Presentation on theme: "18 th SPACE Annual International Conference The Increasing Disparity Between Globalization and Management Education: Time for Action Roulla Hagen Durham."— Presentation transcript:
18 th SPACE Annual International Conference The Increasing Disparity Between Globalization and Management Education: Time for Action Roulla Hagen Durham Business School University of Durham United Kingdom
Both managers and management academics must acknowledge that management matters (Ghoshal & Moran, 2005) Management as a Force for Good
do not accept that the world consists of zero-sum dichotomies such as participation or control, flexibility or accountability, technical solutions or political solutions. In accepting such dichotomies spells failure, and believing in them is the route to paralysis do not accept that the world consists of zero-sum dichotomies such as participation or control, flexibility or accountability, technical solutions or political solutions. In accepting such dichotomies spells failure, and believing in them is the route to paralysis. Feldman (2006)
Multifarious Impact Technological change / obsolescence Burgeoning automation Geo-political change interconnectivity Intra-connectivity geographical / supra-terrestrial highway Intensified global competition, overcapacity, innovation Bankrupt social programmes Instability of raw materials De-regulation and reregulation Depopulation vs expanding pop. Internationalisation of labour Unprepared and unskilled work force Ecological time-bomb Ethical and responsible corporate management Mergers and acquisitions, strategic alliances, joint ventures Information overload ComplexityVolatilityUnpredictabilityParadoxical GLOBALIZATION GLOBALIZATION Theoretical Perspectives Theoretical Perspectives Neo-LiberalNeo-Liberal Historical StructuralismHistorical Structuralism RealistRealist TransformationalistTransformationalist
Two Problems 2. New organizational forms are emerging - innately more complex Horizontal, Heterarchies, Flatter and More Geographically Dispersed Enabling more responsive Decision-Making Experiencing very Different Problems Connectivity, Diversity, Dispersion and Innovation Radical Rethink of Leadership, Management and The Role of Business Schools and Management Education 1. Firms are developing Third Generation Strategies in in Second generation traditional organizations with first generation managers.
StaticStatic CommodifiedCommodified FragmentedFragmented ReductionistReductionist Dominant Logic Scientific Management, Deterministic, Linear, Uni-causal, Functionalist, Unitary, Hierarchical Dominant Logic : Scientific Management, Deterministic, Linear, Uni-causal, Functionalist, Unitary, Hierarchical skill based mgt. ed. or … competency based or … competency based or … too analytical or … too analytical or … too experiential or … too experiential or … specialist - discipline silos or …. specialist - discipline silos or …. Management Education Management Education: Crisis and Confusion Management Education: Crisis and Confusion Clearly Not Working for the Private or Public Sector Oscillation and Bifurcation in Curriculum Design in Curriculum Design What is Management Educations Strategic Intent? Training or Education
The problem is one of misalignment of management education. It adopts a reductionist, narrow curricula which still largely promotes a dominant organizational form and adheres to bureaucratic, hierarchical structures. Its underlying philosophy is instrumental rationality, These models define rationality as internal consistency of choice, self-interest maximization, or maximization in general and consider as non-rational any departure from self-interest. To prevent such behaviour this traditional view of management imposes control and the subjugation of individual initiative. (Ghoshal & Moran, 2005).
The Charge: Uni-causal link between the Distopia of Management Education and a Distopian corporate world led by ill-prepared leaders. Peripetia and Anagnorisis Current Reaction: Current Reaction: Skill based approach – latest fad? As a result conventional restrictive distal modes of thinking where thought is reduced to what is simplified, distilled, its like fast food – packaged what is simplified, distilled, its like fast food – packaged for convenience and ease of consumption has come to for convenience and ease of consumption has come to dominate management education Cooper & Law, 1995: 239)
UnknownUnknown DynamicDynamic In a State of Becoming – an Ongoing, unending processIn a State of Becoming – an Ongoing, unending process No blue printNo blue print Questioning taken for granted assumptionsQuestioning taken for granted assumptions HolisticHolistic Co-ordination of horizontal, operational, intellectual, social and emotional, integration by placing as central the behavioural context – democratisation of information and trust.Co-ordination of horizontal, operational, intellectual, social and emotional, integration by placing as central the behavioural context – democratisation of information and trust.
Public Sector Management Crisis: Crisis: : Driven by public Sector technocrats Largely ignored by management researchers. Management Education developed and delivered in the dominant paradigm – New Public Sector Management Weberian, bureaucratic, hierarchical, post-bureaucracy but results in re-bureaucratisation? Management Education Crisis: Crisis: Vociferous attacks and continued vilification at the inadequacies of Management Education for the public sector Dominant scientific, functionalist, normative rational economic, reductionist approach Pretence of knowledge Globalization and Immediacy of Information, unpredictability, Complexity, Interdependence, unknown and unfinished world
4 T e c t o n i c P l a t e s IneffectiveCo-ordination and Integration Leading to Sclerosis and inertia inertia DecentralisationFragmentation Between policy formulation and Implementation Public / private sector: Unique,Similar,different or hybrid TraditionalVsNetworkGovernance Management Education is Legitimising and Exacerbating the Crisis Management Education is Legitimising and Exacerbating the Crisis Public Sector Management
The conventional dualist approach between the Conventional Dualist Approach: boundaried world of new Public Management and unboundaried forms of network governance have resulted in an atrophied debate where the theoretical, conceptual and practical developments are not central. Managers of public services are now managing in New Spaces and responding to multiple sovereignties RADICAL RETHINK RADICAL RETHINK It requires an integrated theoretical underpinning for the practice of management education if there is to be a realised strategy in Public Sector Management YET
Two Different But Parallel Pedagogies within an integration curriculum strategy Developing Conceptual Thinking Exposing management students to a breadth of knowledge, different perspectives and a critical, investigative approach. Conceptual de-ossification. Ability to see contradictions and tensions in complex situations – managing in a turbulent unpredictable global environment. unpredictable global environment. To avoid reductionist thinking and problem solving approaches which stress boundaries, order and a known world to a focus on a continuous unfinished world where managing is an on-going action. Developing Contextual Learning Test theory to practice / Analytical skills Challenge students to investigate live or written company issues within a given context / parametre as a heuristic tool. Adopting various methods (students own experience, field trips, discussions with practitioners) to stimulate a tripartite relationship between the company, student and academic creating a triple helix effect for entrepreneurial thinking and creative analysis of issues aided by the cross-fertilization of ideas and perspectives of peers from internationally diverse backgrounds and to consider the consequences of the ideas explored. Personal and Professional Development Combining Personal and Professional Development in a highly integrated thematic approach