• Principles of Responsible Management Education

      Wall, Tony; Mburayi, Langton; Johnson, Nerise D.; University of Chester (Springer, 2020)
      Business and management education has received stark criticism over the last decade on a number of grounds including the extent to which it is producing leaders and managers who are effective, efficient, and more importantly, ethical (Ghoshal, 2005). This includes the claim that business and management education is not doing enough to promote the sorts of awareness and capacities for sustainability which transpire into practice (Crawford-Lee and Wall, 2018). Indeed, there is an ongoing view that current forms of business and management education promote dispassionate and detached perspectives in favour of profit, despite the development of social responsibility and triple bottom line paradigms (Wall, 2017; Wall, Tran and Soejatminah, 2017). Empirical work now seemingly supports this with evidence which suggests that business and management students are less ethical and are more corruptible than students from other disciplines (e.g. Haski-Leventhal, 2014), and that the Master of Business Administration (MBA) – the supposed flagship postgraduate programme of business schools – produces graduates which are demonstrably more self-serving than others (Miller and Xu, 2016).
    • The “new managerialism”: Experiences of introducing formal management education into the public sector through the mechanism of the MBA dissertation

      Page, Steve; Proctor, Tony; Webb, Paul; University of Chester (2007-06)
      This paper reflects upon the authors' experience of supervising dissertations on a public sector executive MBA programme run for a large metropolitan council. The research method is based on participant observation and reflection whilst directing the work undertaken by the MBA students in carrying out their dissertation. We assess the benefits that accrue to staff teaching on the programme and reflect on the new opportunities, in terms of career development and better management practice afforded to executives who have participated in the programme. Academic staff benefits include: interesting and stimulating work which sometimes leads to refereed publications at conferences and in journals; consultancy & significant applied teaching materials and improvements to the applied knowledge base of teaching staff. Lessons have also been learned about good practice in supervising dissertations. Executive benefits include progression to promoted posts & gaining new insights into better or best working practices. Organisational benefits include cross fertilisation of ideas produced through interaction between programme members. This paper discusses how the MBA programme meets the demands of various interested parties.