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The four functions of management (planning, organizing, leading, and controlling) model has long been a mainstay of business management education. More recently, the concept of corporate social responsibility (CSR), in which decisions made by managers are expanded to integrate a broader perspectives with multiple “bottom lines” serving as measures of success, has led to calls for a fundamental revision of the pedagogy of the introductory management course, including the POLC model. CSR calls upon students to integrate broader sociological, economic, and political factors, the future of which remain largely unknown/unknowable. This shifts the introductory course away from imparting specific skills and knowledge to equipping students with managerial “ways of thinking” that are inherently adaptive and sustainability-minded (Adinolfi & Giancotti, 2021). These ways of thinking enable students to become nimble and integrative problem solvers; which scholars believe will not only be essential skills for future managers, but also assure the continued relevance of human (rather than machine) input into the management process (Weybrecht, 2021). We present the results of a research study in which students enrolled in an introductory business management course (n=65) engaged in a cooperative jigsaw exercise, where they applied the four principles to a CSR case study. A structured analysis of their artifacts provides insight into how students worked through challenges, navigated ambiguity, and found their individual and collective voices. While there was variation in the degree to which each student mastered these tasks, our analysis provides valuable insight into how students come to embrace managerial ways of thinking through the integrative lens of CSR and how they (and others) might be able to apply these dispositions across multiple contexts and stakeholders. Outcomes: 1. Gain experience with the case method as a means of fostering integrative learning 2. Critically evaluate the process of how (and why) students engage in integrative thinking 3. Apply the insights from the study (integrative thinking; ways of knowing) into their own disciplinary/institutional context
