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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - A shout-out for the value of management education research
T2 - “pedagogy is not a dirty word”
AU - Mason, Katy
AU - Anderson, Lisa
AU - Black, Kate
AU - Roberts, Ashley
PY - 2024/4/1
Y1 - 2024/4/1
N2 - Management Learning Education (MLE) research and curriculum and pedagogy innovation are urgently needed to lead our world out of crisis. If we are to take responsibility for educating future leaders of business, third- and public-sector organizations with the skills, competences and knowledge to deliver sustainable futures for the planet and people, then pedagogy cannot be a dirty word. In this essay, we consider the state we're in by looking at the juncture of [climate] crisis, with the lack of investment in MLE research and innovation, and management education market misfires – which together, constitute MLE as undervalued, underfunded and underdeveloped. We discuss advances in MLE theory to reveal a missing middle of understanding, namely between meta theories of pedagogic philosophies and values and infra theories of programme, course and project insights, as we work toward developing ‘responsible’ and ‘civic’ management schools. Drawing on our own experience as researchers, educators and pedagogy developers, and as past and present vice-chairs of the Management Knowledge and Education initiative at the British Academy of Management, we call for investments in supporting infrastructures to accelerate MLE and curriculum and pedagogy innovation, implicating learned societies, governments and higher education institutions.
AB - Management Learning Education (MLE) research and curriculum and pedagogy innovation are urgently needed to lead our world out of crisis. If we are to take responsibility for educating future leaders of business, third- and public-sector organizations with the skills, competences and knowledge to deliver sustainable futures for the planet and people, then pedagogy cannot be a dirty word. In this essay, we consider the state we're in by looking at the juncture of [climate] crisis, with the lack of investment in MLE research and innovation, and management education market misfires – which together, constitute MLE as undervalued, underfunded and underdeveloped. We discuss advances in MLE theory to reveal a missing middle of understanding, namely between meta theories of pedagogic philosophies and values and infra theories of programme, course and project insights, as we work toward developing ‘responsible’ and ‘civic’ management schools. Drawing on our own experience as researchers, educators and pedagogy developers, and as past and present vice-chairs of the Management Knowledge and Education initiative at the British Academy of Management, we call for investments in supporting infrastructures to accelerate MLE and curriculum and pedagogy innovation, implicating learned societies, governments and higher education institutions.
KW - Pedagogy Innovation
KW - Business and Management Education
KW - Curriculum Innovation
KW - Management Pedagogy
KW - Marketization of Education
U2 - 10.1111/1467-8551.12805
DO - 10.1111/1467-8551.12805
M3 - Journal article
VL - 35
SP - 539
EP - 549
JO - British Journal of Management
JF - British Journal of Management
SN - 1045-3172
IS - 2
ER -