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dc.contributor.authorWall, Tony*
dc.contributor.authorJarvis, Madeleine*
dc.date.accessioned2016-11-25T11:42:22Z
dc.date.available2016-11-25T11:42:22Z
dc.date.issued2015-12-01
dc.identifier.citationWall, T. & Jarvis, M. (2015). Business schools as educational provocateurs of productivity via interrelated landscapes of practice. Leadership & Policy Series, available at http://charteredabs.org/business-schools-as-educational-provocateurs-of-productivity-via-interrelated-landscapes-of-practice/, accessed 12th January 2016, The Chartered Association of Business Schools, London.
dc.identifier.issnNA
dc.identifier.urihttp://hdl.handle.net/10034/620261
dc.descriptionLeadership & Policy Report, commissioned by the Chartered Association of Business Schools
dc.description.abstractIn an ever-changing and global marketplace, it could be argued that the role of business schools is no longer to train graduates for specific roles. Whilst this concept that we are educating ‘for jobs that don’t yet exist’ has become more widely accepted, educational practices in business schools are arguably still contained by traditional Western practices of individualistic student instruction. Indeed, even the relevance of academic theory to practice has sparked heated debate in business schools for some time and has led to calls for a different attitude of engagement with theory (Ramsey, 2011, 2014). Some have pushed the debate from relevance to relevating as a process of challenge, change and impact (Paton, Chia and Burt, 2014). But even this is insufficient to spark forms of business and management education which provoke new ways of thinking and acting in practice which are infused with social connectedness and are beyond single discipline thinking. Notions of ‘autonomous learning’ and working ‘critically’ may be viewed as a positive development from pedagogy to andragogy in UK tertiary education. However, these can still be interpreted in deeply individualistic ways which are oppositional to notions of learning rooted in and oriented towards larger social groupings (Goodall, 2014, Yunkaporta and Kirby, 2011). Simply ‘training’ individuals in specific management activities is likely to be insufficient in unlocking transformative (and productive) community action. A new educational ontology of being is needed.
dc.language.isoenen
dc.publisherChartered Association for Business Schools
dc.relation.urlhttps://charteredabs.org/business-schools-as-educational-provocateurs-of-productivity-via-interrelated-landscapes-of-practice/
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectubuntu
dc.subjectpedagogy
dc.subjectworkplace learning
dc.titleBusiness schools as educational provocateurs of productivity via interrelated landscapes of practice
dc.typeOther
dc.contributor.departmentUniversity of Chester; University of Chesteren
dc.date.accepted2015-12-01
or.grant.openaccessYesen
rioxxterms.funderUniversity of Chesteren
rioxxterms.identifier.projectInternally funded research - QR 160 - Wallen
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2016-12-25
refterms.dateFCD2019-07-16T10:29:15Z
refterms.versionFCDAM
refterms.dateFOA2016-12-25T00:00:00Z
html.description.abstractIn an ever-changing and global marketplace, it could be argued that the role of business schools is no longer to train graduates for specific roles. Whilst this concept that we are educating ‘for jobs that don’t yet exist’ has become more widely accepted, educational practices in business schools are arguably still contained by traditional Western practices of individualistic student instruction. Indeed, even the relevance of academic theory to practice has sparked heated debate in business schools for some time and has led to calls for a different attitude of engagement with theory (Ramsey, 2011, 2014). Some have pushed the debate from relevance to relevating as a process of challenge, change and impact (Paton, Chia and Burt, 2014). But even this is insufficient to spark forms of business and management education which provoke new ways of thinking and acting in practice which are infused with social connectedness and are beyond single discipline thinking. Notions of ‘autonomous learning’ and working ‘critically’ may be viewed as a positive development from pedagogy to andragogy in UK tertiary education. However, these can still be interpreted in deeply individualistic ways which are oppositional to notions of learning rooted in and oriented towards larger social groupings (Goodall, 2014, Yunkaporta and Kirby, 2011). Simply ‘training’ individuals in specific management activities is likely to be insufficient in unlocking transformative (and productive) community action. A new educational ontology of being is needed.


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