Handbook of Research on Strategy and Foresight
Show Less

Handbook of Research on Strategy and Foresight

Edited by Laura Anna Costanzo and Robert Bradley MacKay

Drawing together a collection of 29 original chapters, the Handbook makes an invaluable contribution to theory and practice by stimulating disciplined, rigorous and imaginative enquiry into the relationship between strategy and foresight. Leading scholars in the field of strategic management are brought together to offer innovative and multi-disciplinary perspectives on the past, present and future of strategy formation and foresight. In so doing, they challenge research in four key areas: strategy and foresight processes; strategy innovation for the future; understanding the future; and strategically responding to the future.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 29: Foreseeing the Problem of Conformity in Strategy Teaching, Research and Practice

Gregory B. Vit


Gregory B. Vit* Forecasting conformity The central idea of this chapter is to shed light upon a paradox in the teaching and research of strategy and foresight. While some academics and practitioners appear to be involved in cutting-edge approaches to strategy and foresight; significant time, effort and print continues to be spent upon building legitimacy for arcane dominant strategic management models (Fayol 1916; Andrews 1987; Hitt and Ireland 2006) that often simply do not work. Their persistence may be due to non-economic social reasons that contribute to conformist approaches to strategy and foresight. This chapter will begin with a review of the dominant ‘strategic management model’ as it appears in many business school strategy texts. It will then highlight implicit and questionable assumptions behind this model. Last, the chapter will suggest alternative lines of thinking about strategy and foresight that should be addressed in courses aimed at teaching and practice. The all-pervasive conformist and prescriptive strategy model Arguably most texts that endeavour to teach strategy at the undergraduate or MBA level still rely heavily upon a prescriptive and unproven strategy analysis–formulation– implementation approach as illustrated in Figure 29.1. This dominant strategy model has been institutionalized within many business schools (Mintzberg 2004) and manifests itself in the discourse that surrounds ‘strategic managing’. One way of illustrating the pervasiveness of this model is to look at how strategy is treated in most business school textbooks. The conventional strategy text that is used by many business schools is generic. The...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.