Reproduction and Change on the Global Scale: A Bourdieusian Perspective on Management Education

Abstract

Despite a proliferation of critical studies on management education, there is a paucity of knowledge of the ways in which problematic beliefs, values, and practices are reproduced in and through management education. By drawing on and extending Bourdieu's seminal work, this paper offers a new perspective on reproduction on the global scale. Our framework spans three inter‐related levels of analysis: the dominant beliefs, values, and practices (nomos and doxa) of management in global society; the structuration of the field of management education on a global scale; and the prevailing pedagogical practices in management education programmes. Our analysis adds to critical studies of management education by elucidating the overwhelming institutional forces of reproduction and thus explaining how difficult it is to effect change in the prevailing ideas, values, and practices. Unlike most critical analyses, we also explain how change might take place and what it would require. Thus, our analysis advances studies of reproduction in this era of globalization more generally. It also provides an example of how Bourdieusian ideas can be applied and expanded upon in novel ways in research on education in general and management education in particular.

Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

“…Because selection processes in HE often occur to the disadvantage of the culturally underprivileged, we specifically investigate the social backgrounds of students who decide for or against EMI. Failure to account for different social backgrounds and diversity among students can foster social inequality and the reproduction of elites (Finkelstein & Hambrick, 1996: 104;Vaara & Faÿ, 2012). To address this gap-while accounting for alternative explanations of language choice-we pose the rather broad research question: "Why do non-native English language speaking students choose EMI in a non-English-speaking setting?"…”

“…To address this gap-while accounting for alternative explanations of language choice-we pose the rather broad research question: "Why do non-native English language speaking students choose EMI in a non-English-speaking setting?" Thereby, we respond to calls for research on the internationalization of management education and its effects on the reproduction of elites (Doh, 2010;Vaara & Faÿ, 2012).…”

Educating Qualitative Researchers in Management: Toward Performative Judgements

“…Over the last two decades, management education-especially doctoral management education-has been given less attention than management and organizational research (Dent, 2002;French & Grey, 1996;Vaara & Fay, 2012). This situation reflects scholars' principal focus on research to the detriment of teaching and education, arising from the recognition that comes from publishing as opposed to classroom and other forms of education performance (Marx, Garcia, Butterfield, Kappen, e Baldwin , 2015).…”

“…According to Vaara and Fay (2012), we are living in a period of reproduction of management education-which includes doctoral education-at large scale. This situation has been caused in part by the spread of university accreditations and rankings that lead to homogenization in management You management education regardless of the context in which it happens.…”

Varieties of corruption control: introduction to special issue

“…Our focus on corruption control also ties in with the growing interest among scholars of management, organization, communication and international business studies in exploring corruption and corruption control mechanisms at the firm or industry levels. This includes a focus on the relationship between corruption control in organizations and the wider corporate social responsibility agenda [4,37,40,44]; between forms of hidden or anonymous organizing [52] and the project of accountability and transparency so characteristic of our times [19,31,32]; and, not least, between corruption and aspirations of moral learning and education at universities and business schools [54,56].…”