New Perspectives on Management Education Conference

Rethinking Management Education New Perspectives on Management Education Conference

Marc Notes: Previously unpublished articles, including some subsequently presented at the New Perspectives on Management Education Conference in Leeds in January 1995.; Includes bibliographical references and indexes. Review Quotes: ""The present collection opens up a variety of ways of looking at management education other than the prevailing one, which sees it as a fundamentally utilitarian enterprise charged with the responsibility for producing people who are technically more useful than others at the practice of management. As the opening chapter suggests, the practice of management is itself capable of being viewed from a variety of sociological angles, ranging from functionalism to critical theory, to the sociology of everyday life, to postmodernism. Consequently we cannot take anything for granted about the most appropriate way to look at management education. Instead we are led to several questions: should the accent be on the "management" or the "education," what presumptions about these two concepts should be made explicit, and what bodies of literature might inform this conceptual clarification before we can say that management of education has beeen properly re-thought. The various authors then proceed to draw upon philosophy, from Plato (e.g. Gosling) to Descartes through to Heidegger (e.g. Kallnikos); critical social theory from Habermas to MacIntyre (e.g Roberts); critical education theory from Freire to Giroux (e.g. Cavanaugh and Prasad, Grey, Knights, and Willmott) to Foucault(e.g. Boje). The breadth of critical resources employed is therefore a strength of this collection.... In summary I would say that the book is a welcome and insightful attempt to rethink the matters at stake in management education from one critical perspective' - "Management Learning " Each of the papers in this book is a rich working out of its particular theme, and each relates well to the agenda laid out by theeditors in the introduction. The papers are challenging, mostly well written, and address fundamentally important issues for all who are involved in management education. The book lives up to its title, which should also be seen as a warning; academics involved in the field are likely to find themselves challenged on aspects of their own teaching. It might be particularly useful for management departments to take this book and work through it in seminars, and together to engage in "rethinking management education"'" - The Occupational PsychologistReview Quotes: " "The present collection opens up a variety of ways of looking at management education other than the prevailing one, which sees it as a fundamentally utilitarian enterprise charged with the responsibility for producing people who are technically more useful than others at the practice of management. As the opening chapter suggests, the practice of management is itself capable of being viewed from a variety of sociological angles, ranging from functionalism to critical theory, to the sociology of everyday life, to postmodernism. Consequently we cannot take anything for granted about the most appropriate way to look at management education. Instead we are led to several questions: should the accent be on the "management" or the "education," what presumptions about these two concepts should be made explicit, and what bodies of literature might inform this conceptual clarification before we can say that management of education has beeen properly re-thought. The various authors then proceed to draw upon philosophy, from Plato (e.g. Gosling) to Descartes through to Heidegger (e.g. Kallnikos); critical social theory from Habermas to MacIntyre (e.g Roberts); critical education theory from Freire to Giroux (e.g. Cavanaugh and Prasad, Grey, Knights, and Willmott) to Foucault(e.g. Boje). The breadth of critical resources employed is therefore a strength of this collection.... In summary I would say that the book is a welcome and insightful attempt to rethink the matters at stake in management education from one critical perspective' - "Management Learning " Each of the papers in this book is a rich working out of its particular theme, and each relates well to the agenda laid out by the editors in the introduction. The papers are challenging, mostly well written, and address fundamentally important issues for all who are involved in management education. The book lives up to its title, which should also be seen as a warning; academics involved in the field are likely to find themselves challenged on aspects of their own teaching. It might be particularly useful for management departments to take this book and work through it in seminars, and together to engage in "rethinking management education"'" - The Occupational PsychologistTable of Contents: Rethinking Management Education - Christopher Grey and Robert French An IntroductionCan Management Education be Educational? - Alan B Thomas and Peter D AnthonyMapping the Intellectual Terrain of Management Education - Jannis KallinikosManagement Education and the Limits of Technical Rationality - John Roberts The Conditions and Consequences of Management PracticeCritical Theory and Management Education - J Michael Cavanaugh and Anshuman Prasad Some Strategies for the Critical ClassroomIs a Critical Pedagogy of Management Possible? - Christopher Grey, David Knights and Hugh WillmottExperiential Management Education as the Practice of Change - Russ VinceThe MBA - Audrey Collin The Potential for Students to Find Their Voice in BabelPlato on the Education of Managers - Jonathan GoslingManagement Education as a Panoptic Cage - David M BojePublisher Marketing: 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.

Contributor Bio:  Grey, Chris Chris Grey is Professor of Organization Studies at the School of Management at Royal Holloway, University of London. Before that he held Professorships at the Universities of Warwick and Cambridge. He is also Visiting Research Fellow at Cambridge and has been Velux Foundation Visiting Professor at Copenhagen Business School, Denmark, Visiting Professor at the Universite Paris-Dauphine, France and a Visiting Fellow at the Stockholm Centre for Organizational Research, Sweden. Between 2010 and 2012 he was a Leverhulme Major Research Fellow. For six years he was Editor-in-Chief of "Management Learning "and is currently an Associate Editor of "Organization "and a European Co-editor of the "Journal of Management Inquiry". Apart from publishing numerous articles in academic journals, he co-edited "Rethinking Management Education "(Sage, 1996), "Essential Readings in Management Learning "(Sage, 2004) and "Critical Management Studies: A Reader "(Oxford University Press, 2005), co-authored "Making Up Accountants "(Gower Ashgate, 1998) and is the author of "Decoding Organization. Bletchley Park, Codebreaking and Organization Studies "(Cambridge University Press, 2012). He currently has an eclectic mix of research interests, including the organization of intelligence and security agencies, but his real passion is detective novels and he will one day write the definitive contribution to that genre. He was born in Croydon (Britain s New Manhattan !) in 1964 and may very well be one of the leading organizational theorists that town has produced. Contributor Bio:  French, Robert Russ Vince is Professor of Organizational Learning at the Business School, The University of Glamorgan. Robert French is Senior Lecturer in Organization Behaviour at Bristol Business School, The University of the West of England.