This text is a challenge to conventional thinking on management education and its utilitarian relationship to management research and practice. The contributions aim to foster an understanding of management education which deals adequately with developments in management knowledge.
Über den Autor
The author is based at the University of Cambridge
Inhaltsverzeichnis
Rethinking Management Education - Christopher Grey and Robert French
An Introduction
Can Management Education be Educational? - Alan B Thomas and Peter D Anthony
Mapping the Intellectual Terrain of Management Education - Jannis Kallinikos
Management Education and the Limits of Technical Rationality - John Roberts
The Conditions and Consequences of Management Practice
Critical Theory and Management Education - J Michael Cavanaugh and Anshuman Prasad
Some Strategies for the Critical Classroom
Is a Critical Pedagogy of Management Possible? - Christopher Grey, David Knights and Hugh Willmott
Experiential Management Education as the Practice of Change - Russ Vince
The MBA - Audrey Collin
The Potential for Students to Find Their Voice in Babel
Plato on the Education of Managers - Jonathan Gosling
Management Education as a Panoptic Cage - David M Boje
Klappentext
At a time of ever-increasing debate about orthodox approaches to management education, and their application in the post-industrial era, this innovative book brings together the work of authors actively engaged in developing new forms of education.
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The introduction contrasts dominant utilitarian and functionalist conceptions of management education with various alternatives. It argues the need for a critical and pluralistic form of management education whereby participants are introduced to the full diversity of appropriate perspectives and debates. The remainder of the book echoes this commitment by exploring a range of approaches, including those based in psychoanalysis, critical theory and poststructuralism. Throughout the book, there is a focus is upon the implications of problematizing management knowledge so as to facilitate alternative and critical modalities of teaching and learning. In this context management is seen not simply as a bundle of skills and techniques but, rather, as a complex social, political and moral practice.
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