AWARD-WINNING* MANAGEMENT TEXTBOOK
Dyck, B., Caza, A., & Starke, F.A. (2018). Management: Financial, Social, and Ecological Well-Being. Winnipeg, CA: Sapajo Publishing.
*Received the 2019 "Humanistic Management Book of the Year Award"
Each chapter of this book presents three approaches to management:
- Financial Bottom Line (FBL) management
- Triple Bottom Line (TBL) management
- Social and Ecological Thought (SET) management
The book encourages students to apply concepts to an entrepreneurial start-up of their choosing. Teaching multiple approaches to management enhances students' critical thinking.
The book is designed to be readable and affordable, with prices starting at $25 for an ebook.
Click here for more information from publisher's web-site.
Click here for a sample chapter.
Click here for a news article about the book.
Click here to purchase e-book for $34CDN (about $25US).
ORGANIZATIONAL BEHAVIOR TEXTBOOK
Neubert, M., and Dyck, B. (2021). Organizational Behavior: For a better tomorrow (2nd ed.).
New York: John Wiley & Sons.
Neubert, M., Dyck, B., Waller, M., and Medcof, T. (2016). Organizational Behaviour (Canadian edition).
John Wiley & Sons Canada Ltd.
This book presents both conventional and sustainable approaches to OB. Among instructors who tested the book in class, 86% rated the presentation of Sustainable and Conventional approaches as better or much better than their current text. For more information, please click here to visit the Wiley showcase site. Click here for a sample chapter.
Click here for information about the Canadian edition of the book.
2010 MANAGEMENT TEXTBOOK (over 15,000 sold)
Dyck, B. and M. Neubert, (2010) Management: Current Practices and New Directions.
Boston, MA: Cengage/Houghton Mifflin.
This textbook describes two approaches to management: 1) Mainstream management seeks to maximize profits for shareholders, 2) Multistream management seeks to balance multiple forms of well-being (financial, social, ecological, physical, spiritual, psychological, aesthetic) for multiple stakeholders (e.g., owners, employees, customers, suppliers, competitors, neighbors, future generation). The format and structure of the book is based on a thorough content analysis of five leading management books in the field, and incorporates all the concepts found in the majority of these leading books. What makes our textbook unique is that each chapter presents both a Mainstream and a Multistream approach to the topic at hand. Research (see below) shows that teaching two approaches to management enhances critical thinking, and counteracts the tendency of business students to become more materialistic and individualistic.
Click here for link to 2010 Management textbook in Google Books
Click here for link to the 2010 textbook on publisher's website (includes information on supplementary teaching materials, how to get a desk copy, and so on)
Click here for sample chapter of 2010 Management textbook
Reviews of the 2010 Management textbook
Houghton, J.D. (2010). Management: Current practices and new directions. Academy of
Management Learning & Education, 9(2) 354.
Excerpt: “In short, this is the most original and effective management text I have seen in nearly 2 decades of teaching management classes. … The beauty of this book is that these multiple perspectives on management are presented within the familiar management functions of planning, organizing, leading, and controlling, which makes for a very ‘adopter-friendly’ text.”
See also Wiebe, E. (2011) “Book Review: Management: Current Practices and New
Directions.” AOM MSR Newsletter, January, p 11.
Some of my research on the topic of teaching two approaches to management/OB
Dyck, B., Liao, C., & Manchanda, R. (2023 accepted). "The effect of teaching multiple
approaches to management on students' subsequent investment decisions: Implications
for Responsible Management Education." Journal of Education for Business DOI:
10.1080/08832323.2023.2196048
This study shows that teaching students multiple approaches to management (Financial Bottom Line, Triple Bottom Line, and Social & Ecological Thought) has spillover effects on decisions student make subsequent to taking the course. In particular, such students decrease the amount of money they invest in primarily profit-centric firms and increase the money amount of money they invest in firms that pursue social and ecological well-being. This finding is notable because previous research in Responsible Management Education has found mixed results in pre- post-course changes among students.
Dyck, B., and Caza, A. (2021). Teaching multiple approach to management to facilitate
prosocial and environmental well-being. Management Learning, 53(1): 98-122.
This paper describes how teaching students multiple approaches to management makes them more likely to recognize addressing social and ecological concerns as a key to effective management.
Walker, K., B. Dyck, Z. Zhang, and F. Starke (2019). "The use of praxis in the classroom to
evoke student transformation." Journal of Business Ethics, 157: 199-216.
This paper describes how assignments that ask students to put transformative ideas into practice in their daily lives is key to the students becoming transformed. The results are especially relevant for instructors and scholars in business ethics and critical theory and management education.
Dyck, B. (2017). "Reflecting on 25 years of teaching, researching, and text-book-writing for
introduction to management: An essay with some lessons learned." Journal of
Management Education, 41(6): 817-834.
This essay describes a dozen lessons I have learned over my career. Lesson #12 is "The most effective way for me to teach an introduction to management course is to provide students with: 1) relevant knowledge (e.g., knowledge about different approaches to management, knowledge about socio-ecological issues facing managers); 2) engaging opportunities to apply that knowledge (e.g., live cases, experiments with sustainability); and 3) opportunities to consider at a deep level what sorts of manager they want to become (e.g., self-reflection assignments)."
Dyck, B., K. Walker, F. Starke, and K. Uggerslev, (2012). “Enhancing critical thinking by
teaching two distinct approaches to management.” Journal of Education for Business,
87(6): 343-357.
This is the only empirical study we know of that shows how students’ critical thinking ability can be improved within one business course. Although there is some debate in the literature about how to define critical thinking, there is general agreement that it has two components: (1) the ability to think in a logical linear way, and (2) the ability to think meaningfully outside-the-box. Past research suggests that business students are good at the first, but poor at the second in comparison to other students. Teaching two approaches to management is well-suited to improve the latter, deeper component of critical thinking
Dyck, B., K. Walker, F. Starke, and K. Uggerslev (2011). “Addressing concerns raised by critics
of business schools by teaching multiple approaches to management.” Business and
Society Review, 116 (1): 1-27.
Previous research suggests that business students tend to become more materialistic and individualistic during their programs of study. Our study shows how the materialism-individualism scores are reduced for students who learn both mainstream management (emphasis on maximizing profits for shareholders) and an alternative approach to management (emphasis on balancing multiple forms of well-being for multiple stakeholders).
Dyck, B. and R. Kleysen (2001). “Aristotle’s virtues and management thought: An empirical
exploration of an integrative pedagogy.” Business Ethics Quarterly, 11 (4): 561-574.
This study describes what students found when asked to analyze the video-tapes of managers’ everyday activities through three lenses: 1) Mintzberg’s ten managerial roles, 2) Fayol’s four management functions; and 3) Aristotle’s four cardinal virtues.
Research supporting the idea of two approaches to management and OB. I’ve also been involved in a variety of studies that develop the conceptual foundations and provide some of empirical support for the two approaches described in the Management and OB textbooks, including:
Bell, G.G., and B. Dyck (2012). “Conventional resource-based theory and its radical alternative:
A less materialist-individualist approach to strategy.” Journal of Business Ethics, 99: 121-130.
This study describes contrasts and compares conventional resource-based theory with a parallel (but less materialistic-individualistic) radical approach.
Dyck, B., and J. M. Weber (2006). “Conventional and radical moral agents: An exploratory
look at Weber’s moral-points-of-view and virtues.” Organization Studies 27(3): 429-450.
This empirical study demonstrates how the relative emphasis that managers place materialism and individualism is related to their management style, in ways that are consistent with Dyck and Schroeder (2005).
Dyck, B. and D. Schroeder (2005). “Management, theology and moral points of view:
Towards an alternative to the conventional materialist-individualist ideal-type of
management.” Journal of Management Studies, 42 (4): 705-735.
This paper presents the moral-point-of-view described in Weber’s Protestant Ethic and the Spirit of Capitalism, shows how it is consistent with contemporary mainstream management theory, and then shows how a parallel moral-point-of-view (which is also ostensibly grounded in the biblical text) is consistent with radical management theory.
Walker, K., & B. Dyck (2014). “The primary importance of corporate social responsibility and
ethicality in corporation reputation: An empirical study.” Business and Society Review,
119(1): 147-174.
This paper demonstrates the importance of considering corporate social responsibility and ethicality when determining and organization's reputation (ethicality is more important than profitability), and to consider the views of multiple stakeholders.
Bell, G.G., B. Dyck, and M. Neubert (2011) “Reconfiguring Porter’s generic strategies in a
virtuous world.” BPS Division, Academy of Management, San Antonio, TX.
This study describes contrasts and compares Porter’s conventional generic strategies (cost leader, differentiator) with two parallel, but less materialistic-individualistic, radical strategies (minimizer, transformer).
Dyck, B., Caza, A., & Starke, F.A. (2018). Management: Financial, Social, and Ecological Well-Being. Winnipeg, CA: Sapajo Publishing.
*Received the 2019 "Humanistic Management Book of the Year Award"
Each chapter of this book presents three approaches to management:
- Financial Bottom Line (FBL) management
- Triple Bottom Line (TBL) management
- Social and Ecological Thought (SET) management
The book encourages students to apply concepts to an entrepreneurial start-up of their choosing. Teaching multiple approaches to management enhances students' critical thinking.
The book is designed to be readable and affordable, with prices starting at $25 for an ebook.
Click here for more information from publisher's web-site.
Click here for a sample chapter.
Click here for a news article about the book.
Click here to purchase e-book for $34CDN (about $25US).
ORGANIZATIONAL BEHAVIOR TEXTBOOK
Neubert, M., and Dyck, B. (2021). Organizational Behavior: For a better tomorrow (2nd ed.).
New York: John Wiley & Sons.
Neubert, M., Dyck, B., Waller, M., and Medcof, T. (2016). Organizational Behaviour (Canadian edition).
John Wiley & Sons Canada Ltd.
This book presents both conventional and sustainable approaches to OB. Among instructors who tested the book in class, 86% rated the presentation of Sustainable and Conventional approaches as better or much better than their current text. For more information, please click here to visit the Wiley showcase site. Click here for a sample chapter.
Click here for information about the Canadian edition of the book.
2010 MANAGEMENT TEXTBOOK (over 15,000 sold)
Dyck, B. and M. Neubert, (2010) Management: Current Practices and New Directions.
Boston, MA: Cengage/Houghton Mifflin.
This textbook describes two approaches to management: 1) Mainstream management seeks to maximize profits for shareholders, 2) Multistream management seeks to balance multiple forms of well-being (financial, social, ecological, physical, spiritual, psychological, aesthetic) for multiple stakeholders (e.g., owners, employees, customers, suppliers, competitors, neighbors, future generation). The format and structure of the book is based on a thorough content analysis of five leading management books in the field, and incorporates all the concepts found in the majority of these leading books. What makes our textbook unique is that each chapter presents both a Mainstream and a Multistream approach to the topic at hand. Research (see below) shows that teaching two approaches to management enhances critical thinking, and counteracts the tendency of business students to become more materialistic and individualistic.
Click here for link to 2010 Management textbook in Google Books
Click here for link to the 2010 textbook on publisher's website (includes information on supplementary teaching materials, how to get a desk copy, and so on)
Click here for sample chapter of 2010 Management textbook
Reviews of the 2010 Management textbook
Houghton, J.D. (2010). Management: Current practices and new directions. Academy of
Management Learning & Education, 9(2) 354.
Excerpt: “In short, this is the most original and effective management text I have seen in nearly 2 decades of teaching management classes. … The beauty of this book is that these multiple perspectives on management are presented within the familiar management functions of planning, organizing, leading, and controlling, which makes for a very ‘adopter-friendly’ text.”
See also Wiebe, E. (2011) “Book Review: Management: Current Practices and New
Directions.” AOM MSR Newsletter, January, p 11.
Some of my research on the topic of teaching two approaches to management/OB
Dyck, B., Liao, C., & Manchanda, R. (2023 accepted). "The effect of teaching multiple
approaches to management on students' subsequent investment decisions: Implications
for Responsible Management Education." Journal of Education for Business DOI:
10.1080/08832323.2023.2196048
This study shows that teaching students multiple approaches to management (Financial Bottom Line, Triple Bottom Line, and Social & Ecological Thought) has spillover effects on decisions student make subsequent to taking the course. In particular, such students decrease the amount of money they invest in primarily profit-centric firms and increase the money amount of money they invest in firms that pursue social and ecological well-being. This finding is notable because previous research in Responsible Management Education has found mixed results in pre- post-course changes among students.
Dyck, B., and Caza, A. (2021). Teaching multiple approach to management to facilitate
prosocial and environmental well-being. Management Learning, 53(1): 98-122.
This paper describes how teaching students multiple approaches to management makes them more likely to recognize addressing social and ecological concerns as a key to effective management.
Walker, K., B. Dyck, Z. Zhang, and F. Starke (2019). "The use of praxis in the classroom to
evoke student transformation." Journal of Business Ethics, 157: 199-216.
This paper describes how assignments that ask students to put transformative ideas into practice in their daily lives is key to the students becoming transformed. The results are especially relevant for instructors and scholars in business ethics and critical theory and management education.
Dyck, B. (2017). "Reflecting on 25 years of teaching, researching, and text-book-writing for
introduction to management: An essay with some lessons learned." Journal of
Management Education, 41(6): 817-834.
This essay describes a dozen lessons I have learned over my career. Lesson #12 is "The most effective way for me to teach an introduction to management course is to provide students with: 1) relevant knowledge (e.g., knowledge about different approaches to management, knowledge about socio-ecological issues facing managers); 2) engaging opportunities to apply that knowledge (e.g., live cases, experiments with sustainability); and 3) opportunities to consider at a deep level what sorts of manager they want to become (e.g., self-reflection assignments)."
Dyck, B., K. Walker, F. Starke, and K. Uggerslev, (2012). “Enhancing critical thinking by
teaching two distinct approaches to management.” Journal of Education for Business,
87(6): 343-357.
This is the only empirical study we know of that shows how students’ critical thinking ability can be improved within one business course. Although there is some debate in the literature about how to define critical thinking, there is general agreement that it has two components: (1) the ability to think in a logical linear way, and (2) the ability to think meaningfully outside-the-box. Past research suggests that business students are good at the first, but poor at the second in comparison to other students. Teaching two approaches to management is well-suited to improve the latter, deeper component of critical thinking
Dyck, B., K. Walker, F. Starke, and K. Uggerslev (2011). “Addressing concerns raised by critics
of business schools by teaching multiple approaches to management.” Business and
Society Review, 116 (1): 1-27.
Previous research suggests that business students tend to become more materialistic and individualistic during their programs of study. Our study shows how the materialism-individualism scores are reduced for students who learn both mainstream management (emphasis on maximizing profits for shareholders) and an alternative approach to management (emphasis on balancing multiple forms of well-being for multiple stakeholders).
Dyck, B. and R. Kleysen (2001). “Aristotle’s virtues and management thought: An empirical
exploration of an integrative pedagogy.” Business Ethics Quarterly, 11 (4): 561-574.
This study describes what students found when asked to analyze the video-tapes of managers’ everyday activities through three lenses: 1) Mintzberg’s ten managerial roles, 2) Fayol’s four management functions; and 3) Aristotle’s four cardinal virtues.
Research supporting the idea of two approaches to management and OB. I’ve also been involved in a variety of studies that develop the conceptual foundations and provide some of empirical support for the two approaches described in the Management and OB textbooks, including:
Bell, G.G., and B. Dyck (2012). “Conventional resource-based theory and its radical alternative:
A less materialist-individualist approach to strategy.” Journal of Business Ethics, 99: 121-130.
This study describes contrasts and compares conventional resource-based theory with a parallel (but less materialistic-individualistic) radical approach.
Dyck, B., and J. M. Weber (2006). “Conventional and radical moral agents: An exploratory
look at Weber’s moral-points-of-view and virtues.” Organization Studies 27(3): 429-450.
This empirical study demonstrates how the relative emphasis that managers place materialism and individualism is related to their management style, in ways that are consistent with Dyck and Schroeder (2005).
Dyck, B. and D. Schroeder (2005). “Management, theology and moral points of view:
Towards an alternative to the conventional materialist-individualist ideal-type of
management.” Journal of Management Studies, 42 (4): 705-735.
This paper presents the moral-point-of-view described in Weber’s Protestant Ethic and the Spirit of Capitalism, shows how it is consistent with contemporary mainstream management theory, and then shows how a parallel moral-point-of-view (which is also ostensibly grounded in the biblical text) is consistent with radical management theory.
Walker, K., & B. Dyck (2014). “The primary importance of corporate social responsibility and
ethicality in corporation reputation: An empirical study.” Business and Society Review,
119(1): 147-174.
This paper demonstrates the importance of considering corporate social responsibility and ethicality when determining and organization's reputation (ethicality is more important than profitability), and to consider the views of multiple stakeholders.
Bell, G.G., B. Dyck, and M. Neubert (2011) “Reconfiguring Porter’s generic strategies in a
virtuous world.” BPS Division, Academy of Management, San Antonio, TX.
This study describes contrasts and compares Porter’s conventional generic strategies (cost leader, differentiator) with two parallel, but less materialistic-individualistic, radical strategies (minimizer, transformer).