Australian management education at the cusp

Abstract

This article presents a synoptic view of the dramatic environmental change which presently confronts Australian management educators. Written at the same time as the landmark Karpin Committee’s enquiry into the needs of Australian management into the next century, the discussion echoes many of Karpin’s sentiments although it presents the views of educators, which may not always coincide with the views of practitioners. Important issues discussed include: the underlying “philosophy of management education”; the perennial “theory versus practice” debate; the present role of government in influencing the “shape” of management education; the relationship between universities and their industrial clients; the necessity to continuously renew the curriculum; the desirability of collaboration between universities; appropriate use of technology as a delivery mechanism and in the curriculum; the supply of appropriately qualified academics; accreditation; “students as customers” and, finally, the nature of management itself. As might be anticipated, the necessity for business schools to be innovative, flexible and responsive to the dictates of the changing environment is emphasised as is the importance of developing a national character of Australian management education which reflects Australia’s needs and position in the global and regional marketplace.

Academics as Agents of Change?

“…Reform was considered necessary to ensure that institutions were "clearly focused on developing skills for the future rather than reflecting obsolete models of management and organisations" (Karpin, Executive Summary 1995:11). Karpin (1995) was particularly critical of Australian management schools and "the conservatism of the Australian management education curriculum" (Ritchie 1996:3), and called for business schools to be innovative, flexible and responsive to the dictates of the changing environment (Elliott & Glaser 1998).…”

Australian Management Research: Prospects for the New Millennium

“…Along with the complementary topic of 'management education,' the subject has stimulated much debate. In particular, attention has been devoted to identifying prescriptions as to the most appropriate methodological approaches; content and outcomes with the 'rigour versus relevance' issue a dominant concern (eg Elliott and Glaser 1998;Goldberg 1996;Delbecq 1996;Miles 1996 andSiebolt 1996).…”