18 th SPACE Annual International Conference The Increasing Disparity Between Globalization and Management Education: Time for Action Roulla Hagen Durham.

1818thth SPACE Annual International Conference SPACE Annual International Conference

The Increasing Disparity BetweenThe Increasing Disparity Between

Globalization and Management Education:Globalization and Management Education:Time for ActionTime for Action

Roulla HagenRoulla Hagen

Durham Business SchoolDurham Business SchoolUniversity of DurhamUniversity of Durham

United KingdomUnited 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-sumdo not accept that the world consists of zero-sumdichotomies such as participation dichotomies such as participation oror control, control, flexibility flexibility oror accountability, technical solutions accountability, technical solutions oror political solutions. In accepting such dichotomies spells political solutions. In accepting such dichotomies spells

failure, and believing in them is the route to paralysisfailure, and believing in them is the route to paralysis.” Feldman (2006)

Multifarious ImpactMultifarious 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

ComplexityComplexityVolatilityVolatilityUnpredictabilityUnpredictabilityParadoxicalParadoxical

GLOBALIZATIONGLOBALIZATIONGLOBALIZATION

Theoretical PerspectivesTheoretical Perspectives

• Neo-LiberalNeo-Liberal• Historical StructuralismHistorical Structuralism• RealistRealist• TransformationalistTransformationalist

Two ProblemsTwo Problems

2. New organizational forms are emerging - innately more 2. New organizational forms are emerging - innately more complexcomplex

Horizontal, Heterarchies, Flatter and More Geographically Horizontal, Heterarchies, Flatter and More Geographically Dispersed Enabling more responsive Decision-Making Dispersed Enabling more responsive Decision-Making

Experiencing very Different Problems Experiencing very Different Problems

Connectivity, Diversity, Dispersion and InnovationConnectivity, Diversity, Dispersion and Innovation

Radical Rethink of Leadership, ManagementRadical Rethink of Leadership, Managementandand

The Role of Business Schools and Management EducationThe Role of Business Schools and Management Education

1. Firms are developing ‘Third Generation Strategies’1. Firms are developing ‘Third Generation Strategies’ in in

‘‘Second generation’ traditional organizations Second generation’ traditional organizations with with

‘‘first generation managersfirst generation managers’.’.

• StaticStatic• CommodifiedCommodified• FragmentedFragmented• ReductionistReductionist

Dominant LogicDominant Logic: Scientific Management, Deterministic, Linear, Uni-causal, Functionalist, Unitary, Scientific Management, Deterministic, Linear, Uni-causal, Functionalist, Unitary, HierarchicalHierarchical

skill based mgt. ed. or … 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 EducationManagement Education

Management Education: Crisis and ConfusionManagement Education: Crisis and Confusion

Clearly Not Working for the Private or Public Sector

Oscillation and BifurcationOscillation and Bifurcation in Curriculum Designin Curriculum Design

What is Management Education’s Strategic Intent?What is Management Education’s 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 ReactionCurrent Reaction: : Skill based approach – latest fad?

• As a result conventional restrictive ‘distal modes of As a result conventional restrictive ‘distal modes of thinking’ where thought is reduced to thinking’ where thought is reduced to

“ “what is simplified, distilled, it’s like fast food – packagedwhat is simplified, distilled, it’s 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’ dominate management education’

Cooper & Law, 1995: 239)Cooper & Law, 1995: 239)

• UnknownUnknown

• DynamicDynamic

• In a State of Becoming – an Ongoing, unending In a State of Becoming – an Ongoing, unending processprocess

• No blue printNo blue print

• Questioning taken for granted assumptionsQuestioning taken for granted assumptions

• HolisticHolistic

• Co-ordination of horizontal, operational, Co-ordination of horizontal, operational, intellectual, social and emotional, integration by intellectual, social and emotional, integration by placing as central the behavioural context – placing as central the behavioural context – democratisation of information and trust.democratisation of information and trust.

Public Sector Management Public Sector Management CrisisCrisis:::

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 Management Education CrisisCrisis::

Vociferous attacks and continued vilification at the inadequacies of Management Educationfor the public sector

Dominant scientific, functionalist,normative rational economic, reductionist approach

‘Pretence of knowledge’

Globalization and Immediacy of Information, Globalization and Immediacy of Information, unpredictability, Complexity, Interdependence, unpredictability, Complexity, Interdependence,

unknown and unfinished world unknown and unfinished world

4 T e c t o n i c P l a t e 4 T e c t o n i c P l a t e s s

Ineffective Ineffective Co-ordination Co-ordination and Integrationand IntegrationLeading toLeading toSclerosis andSclerosis and inertiainertia

DecentralisationDecentralisationFragmentationFragmentationBetween policyBetween policyformulation andformulation andImplementationImplementation

Public / privatePublic / private sector: sector:Unique,Unique,Similar, Similar, different different or hybridor hybrid

TraditionalTraditionalVsVsNetworkNetworkGovernanceGovernance

Management Education is Legitimising and Exacerbating the CrisisManagement 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 Managers of public services are now managing in New Spaces and responding to multiple sovereigntiesSpaces and responding to multiple sovereignties

RADICAL RETHINKRADICAL RETHINK

It requires an integrated theoretical underpinning for the practice of It requires an integrated theoretical underpinning for the practice of management education if there is to be a realised strategy in Public management education if there is to be a realised strategy in Public

Sector ManagementSector Management

YETYET

Two Different But Parallel Pedagogies within an integration curriculum strategyTwo Different But Parallel Pedagogies within an integration curriculum strategy

Developing Developing ConceptualConceptual ThinkingThinkingExposing management students Exposing management students to a breadth of knowledge, to a breadth of knowledge, different perspectives and a different perspectives and a critical, investigative approach.critical, investigative approach.Conceptual de-ossification. Conceptual de-ossification. Ability to see contradictions andAbility to see contradictions andtensions in complex situations – tensions in complex situations – managing in a turbulentmanaging in a turbulent

unpredictable global environment.unpredictable global environment.To avoid reductionist thinking To avoid reductionist thinking and problem solving approaches and problem solving approaches which stress boundaries, order which stress boundaries, order and a and a known known world to a focus on world to a focus on a continuous unfinished world a continuous unfinished world where managing is an on-going where managing is an on-going action.action.

Developing Developing ContextualContextual Learning LearningTest theory to practice / Analytical Test theory to practice / Analytical

skillsskillsChallenge students to investigate Challenge students to investigate live or written company issues live or written company issues within a given context / parametre as within a given context / parametre as a heuristic tool. a heuristic tool. Adopting various methods Adopting various methods (students’ own experience, field (students’ own experience, field trips, discussions with practitioners) trips, discussions with practitioners) to stimulate a tripartite relationship to stimulate a tripartite relationship between the company, student and between the company, student and academic creating a triple helix academic creating a triple helix effect for entrepreneurial thinking effect for entrepreneurial thinking and creative analysis of issues and creative analysis of issues aided by the cross-fertilization of aided by the cross-fertilization of ideas and perspectives of peers ideas and perspectives of peers from internationally diverse from internationally diverse backgrounds and to consider the backgrounds and to consider the consequences of the ideas explored.consequences of the ideas explored.

Combining Personal and Professional DevelopmentPersonal and Professional Development in a highly integrated thematic approach

Who is Culpable?Who is Culpable?

WE AREWE ARE

TIME FOR ACTION