise of the management class, and the romance of

leadership (Meindl, Ehrlich and Dukerich, 1985).

STRATEGY FROM BELOW Marxist class struggle, the Black Power movement, and nonviolent

resistance.

(Freedman, 2013)

American business ‘excellence’ of the 1980s

that could match that of world competitors

(e.g., Japan) that gave rise to the notion of

‘strategic’ HRM.

See Haire (1970), Galbraith and Natanson (1978), Tichy

et al. (1982) and Beer et al. (1985).

MANAGING HR STRATEGICALLY

FUTURE OF WORK 1. Increased unemployment or underemployment.

2. Increased contracting, casual and multiple ‘gigs’ that

enhance worker precarity.

3. Careers will become less predictable, non-linear and

potentially disruptive.

4. Work will become increasingly globalised through

mechanisms such as increased offshoring and online work;

and the mobility of high skilled workers will also increase,

especially across the ASEAN Economic Community.

(Nankervis et al., 2020)

The Association of Southeast Asian Nations, or ASEAN, was established on 8 August 1967 in Bangkok, Thailand, with Indonesia, Malaysia, Philippines, Singapore and Thailand. Brunei Darussalam then joined on 7 January 1984, Viet Nam on 28 July 1995, Lao PDR and Myanmar on 23 July 1997, and Cambodia on 30 April 1999, making up what is today the ten Member States of ASEAN. See https://asean.org/.

Workers own the fully automated means of

production and establish a post-work

platform involving a reduced working week,

universal basic income and the end of the

work ethic.

SOCIALIST FUTURES

“liberate humanity from the drudgery of work” (Srnicek & Williams, 2015, p. 109)

‘Karl Marx’ (1972) by Cecilia Vicuña

FEMINIST, QUEER & AFROFUTURES DISMANTLE THE GENDER BINARY

Rethink gendered living arrangements where communal

kitchens, laundries, and workshops can attract technological

investment (Hester, 2016).

WHEN BLACK LIVES MATTER

Radical dreaming of when Black, Indigenous, and people of

colour may lead safe, full lives (Womack, 2013).

Art from the Wallflower series by Jessica Watts.

T O P I C S I N R E V I E W S E C T I O N

WHAT WE LEARNT This subject sought to explore the ‘human’ in human resource

management.

Week 1

SUBJECT OVERVIEW Online lecture with an introduction to the subject,

ground rules and expectations, details of assessments

and guide to succeeding in this subject.

AN AUTOETHNOGRAPHIC FRAMEWORK Introduction to a novel, anthropological methodology

that helps you make sense of your personal

experiences and your place within wider systems of

power.

SCHEDULE

Week 2

HISTORY & PHILOSOPHY OF MANAGEMENT Overview of strategy and what it has to do with

human resource management and a critical analysis

of the historical and philosophical underpinnings of

contemporary business management.

Week 3

SOCIETY, CULTURE & IDENTITY Exploration of what it means to think sociologically in

order to understand the links between self,

organisation and society.

ORGANISATIONAL VIOLENCE Critical, ethical analysis of organisations and their

attendant violence (both dramatic and mundane).

DIVERSITIES AND THEIR BACKLASH Examination of gender, sexual and racial relations

within and beyond organisations, diversity

management policies and practices and the

resistance to them.

MANAGING CLIMATE CHANGE An optional self-study week with additional time to

work on your autoethnographic projects.

Week 4

Week 5

Week 6

Week 7Mid-session stuvac not counted as a week

HRM IN A GLOBAL CONTEXT Overview of international human resource

management, decolonial critique of prevailing

theories and practices, and rethinking cultural

essentialism.

THE FAILURE OF HRM Challenges to the norms and assumptions of human

resource management and consideration of

alternatives.

FUTURISM Radical reimaginings of the future of work,

organisations and society.

SUBJECT REVIEW Final review of subject content and conclusion to the

teaching session.

Week 8

Week 9

Week 10

Week 11

FUTURE CAREER PATHS Taking what you have learned in this subject back

into the ‘real world’ to re/direct your career into the

future.

Week 12

All assessments completed before post-session stuvac

THINKING SOCIOLOGICALLY In this subject, we have developed two skills:

1. Seeing the general in the particular

2. Seeing the strange in the familiar

(Berger, 1963)

DOMINATOR CULTURE A central theme of bell hooks’ work is her use of the term

imperialist white supremacist capitalist patriarchy to

describe the four interlocking systems of power that

characterise Euroamerican ‘dominator culture’ (hooks, 2003,

2009).

IMPERIALISM The Western colonial project historically defined exotic

‘Others’ from the epistemic gaze of the West. Under so-

called ‘objective’ Western scientific categorisation,

European worldviews have been imposed on other cultures

and peoples in order to justify and advance European

colonialism. Non-white subjects, particularly those in the

Global South, are denied self-definition (Harindranath, 2014;

Spivak, 1988).

DOMINATOR CULTURE WHITE SUPREMACY Contrary to lay uses of ‘white supremacy’ to refer to deviant acts

of racial violence, white supremacy in the tradition of race studies

refers to the centuries-old racialised social system comprising

the “totality of the social relations and practices that reinforce

white privilege” (Bonilla-Silva, 2006, p. 9). White supremacy is

systemic and operates in and through everyday racism to

maintain a strong positive orientation to white superiority.

CAPITALISM The class hierarchy, for hooks, is fundamentally exploitative and

dehumanising. Especially in Business Schools, capitalism can

become an all-consuming way of life.

PATRIARCHY A sociopolitical and cultural system that values men and

masculinity over women and femininity.

In the end, it comes back to you.

Y O U R F E E D B A C K S E C T I O N

http://sfs.uts.edu.au/

SFS

Thank you for your diligence, perseverance, vulnerability, honesty and kindness.

THANK YOU

To give you a little break from quizzes, there

will be no multiple-choice quiz after this

lecture. Next week’s guest lecture will have a

set of easy questions to give you a final

chance to lift your average mark.

NO MCQ THIS WEEK

Last week (don’t give up now!)

WEEK 12 Future Career Paths

Back to the ‘real world’

There are no required readings nor

tutorials*.

NEXT WEEK

* A tutorial would only run in exceptional circumstances, such as making up for prior tutorial cancellations and/or rescheduled group presentations.

REFERENCES Beer, M., Spector, R., Lawrence, P., Mills, D. and Walton, R. (1985), Human Resource Management: A General

Manager’s Perspective, New York: Free Press.

Berger, P.L. (1963), Invitation to Sociology: A Humanistic Perspective, New York: Doubleday.

Bonilla-Silva, E. (2006), Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States, Lanham: Rowman & Littlefield Publishers.

Cummings, S., Bridgman, T., Hassard, J. and Rowlinson, M. (2017), A New History of Management, Cambridge: Cambridge University Press.

Dyer, S., Humphries, M., Fitzgibbons, D. and Hurd, F. (2014), Understanding Management Critically: A Student Text, London: Sage.

Fotaki, M. (2016), ‘Management teaching promotes inequality’, London School of Economics Business Review: http://blogs.lse.ac.uk/businessreview/2016/12/09/management-teaching-promotes-inequality/

Freedman, L. (2013), Strategy: A History, Oxford: Oxford University Press.

Haire, M. (1970), ‘A new look at human resources’, Industrial Management Review, Winter, pp. 17–23.

Harindranath, R. (2014), ‘The view from the Global South: An introduction’, Postcolonial Studies, 17(2), pp. 109–114.

REFERENCES Galbraith, J. and Natanson, D. (1978), Strategy Implementation: The Role of Structure and Process, St Paul, MN:

West Publishing.

hooks, b. (2003), We Real Cool: Black Men and Masculinity, Hoboken: Taylor and Francis.

hooks, b. (2009), Belonging: A Culture of Place, New York: Routledge.

Spivak, G.C. (1988), ‘Can the subaltern speak?’ in C. Nelson and L. Grossberg (eds), Marxism and the Interpretation of Culture, Basingstoke: Macmillian Education, pp. 271–313.

Tichy, N. M., Fombrun, C. J. and Devanna, M. A. (1982), ‘Strategic human resource management’, Sloan Management Review, 23(2), pp. 47–61.

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