Katy Mason, Lisa Anderson, Kate Black, Ashley Roberts
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引用次数: 0
Abstract
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.
期刊介绍:
The British Journal of Management provides a valuable outlet for research and scholarship on management-orientated themes and topics. It publishes articles of a multi-disciplinary and interdisciplinary nature as well as empirical research from within traditional disciplines and managerial functions. With contributions from around the globe, the journal includes articles across the full range of business and management disciplines. A subscription to British Journal of Management includes International Journal of Management Reviews, also published on behalf of the British Academy of Management.