Abstract
As globalization intensifies attacks on management education have become increasingly more critical. Business school programs have been vilified for being dysfunctional with the charges becoming so damning against the current ‘condition’ of management education that a uni-causal link has been made between the dystopia of management education and a dystopian corporate world. The chapter unravels and discusses the intense and immediate criticisms against the current state of management education. It argues that the paradoxical nature of conflicting, often contradictory tensions that have to be incorporated and managed in a sophisticated curriculum design have instead created confusion; further fuelling the charges of instability, amateurism and irrelevance of many management education programs. The central thesis is that the fast changing unpredictability and hitherto unknown problems facing managers in the workplace requires more focus on conceptual learning (not to be confused with too much theory badly taught). A different education and curriculum design is proposed which interweaves two parallel pedagogies of conceptual and contextual learning with personal and professional development
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Notes
- 1.
Examples of the companies that were part of the sample from which these integrating processes were identified and how they each developed their own distinctive processes can be found in the two articles by Gratton and Ghoshal.
- 2.
The simplicity of such an argument is attention-grabbing and stimulates debate but there is place now for rigorous research to explore the subject matter in more depth than the uni-causal effects being claimed here.
- 3.
A recurring theme across the forty-seven chapters in the ‘International Handbook on Globalization, Education and Policy Research- Global Policies and Pedagogies’ edited by Zajda (2005) has the neo-liberal agenda privileging itself above all other perspectives.
- 4.
This term was selected to make a simple point in this context in preference to detracting and unduly complicated contested terms that are variously applied such as ‘global’, ‘post-modern’ ‘post-renaissance’ ‘beyond traditional’ to the curriculum debate.
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Hagen, R.S. (2008). The Misalignment of Management Education and Globalization: Conceptual, Contextual and Praxeological Issues. In: Barsky, N.P., Clements, M., Ravn, J., Smith, K. (eds) The Power of Technology for Learning. Advances in Business Education and Training, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8747-9_9
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