Media for reflection: A comparison of renaissance mirrors for princes and contemporary management education

Knudsen, Morten

doi:10.1177/1350507615617634

Cited by 3 publications

(3 citation statements)

References 67 publications

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“…Leadership reform in Denmark in 2007 specified that all public managers had the right (often also obligation) to have at least a bachelor’s degree in management. This prompted huge growth in MLDPs – of both formal programmes at educational institutions and of in-house programmes (Knudsen, 2016). The MLDP we followed in the Capital Region was by far the most ambitious in terms of the number of participants and duration in the history of the Region.…”

Section: Methodology – Case Data and Analytical Processmentioning

confidence: 99%

Authorising managers in management development?

Knudsen

Larson

Mogensen

2022

Management Learning

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This article explores the relationship between management and leadership development and leadership practice. Critical studies of management and leadership development programmes have mainly focused on such programmes as spaces for identity work and/or identity regulation. This article extends the literature by investigating the notion of organisation, the organisational view, in a large management and leadership development programme and how it works as a source of authority for the participating managers. Our inquiry is based on ethnographic studies of both an in-house management and leadership development programme in a large Danish public organisation and of the managerial practice of six participating managers. Drawing on a communicative constitution of organisations perspective, we analyse how the management and leadership development programme (re)produces a unitarist organisational text, an organisational view that assumes the members of the organisation have the same goals and perspectives. We further analyse how this organisational text shapes the authority relationships that managers engage in in their leadership practice. The article demonstrates how the unitarist organisational text fails in authorising participating managers as it clashes with the plurality of perspectives and interests in the organisation and is not recognised as a source of authority by employees and collaborators.

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Section: Methodology – Case Data and Analytical Processmentioning

confidence: 99%

Authorising managers in management development?

Knudsen

Larson

Mogensen

2022

Management Learning

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“…Given reflexivity is commonly understood and practised as a vehicle by which the researcher or research process is made visible and explicitly scrutinized, the first and most recognizable tension can be likened to a simple choice between focusing on the ‘I’ (in this tension the researcher) or the ‘it’ (in this tension the research). In this same vein, reflexivity has been identified with ‘a process of reflecting on the mirror’s mirroring’, with the researcher being the ‘I’ ‘who holds the mirror’ (Gemignani, 2017: 190; see also Knudsen, 2016). What the mirror sees when the researcher becomes the subject and object of reflexivity is any combination of experiences, memories, associations, preferences, priorities and traits that the researcher deems relevant to the research process.…”

Section: Four Tensions In Reflexivity Studiesmentioning

confidence: 99%

Ventriloquial reflexivity: Exploring the communicative relationality of the ‘I’ and the ‘it’

Meier

Carroll

2022

Human Relations

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Can an exploration of managers’ real-time organizational talk make way for a profoundly revised theory of reflexivity? Indeed, our analysis of the reflexivity literature reveals four significant points of contestation – the subject/object distinction, temporality, representation and agency – all of which revolve around the interplay of an ‘I’ (at least one reflexive agent) and an ‘it’ (something to be reflexive about). The focus of this inquiry lies in how the ‘I’ and the ‘it’ are constituted communicatively and what generates, sustains and animates them in interaction. Such interactions are sourced from a post-experience master programme for practising managers, thus providing naturally occurring data amendable to a ventriloqual analysis. We identify and demonstrate three types of reflexive moments: conflating, bifurcating and animating. We subsequently theorize these as instances of <i></i>ventriloqual reflexivity<i></i>, using the terms conflating, bifurcating and animating to express the different moments in which speakers co-orient to the communicative constitution of the ‘I’ and the ‘it’. Ventriloqual reflexivity allows us to explore reflexivity as an interactional and situated accomplishment, thus further pointing to how reflexive practices can be understood and enhanced.

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“…An important stream in the literature on MLD consists of presentations of programmes (Greve and Pedersen, 2017;Kearns, 2019;Sandfort et al, 2017;van der Meer and Marks, 2018), courses and pedagogical approaches (Engbers, 2019;Henson, 2019), and innovations and experiments (Edwards et al, 2013(Edwards et al, , 2015Straussman, 2019;Sutherland, 2013). In the discussions of programmes and pedagogical approaches reflexivity (and related concepts like reflection and critical reflexivity) has been a core theme (Larsson and Knudsen, 2021;Knudsen, 2016). Scholarship has discussed why reflexivity is needed and how it can be promoted (Adriansen and Knudsen, 2013;Cunliffe, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

The deep organisation: The organisational view in a public management and leadership development programme

Knudsen

Larsson

2021

Teaching Public Administration

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This article studies the organisational view inherent in a public management and leadership development programme. Organisational views are important to study as they guide and frame the actions of the members of the organisation. In the management and leadership development programme under investigation the organisational view was a linguistic-discursive representation that was empirically inept, but which nevertheless was offered as a guide to the managers. Inspired by Clifford Geertz’s notion of religion we suggest conceptualising the presented organisational view as the deep organisation. The analysis contributes to the literature on public management and leadership development programmes by calling attention to the implicit concepts of organisation that on the one hand provide managers with the motivation and authority to carry out their daily ordering of the constantly fluctuating empirical organisation, while to some extent making managers immune to experience-based learning on the other. The notion of the deep organisation expands our understanding of the layered nature of assumptions about organisations, through which seeming contradictions can be handled. In the discussion we outline three important implications of the analysed organisational view.

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Media for reflection: A comparison of renaissance mirrors for princes and contemporary management education

Cited by 3 publications

References 67 publications

Authorising managers in management development?

Authorising managers in management development?

Ventriloquial reflexivity: Exploring the communicative relationality of the ‘I’ and the ‘it’

The deep organisation: The organisational view in a public management and leadership development programme

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