Redesigning Management Education and Research

Redesigning Management Education and Research

Challenging Proposals from European Scholars

Edited by Stephanie Dameron and Thomas Durand

The field of management education and research has become an industry of its own – an industry with fierce international competition in a global arena. Here, the authors argue that a series of mechanisms has led to mimicking and thus strategic convergence among business schools. The authors further argue that this has resulted in a loss of relevance and diversity of the management knowledge produced and taught in a multipolar world. They view this as counterproductive to business schools, students, firms, societies and other stakeholders, including scholars themselves.

Chapter 8: Evaluating Management Education and Business Schools in Context

Olivier Basso, Philippe-Pierre Dernier and Jean-Paul Mounier

Subjects: business and management, management education, management and universities, research methods in business and management, education, management and universities, management education, research methods, research methods in business and management


Olivier Basso, Philippe-Pierre Dornier and Jean-Paul Mounier Is life’s ultimate goal to auto-reproduce (survival), or is it to metabolise (in other words, to enjoy life)? Do we live to survive, or do we survive to live? There’s no possible answer since survival and living . . . are reciprocally a means and an end to one another. Edgar Morin (1999) Education is one of the greatest and most difficult challenges that man is faced with. Indeed, enlightenment depends on education, which in turn depends on enlightenment.1 Immanuel Kant The development, strengthening and multiplication of socially minded business men is the central problem of business.2 Wallace B. Dunham, Dean of Harvard Business School, 1926 8.1 INTRODUCTION The current chapter is entitled ‘Evaluating management education and business schools in context’: what do we mean exactly by ‘context’? Two different definitions of the term are possible. Firstly, it can refer to a particular space–time location that a person or process is necessarily embedded within. In this sense, we are concerned primarily with industrialised countries, which appear to represent today’s world in its globalised state. However, a ‘context’ can also be understood as a force field that expresses the expectations and actions of different stakeholders. Hence, the society as a whole, businesses, students and faculty are actors whose network precisely defines the context (as the Latin etymology of the term suggests: contexere, meaning literally ‘to weave together’) or ‘fabric’ of management education. Central to our inquiry is how the teaching of a particular discipline in a...

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