Teaching Leadership Critically: New Directions for Leadership Pedagogy

Collinson, David; Tourish, Dennis

doi:10.5465/amle.2014.0079

Cited by 165 publications

(180 citation statements)

References 94 publications

Supporting

Mentioning

159

Contrasting

Unclassified

Order By: Relevance

“…The psychological focus of leadership studies in the US, which is deeply embedded in our culture, has led to a neglect of macro-issues (Fairhurst, 2001). Understanding these tensions provides another way of moving away from transformational charismatic views of leadership and a more critical view that of power and agency, compliance and conformity, resistance and dissent (Collinson & Tourish, 2015). …”

Section: Resultsmentioning

confidence: 99%

Tensions between Teams and Their Leaders

Johnson

2016

Journal of Technology Management & Innovation

View full text Add to dashboard Cite

Abstract:The intersection of teamwork and leadership results in tensions, dilemmas, and paradoxes for both individuals and for institutions such as simultaneously empowering individuals at the same time it frustrates them when our naive, cultural understanding of leadership centralizes power and values leaders who can impose their will and vision on others. Perhaps the fundamental paradox of teamwork and leadership is that the more leadership is focused on an individual the less likely a team's potential will be realized. Six specific domains where tensions arise are: at team boundaries; culture; who is in charge, rationality/cognition; diversity; and collaborations. Three approaches -clarifying different levels of analysis, temporal factors, and overarching concepts -to resolving tensions are discussed. New conceptions of leadership and the importance of the larger cultural frame within which they are embedded are needed for the management of technology and innovation.

show abstract

Section: Resultsmentioning

confidence: 99%

Tensions between Teams and Their Leaders

Johnson

2016

Journal of Technology Management & Innovation

View full text Add to dashboard Cite

show abstract

“…Scholars such as Tourish () and Tourish and Vatcha () have written extensively about the darker side of the theory, while Robinson and Kerr () highlight how it can translate negatively across cultural contexts. Further, Collinson and Tourish () claim that conventional leadership pedagogy tends to neglect the importance of cross‐cultural context on leadership; suggesting that highlighting the contextual genesis of Western leadership facilitates the questioning of leadership assumptions and practices by non‐North American students.…”

Section: The Pat Framework: Aims Assumptions Principles and Scopementioning

confidence: 99%

‘Pedagogy as Translation’: Extending the Horizons of Translation Theory

Lamb

Örtenblad²,

Hsu

2016

Int J Management Reviews

View full text Add to dashboard Cite

This paper extends the horizons of scholarly work within the bounds of translation theory by moving away from the tradition of presenting descriptive and historical accounts of translation. It departs from this tradition by offering a guide for intentional or rationally calculated translation applied to cross-cultural management learning. It synthesizes key issues from translation theory with management learning literature, which calls for more critically oriented and more cross-culturally sensitive pedagogy. It then outlines a five-stage pedagogic translation process, termed 'Pedagogy as Translation' (PaT), which is designed to create the necessary space for students to develop and extend their translation capacity. The paper also opens up scope for further exploration into the conditions and scope of intentional and rationally calculated translation as a pedagogic innovation within management learning, and more generally with respect to knowledge transfer.

show abstract

“…Attention has focused on the shortcomings of today's business graduates, with the HBS case approach seen as contributing to a narrow, instrumental, amoral, managerial perspective on business. It has been criticized for constructing mythical, heroic portrayals of leadership (Chetkovich & Kirp, 2001;Collinson & Tourish, 2015); privileging senior management views (Mintzberg, 2004) and managerialism (Contardo & Wensley, 2004); encouraging narrow, functionalist understandings of business rather than holistic thinking (Podolny, 2009); leading students towards pre-determined answers (Currie & Tempest, 2008); focusing on the solving of problems rather than the framing and definition of problems (Chia, 2005); excluding the voice of women, the poor (Kweder, 2014) and labor (Starkey & Tiratsoo, 2007); neglecting the interests and influence of other stakeholders (Bridgman, 2010;Starkey & Tempest, 2009) and containing a flawed logic of translatability from one context to others (Grey, 2004). Its pervasive influence on business education globally is also seen as a concern: for example, Liang and Wang (2004) warn Chinese case writers against "blindly following the case writing approach of the Harvard Business School" (411), viewing HBS cases as undersocialized, treating organizations as "a mere tool for profits, while neglecting their social nature" (404).…”

Section: Introductionmentioning

confidence: 99%

Restating the Case: How Revisiting the Development of the Case Method Can Help Us Think Differently About the Future of the Business School

Bridgman

Cummings

McLaughlin

2016

AMLE

View full text Add to dashboard Cite

Restating the case: How revisiting the development of the case method can help us think differently about the future of the business school. Academy of Management Learning and Education, 15(4), 724-741. AbstractWhilst supportive of calls for business schools to learn the lessons of history in order to address contemporary challenges about their legitimacy and impact, this article argues that our ability to learn is limited by the histories we have created. Through contrasting the contested development of the case method of teaching at Harvard Business School, and the conventional history of its rise, we argue that this history, which promotes a smooth linear evolution, works against reconceptualizing the role of the business school. To illustrate this, we develop a 'counterhistory' of the case method: one which reveals a contested and circuitous path of development and discuss how recognizing this would encourage us to think differently. This counter-history provides a means of stimulating debate and innovative thinking about how business schools can address their legitimacy challenges, and, in doing so, have a more positive impact on society.

show abstract

Teaching Leadership Critically: New Directions for Leadership Pedagogy

Cited by 165 publications

References 94 publications

Tensions between Teams and Their Leaders

Tensions between Teams and Their Leaders

‘Pedagogy as Translation’: Extending the Horizons of Translation Theory

Restating the Case: How Revisiting the Development of the Case Method Can Help Us Think Differently About the Future of the Business School

Contact Info

Product

Resources

About