Research Areas


Economics, Business And Management Curriculum And Pedagogy (130203)

Ethical Theory (220305)

Social Theory (160806)

Organisation And Management Theory (150310)

Social Change (160805)

Business And Management (1503)

Comparative Economic Systems (149901)

History And Philosophy Of Education (220202)

Education Assessment and Evaluation (130303)

My research is grounded in the stewardship of public trust—a guiding principle that affirms the responsibility of leadership and institutions to protect, not undermine, human dignity and natural ecologies. I am particularly focused on cultivating practical wisdom (phronesis, after Aristotle) as a formative outcome of postgraduate education, and as the foundation for balanced, humanist, and accountable judgment in business, governance, and civic life.

This work is shaped by Kantian approaches to public reasoning—especially sensus communis and a grounded Categorical Imperative—as well as Vico’s insight into knowledge as civic making (verum-factum) and Arendt’s intersubjective account of judgment and plurality. These traditions come together in my current work under the integrative frame of ArViKa (Arendt–Vico–Kant), through which I examine pedagogical models that foster plural, public-facing ethical discernment.

I also engage Integrative Economic-Ethics (drawing on Peter Ulrich, 2008), business history, and the structural legacy of neoliberal ideology, particularly as it has reshaped expectations of higher education and professional formation. My comparative research into German industry and education—especially the Mittelstand and its co-determined structures (Mitbestimmung)—informs my exploration of non-liberal models of business, industrial democracy, and bicameral economic governance as vital correctives to shareholder-driven capitalism.

Two figures are central to my current teaching and research:

• Iain McGilchrist, whose hemispheric research reframes attention as a moral act, and who has illuminated the collapse of value discernment in late-modern institutional life
• Max Scheler, whose hierarchy of values (Wertnehmung) supports a phenomenological and axiological approach to understanding public responsibility and institutional trust

These philosophical insights underpin my forthcoming phenomenological axiology research into postgraduate student formation, including innovative public-facing assessments such as Group-based Oral Assessment (GbIOA). My work explores how such formats can support co-determination, dialogical leadership, and the intersubjective capacities necessary for bicameral economic democracy—especially in service of public trust.

My broader research program includes:

• Responsible Leadership and Public Reasoning
• Threshold Concepts and “Troublesome Knowledge” in subject and course design
• Moral Accountability and Reflective Judgment as core graduate capabilities
• Rebuilding Higher Education as a Public Good through assessment reform and curricular integration

This research agenda extends the concerns of my doctoral work on moral accountability, which continues to be validated by failures of corporate governance revealed in the Global Financial Crisis and in recent Royal Commissions. Recent publications in top-tier journals and edited volumes reflect growing international recognition for my commitment to cultivating civic expertise, institutional imagination, and graduate legitimacy in business education.