|Title: ||Teaching managers: Learning, research and workplace practice|
|Affiliation: ||University of Chester ; Hall Consultancy|
|Citation: ||Journal of Management Development, 2010, 29(9), pp. 828-839|
|Journal: ||Journal of Management Development|
|Issue Date: ||Sep-2010 |
|Additional Links: ||http://www.emeraldinsight.com/10.1108/02621711011072522|
|Abstract: ||This article explores the way in which professional management programmes are informed by research and workplace practice. The focus is on the areas of motivation, appraisal and the management of change.
A longitudinal study using a mixed methods approach was used. Middle and senior
managers engaged on professional management programmes were surveyed on workplace practice. Literature reviewed included syllabus guidelines from professional bodies and selected core textbooks. A content analysis revealed that there was a lack of congruence between what is taught to managers and workplace practice. However, research was found to have an impact on teaching and indirectly it influenced individual beliefs if not organisational practice. Conclusions indicate that professional management programmes are still failing to bridge the gap between syllabus content current research and workplace practice. There is little to show that the needs of Business are being satisfied compared to successful models embedded in other professions.|
|Description: ||This is the author's PDF version of an article published in Journal of Management Development ©2010. The definitive version is available at www.emeraldinsight.com.|
|Keywords: ||workplace practice|
|Appears in Collections: ||Chester Business School|
|Files in This Item:|
|rowland&hall.pdf||main article||106Kb||Adobe PDF|
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