Paradigm Shift in Management Education

2017 ◽  
pp. 241-255
Author(s):  
Smitha Nayak ◽  
Nandan Prabhu
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Conceptual Knowledge ◽  
Management Education ◽  
Functional Approach ◽  
Theory And Practice ◽  
Managerial Effectiveness ◽  
Process Orientation ◽  
Functional Perspective ◽  
Knowledge Assimilation

Scholars, in the field of management education, have questioned the efficacy of current focus of business education in creating effective managers. Gulf between theory and practice, undue emphasis on conceptual knowledge, and lamentable attention to knowledge assimilation are cited as the prominent reasons for significantly low level of managerial effectiveness. In this regard, this chapter analyses the current paradigms of management education in its attempt to make a case for the need for a paradigm shift in education. Review of prior research clearly articulates the need for a cross functional approach to management education to bridge the gap between theory and its application. Further, this chapter discusses the dimensions of the process-orientation paradigm that it articulates. Potential contributions of process orientation paradigm and challenges before the cross-functional perspective of management education are also presented.

Paradigm Shift in Management Education

2021 ◽  
pp. 755-769
Author(s):  
Smitha Nayak ◽  
Nandan Prabhu
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Conceptual Knowledge ◽  
Management Education ◽  
Functional Approach ◽  
Theory And Practice ◽  
Managerial Effectiveness ◽  
Process Orientation ◽  
Functional Perspective ◽  
Knowledge Assimilation

Scholars, in the field of management education, have questioned the efficacy of current focus of business education in creating effective managers. Gulf between theory and practice, undue emphasis on conceptual knowledge, and lamentable attention to knowledge assimilation are cited as the prominent reasons for significantly low level of managerial effectiveness. In this regard, this chapter analyses the current paradigms of management education in its attempt to make a case for the need for a paradigm shift in education. Review of prior research clearly articulates the need for a cross functional approach to management education to bridge the gap between theory and its application. Further, this chapter discusses the dimensions of the process-orientation paradigm that it articulates. Potential contributions of process orientation paradigm and challenges before the cross-functional perspective of management education are also presented.

Gap Between Theory and Practice in Management Education

2018 ◽  
pp. 363-376
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

Gap Between Theory and Practice in Management Education

2017 ◽  
pp. 264-277 ◽  
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

scholarly journals Design Thinking for Management Education

2020 ◽  
Vol 8 (5) ◽  
pp. 639-649
Keyword(s):  
Business Education ◽  
Paradigm Shift ◽  
Design Thinking ◽  
Management Education ◽  
Primary Objective ◽  
International Standards ◽  
Pedagogical Strategies ◽  
Use Of Technology ◽  
Rapid Changes ◽  
Education In India

The changing environment of management education and the skill needs of the industry have been compelling management pedagog y to go through rapid changes. Even after a paradigm shift in the approach to imparting management education in view of its professional nature, it has been observed that the huge competition in this field has been leading to disruptions demanding innovative approaches by institutions to ensure sustenance. The need for innovations is felt as it is observed in various teaching pedagogical strategies. Institutions are banking upon creative and unique approaches to both developing the content or curriculum as well as the methods of teaching. This article tries to highlight the design thinking approach for management education in India to enable parity with international standards. The divergent and the convergent techniques adopted in the changed management education system have brought in innovations with the use of technology. The primary objective of this article is to study and understand the concept of design thinking approach as well as to verify the application of design thinking to management education in India. The contexts and constraints of the disruptive design thinking approach are also discussed in the article. The scope of the paper extends from discussing the evolution of management education, the disruptions and the need to search for a solution for the disruptions – applying design thinking approach by focussing on innovations in courses, curricula, pedagogy and the orientation of management education as a whole due to these changes. A small study was taken up trying to understand the perception of students and faculty on the scope of design thinking in different categories of business education institutions.

Management science and nation building: The sociotechnical imaginary behind the making of the Indian Institute of Management in Ahmedabad

2021 ◽  
pp. 001946462110203
Author(s):  
Lourens van Haaften
Keyword(s):  
Business Education ◽  
Management Education ◽  
Nation Building ◽  
Management Science ◽  
Indian Institute ◽  
Management Knowledge ◽  
Education In India ◽  
Development Trajectory ◽  
Distinct Character

The start of management education in India in the early 1960s has been dominantly described from the perspective of ‘Americanisation’, characterised by isomorphism and mimicry. Existing scholarship has avoided the question of how management education and knowledge were reconciled and naturalised with India’s specific socio-economic contexts. This article addresses the issue and provides a situated account of this complex history by delving into the establishment of the Indian Institute of Management Ahmedabad, one of India’s first and most prominent management schools. Using the concept of sociotechnical imaginary developed by Jasanoff and Kim, the analysis describes how the development of management education and research was aligned with the objective of nation building. The article shows that the project to start management education did not take off before the capitalist connotations, associated with business education, were subtly removed and a narrative was created that put management education in the context of India’s wider development trajectory. Under influence of a changing political atmosphere in the late 1960s, a particular imaginary on the role of management knowledge and education unfolded in the development of the institute, giving the field in India a distinct character in the early 1970s.

The Concept of the ‘Living Constitution’ in Russian Constitutional Theory and Practice

2021 ◽  
Vol 46 (3-4) ◽  
pp. 416-445
Author(s):  
Caroline von Gall
Keyword(s):  
Direct Effect ◽  
Paradigm Shift ◽  
Social Conditions ◽  
Theory And Practice ◽  
Constitutional Reform ◽  
Constitutional Theory ◽  
Constitutional Change ◽  
The Past ◽  
Margin Of Appreciation

Abstract In discussing the concept of the ‘living constitution’ in Russian constitutional theory and practice, this paper shows that the Russian concept of the living constitution differs from U.S. or European approaches to evolutive interpretation. The Russian concept has its roots in Soviet and pre-revolutionary Russian constitutional thinking. It reduces the normative power of the Constitution but allows an interpretation according to changing social conditions and gives the legislator a broad margin of appreciation. Whereas the 1993 Russian constitutional reform had been regarded as a paradigm shift with the intention to break with the past by declaring that the Constitution shall have supreme judicial force and direct effect, the paper also gives answers to the complexity of constitutional change and legal transplants and the role of constitutional theory and practice for the functioning of the current authoritarian regime in Russia.

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kaushik Ranjan Bandyopadhyay ◽  
Kasturi Das ◽  
Ritika Mahajan
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Management Education ◽  
Business Schools ◽  
Theory And Practice ◽  
Social Implications ◽  
Content Type ◽  
Diversity And Inclusion ◽  
Long Run ◽  
Equity And Inclusion

PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

scholarly journals Formando gestores em três tempos: analisando alternativas para educação técnica e tecnológica em Administração

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Shana Sabbado Flores ◽  
Tânia Da Rosa Aiub
Keyword(s):  
High School ◽  
Professional Practice ◽  
Management Education ◽  
Methodological Approach ◽  
Theory And Practice ◽  
Howard Gardner ◽  
Technological Education ◽  
Management Processes ◽  
Technical Material ◽  
Current Curriculum

Resumo: A formação do profissional de administração requer o desenvolvimento de conhecimentos, habilidades e, principalmente, atitudes com relação a processos e pessoas. É fato que muitos dos conceitos trabalhados em sala de aula acabam se perdendo, não se efetivando em prática profissional. Assim, o verdadeiro aprendizado, pautado em mudança de comportamento pode acabar por não se concretizar devidamente. A partir da análise das atuais propostas curriculares para a formação do administrador e do perfil do egresso esperado para a profissão, considerando sua evolução nesse pouco mais de um século de história, o presente trabalho sistematiza uma proposta metodológica para o ensino de administração, baseada em: (1) adoção de temas transversais para serem trabalhados durante toda a disciplina; (2) leitura cotidiana de material da área, de modo a apropriar conceitos; e (3) microestágios ou projetos de final de curso, com intuito de sistematizar teoria e prática. As atividades estão em consonância com a “educação pela pesquisa”, de Pedro Demo e da formação de uma “mente disciplinada”, de Howard Gardner, e foram aplicadas em turmas de ensino médio integrado ao Técnico em Administração, ensino técnico subsequente em Administração e tecnólogo em Processos Gerenciais. De uma maneira geral, as atividades propostas na metodologia proporcionaram, além do contato com realidade empresarial, uma melhor compreensão da dimensão da profissão, uma vez que tiveram a oportunidade de observar como seu trabalho pode impactar diretamente no cotidiano das organizações, bem como prospectar oportunidades de atuação. Palavras-chave: Ensino de administração. Ensino técnico e tecnológico. Educação pela pesquisa. DEVELOPING MANAGERS IN THREE CYCLES: ANALYZING ALTERNATIVE FOR TECHNICAL AND TECHNOLOGICAL EDUCATION IN MANAGEMENT Abstract: Management professional formation requires the development of knowledge, skills, and, especially, attitudes towards processes and people. It is a fact that many of the concepts worked in the classroom get lost, not effecting in professional practice. Thus, the real learning, based on behavior change, ends up not being realized. From the analysis of the current curriculum proposals for the administrator formation and the expected profile of graduates into the profession, considering its evolution in just over a century of history, this paper systematizes a methodological approach to management education, based on: (1) adoption of cross-cutting themes to be developed throughout the course, (2) daily reading of technical material, to appropriate concepts, and (3) micro-projects or internships final course, in order to systematize theory and practice. The activities are in line with the "education through research," of Pedro Demo and the formation of a "disciplined mind" from Howard Gardner, and they were applied to groups of high school integrated with technical in management, subsequent technical in management and technologist in management processes. In general, the activities proposed in the methodology provided, in addition to the contact with business reality, a better understanding of the professional dimension, in the extend of they had the opportunity to observe how their work can impact directly the organizations daily, as well as exploring opportunities of action. Keywords: management education, technical and technological education, education by research. 

Practice to Research: Rapport as Key to Creating an Effective Learning Environment

2018 ◽  
Vol 3 (4) ◽  
pp. 354-360 ◽  
Author(s):  
Lisa A. Burke-Smalley
Keyword(s):  
Learning Environment ◽  
Business Education ◽  
Management Education ◽  
Effective Learning ◽  
Research Article ◽  
Instructional Context ◽  
Published Evidence ◽  
Research Propositions ◽  
Future Business ◽  
Instructional Variable

Rapport is an instructional variable that is “tricky to understand,” which is perhaps the reason why it is understudied in the extant literature. Certainly, essays, tip lists, and effective teaching mantras often claim rapport as vital to the instructional context, but that is typically the extent of most examinations, particularly in management education. In this practice-to-research article, my experiences are integrated with the limited published evidence surrounding rapport, and research propositions are offered to inform future business education studies.

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