Towards a Critical Management Pedagogy

Reynolds, Paige

doi:10.4135/9781446250488.n19

Cited by 76 publications

(66 citation statements)

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“…Secondly, Critical Management Education (CME) perspectives argue that critical reflection should be central to management education (Reynolds 1997). In an international management education context the ability to engage in such reflection could lead to a better ability to operate effectively in an international context (Lorbiecki 1997).…”

Section: Largest National Group Chinese Britishmentioning

confidence: 99%

“…From a critical education perspective, which advocates reflection on political and social forces which can distort communication (Reynolds 1997), we could argue that the absence of discussion highlighted in this research is an area for concern in that a) participants show very little desire to engage in discussion around difference; b) there are very few perceived formal channels built into the course designs for doing so; and c) the role of lecturers in setting up, facilitating and monitoring group work was scarcely mentioned in the interviews.…”

Section: (Research Participant 2 University One)mentioning

confidence: 99%

“…

AbstractThis study explores students' experiences of group working in an internationalising MBA context using the research perspectives of postcolonialism (Spivak 1993;Prasad 2003) and critical management education (Reynolds 1997(Reynolds , 1999Currie & Knights 2003). Data are drawn from interviews with 30 full-time MBA students at two leading UK business schools.

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mentioning

confidence: 99%

“…By drawing on theories of postcolonialism (Spivak 1993;Lorbiecki & Jack 2002;Prasad 2003) and critical management education (Reynolds 1997(Reynolds , 1999Currie & Knights 2003), issues of how representation and difference relate to the present structure of the MBA are considered. Recommendations are made as to how course design and best practice can enhance the international learning nature of such programmes.…”

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confidence: 99%

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Reflecting on the 'International Group Working Experience': a study of two MBA programmes

Robinson¹

2006

IJME

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This study explores students' experiences of group working in an internationalising MBA context using the research perspectives of postcolonialism (Spivak 1993;Prasad 2003) and critical management education (Reynolds 1997(Reynolds , 1999Currie & Knights 2003). Data are drawn from interviews with 30 full-time MBA students at two leading UK business schools. Students' perceived gains from the international group working experience are identified, as are areas of concern, such as practices of exclusion and domination that occur in the group working process and a reluctance to talk about and reflect on their group work experiences, are identified. By comparing international group working experiences at the two case-study institutions helpful practices concerning organisation of group work and induction are identified. The paper considers ways in which group work could be made more inclusive and how students can make the most of being in an international environment. Recommendations are made for future course design, including more induction focusing on modes of participation and cultural differences, specific induction to group working including the examination of language and behaviours and the use of critical dialogue and debriefing in making sense of the experience. The paper concludes that assumptions around the benefits of group working need re-visiting within the international context and training is needed of students and staff alike on how to make group work a more beneficial and enjoyable experience for all concerned.

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Section: Largest National Group Chinese Britishmentioning

confidence: 99%

Section: (Research Participant 2 University One)mentioning

confidence: 99%

“…

…”

mentioning

confidence: 99%

mentioning

confidence: 99%

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Reflecting on the 'International Group Working Experience': a study of two MBA programmes

Robinson¹

2006

IJME

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“…A primeira conferência resultou em uma coletânea, Rethinking Management Education, organizada por French e , com artigos de Boje (1996), Grey e French (1996), Grey, Knights e Willmott (1996), Roberts (1996), Thomas e Anthony (1996) e Vince (1996. Em seguida, mais uma coletânea do gênero seria organizada por Burgoyne e Reynolds (1997), da qual destacamos os artigos de Reynolds (1997) e Willmott (1997.…”

Section: Pedagogia Crítica No Ensino Da Administração: Gênese Conceiunclassified

Pedagogia crítica no ensino da administração: desafios e possibilidades

Paula¹,

Rodrigues²

2006

Rev. adm. empres.

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RESUMOO objetivo é avaliar os desafi os e possibilidades do uso da pedagogia crítica no ensino da Administração. Na introdução, discutimos a situação da pesquisa e do ensino de gestão no Brasil e no mundo, sugerindo a necessidade de mudanças nos conteúdos e métodos pedagógicos, como a introdução da abordagem crí-tica. Na primeira parte do artigo, apresentamos a gênese e os conceitos da pedagogia crítica, bem como as difi culdades enfrentadas para implementá-la. Na segunda parte, analisamos algumas experiências de uso da pedagogia crítica no ensino de graduação e pós-graduação em Administração. Na terceira parte, descrevemos a nossa própria experiência. Nas considerações fi nais, fazemos algumas recomendações para os docentes que pretendem seguir esta abordagem. Ana Paula Paes de Paula UFMG Marco Aurélio Rodrigues UFMG ABSTRACT In this article the challenges and possibilities of critical pedagogy are evaluated for application in management education. In the introduction management research is discussed and the education situation in Brazil and in the world is surveyed. Necessities for changes are indicated in the pedagogical contents and methods, as the introduction of a critical approach as well.In the fi rst session, the critical pedagogy genesis and concepts are presented and the diffi culties for implementation. In the second session, some experiences of using critical pedagogy in the management education undergraduate and graduates levels are analyzed. In the third session, a description is offered of the authors own experience. In the conclusion some recommendations are made to the professors that intend to adopt a critical pedagogical approach in their classes.PALAVRAS-CHAVE Ensino e pesquisa em Administração, pedagogia crítica, estudos da Administração em uma perspectiva crítica, estudos organizacionais, teoria crítica.

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Critical HRD

Sambrook¹

2014

Handbook of Human Resource Development

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Towards a Critical Management Pedagogy

Cited by 76 publications

References 0 publications

Reflecting on the 'International Group Working Experience': a study of two MBA programmes

Reflecting on the 'International Group Working Experience': a study of two MBA programmes

Pedagogia crítica no ensino da administração: desafios e possibilidades

Critical HRD

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