Rethinking Management Education

Robert French and Christopher Grey

Management education…. Skills of intellectual analysis and social

competences

Interpersonal skills (Mintzberg)

Possessing body of knowledge about organizations and their analysis- the way to cope with change

The educator- teacher Neutral technician- agent Practical consciousness Objective analysis Technical expertise Manage themselves/ one to one/ groups

Controls weaken control Responsive micro practice Classroom is better than work place for

Reflecting Experimenting Challenging Demanding

Build skilled awareness of everyday practice

Theoretical

Paradigmatic

Structural

Critical pedagogy Experiential

Capacity to change = capacity to learn

Learning = change

Management education => promote learning how to learn and challenge habituation processes

Bateson’s levels of learning Level 0- no learning

Level I- trial and error

Level II- learn how to learn

Level III- make corrections in the system

Action learning cycle

Observation (anxiety)

Provisional hypothesis

(uncertainty)

Trial or experiment

(risk)

Audit (struggle)

Review (insight/

authority)

Mumford, 1992

Learning = Programmed Knowledge + Questioning

1. Onoma (name)2. Logos (logic)3. Eidolon (example/ illustration)4. Nous (insight)5. The thing itself

-Plato, Seventh Letter- Instruments of ‘Knowing’

5 principles of disciplining professors Isolation Regulation Transformation by tenure Co-opting cycles of reform Recidivism

3 instruments of discipline (time- space- signals)

Gaze- hierarchical, instrumental Recording Penal mechanisms

Exams Normalization Panotic Auxiliary

Course evaluation and related Registrar Admissions Rank and tenure Research