Beyond the tangible in management education and development

Robin SNELL, Kim JAMES

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

18 Citations (Scopus)

Abstract

We call for the fostering of a genuine plurality of outlooks and approaches among providers of management education and development. We note that, despite a considerable amount of criticism, one particular system of thought about appropriate subject-matter has predominated in the major business schools, and as a consequence there has been a tendency for the range of acceptable teaching approaches to be restricted. Although we acknowledge that there is plurality of provision in some locations, we note that in others there is a reining back towards more conventional forms of provision. We look to psychological theory for clues regarding why there is resistance to pluralism in many institutions providing management education, and to second-stage feminism for a vision of institutional politics that can challenge as appropriate, but also negotiate and work with the managerial and professional development of management educators.
Original languageEnglish
Pages (from-to)319-340
Number of pages22
JournalManagement Learning
Volume25
Issue number2
DOIs
Publication statusPublished - 1 Jun 1994
Externally publishedYes

Fingerprint

Education
Teaching
Plurality
Management development
Management education
Industry
Professional development
Criticism
Psychological
Business schools
Pluralism
Feminism

Cite this

SNELL, Robin ; JAMES, Kim. / Beyond the tangible in management education and development. In: Management Learning. 1994 ; Vol. 25, No. 2. pp. 319-340.
@article{63cc03d9f4494cc4b77f935cb0290810,
title = "Beyond the tangible in management education and development",
abstract = "We call for the fostering of a genuine plurality of outlooks and approaches among providers of management education and development. We note that, despite a considerable amount of criticism, one particular system of thought about appropriate subject-matter has predominated in the major business schools, and as a consequence there has been a tendency for the range of acceptable teaching approaches to be restricted. Although we acknowledge that there is plurality of provision in some locations, we note that in others there is a reining back towards more conventional forms of provision. We look to psychological theory for clues regarding why there is resistance to pluralism in many institutions providing management education, and to second-stage feminism for a vision of institutional politics that can challenge as appropriate, but also negotiate and work with the managerial and professional development of management educators.",
author = "Robin SNELL and Kim JAMES",
year = "1994",
month = "6",
day = "1",
doi = "10.1177/1350507694252010",
language = "English",
volume = "25",
pages = "319--340",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Ltd",
number = "2",

}

Beyond the tangible in management education and development. / SNELL, Robin; JAMES, Kim.

In: Management Learning, Vol. 25, No. 2, 01.06.1994, p. 319-340.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

TY - JOUR

T1 - Beyond the tangible in management education and development

AU - SNELL, Robin

AU - JAMES, Kim

PY - 1994/6/1

Y1 - 1994/6/1

N2 - We call for the fostering of a genuine plurality of outlooks and approaches among providers of management education and development. We note that, despite a considerable amount of criticism, one particular system of thought about appropriate subject-matter has predominated in the major business schools, and as a consequence there has been a tendency for the range of acceptable teaching approaches to be restricted. Although we acknowledge that there is plurality of provision in some locations, we note that in others there is a reining back towards more conventional forms of provision. We look to psychological theory for clues regarding why there is resistance to pluralism in many institutions providing management education, and to second-stage feminism for a vision of institutional politics that can challenge as appropriate, but also negotiate and work with the managerial and professional development of management educators.

AB - We call for the fostering of a genuine plurality of outlooks and approaches among providers of management education and development. We note that, despite a considerable amount of criticism, one particular system of thought about appropriate subject-matter has predominated in the major business schools, and as a consequence there has been a tendency for the range of acceptable teaching approaches to be restricted. Although we acknowledge that there is plurality of provision in some locations, we note that in others there is a reining back towards more conventional forms of provision. We look to psychological theory for clues regarding why there is resistance to pluralism in many institutions providing management education, and to second-stage feminism for a vision of institutional politics that can challenge as appropriate, but also negotiate and work with the managerial and professional development of management educators.

UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-84965539727&doi=10.1177%2f1350507694252010&partnerID=40&md5=a39d2e5bf6bf2bccd746ebfd3410949a

U2 - 10.1177/1350507694252010

DO - 10.1177/1350507694252010

M3 - Journal Article (refereed)

VL - 25

SP - 319

EP - 340

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 2

ER -