How to be a management scholar in the context of the urge for ecological transition? In this article, we address the question of reflexivity and engaged actions fostered by ecological preoccupations. We do so by using teaching and researching as strategic episodes (Hendry and Seidl, 2003) where scholars reflect and change practices towards more engagement. Based on 10 semi-constructed interviews with scholars in different institutions, we describe the reflexive process (Cunliffe, 2016) that led them to change and propose to enlarge our conceptions of strategic episodes to career development choices. In doing so, we contribute to the strategy-as-practice literature in unpacking the momentum of reflexive questioning explaining change of practice. This article also points out that the ecological reflexive process produces very engaged scholars who then send out again a reflexive strategic reply to the management board to alert them of the misalignment they perceive. Is it time for strategy-as-practice to overtake strategists?
