scholarly journals Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education

2021 ◽  
pp. 105256292110447
Author(s):  
Andreas Wallo ◽  
Jason Martin ◽  
Gun Sparrhoff ◽  
Henrik Kock
Keyword(s):  
Conceptual Framework ◽  
Critical Reflection ◽  
Management Education ◽  
Social Conditions ◽  
Organizational Practices ◽  
Human Consciousness ◽  
Developmental Learning ◽  
Management Learning

Promoting the capacity for critical reflection is a pivotal part of management learning and education. Based on the concept of developmental learning, the purpose of this paper is to explore and outline two types of critical reflection: critique for improvement and critique for emancipation. Critique for improvement is based on a performative intent and is aimed at using critical reflection to improve organizational practices. Critique for emancipation is based on a critical performative intent and focuses on emancipation from repressive ideological and social conditions that place unnecessary restrictions on the development of human consciousness. In this paper, it is argued that managers and leaders enrolled in management education need to be exposed to both critique for improvement and critique for emancipation. A heuristic conceptual framework is therefore proposed, along with strategies for how to balance the two types of critique in management learning and education and propositions to be explored in further research.

Management Learning as Collaborative Visual Encounter

2016 ◽  
Vol 1 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Ian Robson
Keyword(s):  
Collaborative Learning ◽  
Teaching Practice ◽  
Management Education ◽  
Emotional Responses ◽  
Visual Space ◽  
Visual Methods ◽  
Organizational Research ◽  
Management Learning ◽  
Forms Of Knowledge

This article reviews a body of literature that relates to the use of aesthetic, specifically visual, methods in organizational research and management education. Visual methods are associated with a range of benefits for those studying management and organization, including the elicitation of emotional responses, support for reflection and self-reflexivity, making varied forms of knowledge explicit, and in supporting dialogue and collaborative learning. Key implications for management educators are outlined, which include the need to appreciate the nature of aesthetic-visual “knowing” and to evaluate methods with pedagogical criteria, to consider the type of visual “space” educators need to create, to build individuals’ capacities to use visual methods, and to facilitate visual encounters appropriately. A set of practical “starting points” are also identified for management educators, drawn from the author’s teaching practice.

Beyond Monks and Mushrooms

2020 ◽  
pp. 31-60
Author(s):  
Sara Rushing
Keyword(s):  
Conceptual Framework ◽  
Political Theory ◽  
Social Conditions ◽  
Relational Autonomy ◽  
Western Thought ◽  
Ongoing Process ◽  
Democratic Practice ◽  
Political Ethic ◽  
Political Vocabulary ◽  
Embodied Agency

This chapter lays the intellectual-historical groundwork for thinking about the “virtues of vulnerability,” by mapping the concept of humility inherited in Western thought from Christianity, and the concept of autonomy inherited from liberalism. After detailing what these inherited concepts are, it argues that they are problematic from the perspective of embodied agency and citizenship-subjectivity, and develops alternative versions that bolster, not undermine, democratic practice. Confucian political theory provides a nontheological but deeply relational conception of humility, including concrete practices for cultivating a distinctly political ethic that is not about lowliness, self-denial, or subordination to authority. Feminist philosophy’s concept of “relational autonomy” provides an account of autonomy as an ongoing process that requires supportive social conditions and networks of relations, not mere non-interference. Bringing these traditions together, this chapter develops the conceptual framework and political vocabulary of the project, and begins to flesh out an important new concept of humility-informed-relational-autonomy.

The History Boys: Critical reflections on our contributions to Management Learning and their ongoing implications

2019 ◽  
Vol 51 (1) ◽  
pp. 130-142
Author(s):  
Michael Reynolds ◽  
Russ Vince
Keyword(s):  
Lived Experience ◽  
Management Education ◽  
50Th Anniversary ◽  
Historical Review ◽  
Vantage Point ◽  
Management Learning ◽  
Social Events ◽  
History Of ◽  
Reflective Essay ◽  
Unique Vantage

In this reflective essay, written for the 50th anniversary of Management Learning, we look at the history of the journal from a unique vantage point, our interconnected, academic lived experience of publishing in the journal. Our aim is to undertake an historical review of our publications in Management Learning in order to identify the key themes of our work, to make connections with broader academic and social events of the time and to assert the continuing relevance of these themes for future scholarship. We review 27 papers that we have published in Management Learning since Volume 1 (1971) and identify four main themes from our papers. These are set in the context of the development of critical management education. We highlight the broader dimensions to our themes and suggest two areas with implications for future scholarship in Management Learning. In our conclusion, we use our findings and reflections to identify what we have learned about management learning, as well as making a call for action in relation to what we are labelling historical reflexivity.

Participatory Disaster Management Learning Built on the Theory of Legitimate Peripheral Participation

2011 ◽  
Vol 6 (2) ◽  
pp. 258-270 ◽  
Author(s):  
Hideyuki Shiroshita ◽  
◽  
Katsuya Yamori ◽  
Keyword(s):  
Disaster Management ◽  
Management Education ◽  
Theoretical Interpretation ◽  
Double Bind ◽  
Legitimate Peripheral Participation ◽  
Learning Program ◽  
Perfect Score ◽  
Management Learning ◽  
New Type ◽  
Peripheral Participation

In some areas in Japan, there have been times when even though it was desirable to evacuate the area in order to prevent or reduce the amount of damage wrought by disaster, the actual evacuation rate was low. The double bind theory has been introduced in this situation, and a new theoretical interpretation has been obtained. However, no specific countermeasures have been presented to overcome the “expert and non-expert” structure shown in the double bind theory to be a problem of disaster management. This paper depends on the “theory of legitimate peripheral participation,” and it aims to build up a model of what the new disaster management education should be to overcome this problem. For the model not to become empty, this paper also introduces the “learning program built on the Manten Project (Perfect-score Project),” which is an example of a new type of participatory disaster management learning program implemented based on the model.

scholarly journals The Effect of Class Management on Economic Learning Motivation at SMA Negeri 20 Palembang

2021 ◽  
Vol 4 (1) ◽  
pp. 61-75
Author(s):  
Erma Yulaini ◽  
Diana Widhi Rachmawati ◽  
Devi Nur Ahini Oktavia Putri ◽  
Nyoman Tri Chayanti
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Research Method ◽  
Management Education ◽  
Learning Motivation ◽  
Management Learning ◽  
Class Management ◽  
Quantitative Descriptive ◽  
Academic Year ◽  
Descriptive Method

The purpose of this study was to determine the effect of classroom management on motivation to study economics at SMA Negeri 20 Palembang for the 2019/2020 academic year. The research method used quantitative descriptive method. The sample in the research of class X amounted to 54 students. In collecting data the researchers used techniques of documentation and questionnaires. The results showed that the class management had a significant effect on the economic learning motivation received with a large effect from the class management of 31.97%, while the remaining 68.03% was influenced by other factors. Therefore, classroom management is needed in the learning process. Keywords: Classroom Management, Learning Motivation, Management Education

Next Steps in Business and Management Education Scholarship

2020 ◽  
Vol 44 (5) ◽  
pp. 622-634
Author(s):  
Carlos J. Asarta ◽  
Regina F. Bento ◽  
Zachary Ferrara ◽  
Charles J. Fornaciari ◽  
Alvin Hwang
Keyword(s):  
Management Education ◽  
Management Learning ◽  
Business And Management

This article describes the authors’ experience at The New School’s Research in Management Learning and Education UnConference and presents five Business and Management Education (BME)–related actionable scholarship themes that originated at the UnConference: journal equivalency in BME scholarship, evolution of BME rankings, gender and BME scholarship productivity, timing of BME scholarship, and editor networks in BME scholarship. It is our hope that these themes will continue to generate provocative conversations between existing and new BME scholars and provide actionable research ideas to readers of the Journal of Management Education.

The production of educational space: Heterotopia and the business university

2011 ◽  
Vol 42 (5) ◽  
pp. 521-536 ◽  
Author(s):  
Timon Beyes ◽  
Christoph Michels
Keyword(s):  
Business School ◽  
Management Education ◽  
Business Schools ◽  
Physical Design ◽  
Productive Force ◽  
Management Learning ◽  
Spatial Understanding ◽  
Experimental Teaching ◽  
Future State ◽  
The Future

This article responds to recent calls for rethinking management education and fostering a spatial understanding of educational practices. We propose to introduce Foucault’s notion of heterotopic space and the spatial thought of Lefebvre into the debate about the current and future state of business schools. In particular, we conceptually and empirically discuss the potential for understanding space in a way that addresses its productive force, its multiplicity and its inherent contradictions. Using the example of an experimental teaching project dedicated to the conception and physical design of a city of the future, we reflect upon the possibility of the emergence of ‘other’, heterotopic spaces within an institution of management learning. Our findings suggest that spatial interventions facilitate critically affirmative engagement with the business school by offering an imaginative approach to management education.

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