Introduction
Background to the study
In the recent past, various scholars have noticed a gap between the knowledge developed in business research in terms of “business experience” and the knowledge used in teaching management. In particular, management studies have continued to raise a number of key issues on the trends of the business phenomenon in terms of “lived experience”. However, scholars have noted that management education is slow in responding to the issues raised in management research. In addition, the process of incorporating the research ideas into the curriculum is slow. Thus, various researchers have suggested several ways through which management education should be updated to make it concise with the huge volume of knowledge that is accumulating in research studies.
Integrating critical management in academics
It has been realized that the business education offered in institutions of higher learning fails to respond to the emerging knowledge obtained from research in ‘lived experience’ of management and the complexity of management (Antonacopoulou, 2004). Therefore, various scholars and authors have attempted to provide suggestions on how this knowledge gap should be addressed. For instance, Antonacopoulou (2004), a professor of business and management at the Institute of Management Research, Liverpool University, suggests that critical management should be reexamined and included in the curriculum.
The author asserts that critique plays an important role in the analysis of management. However, it is unfortunate that it is not well explored in the graduate business curriculum, despite the intensive discussion and research on this topic. To develop this argument, Antonacopoulou (2004) borrows information from a number of studies that provide evidence of the phenomenon. For instance, a study by Habermas (2002) had previously indicated that a possible explanation of the slow response of the education sector in adopting the research knowledge is associated with the academic approach to critical analysis.
What is to “be critical” in the issue of management?
According to these studies, “being critical” reinforces the available research work about critical theory, critical thinking, critical management systems, and critical pedagogy (Antonacopoulou, 2004). The researcher suggests a relatively new way through which business education should adapt the volume of information derived from research and lived experience in the area of critical management (Antonacopoulou, 2004).
The researcher suggests that reflexive critique is one of the best ways that can be used to make a valuable contribution to the curriculum of graduate business. It has the potential to integrate the analysis of the nature of critical management obtained from critical and experiences of “lived” management.
Mingers (2000), a professor of management at Warwick University, has developed a comprehensive analysis of the problem “what is to be critical” from a business and management perspective. In addition, Mingers (2000) suggests that four major aspects define the idea of “being critical-skepticism”. These aspects include rhetoric, objectivity, tradition, and authority. In this case, the work of Foucault (1998) has been examined to develop the argument. For instance, Foucault’s work on power and the relationship between power and knowledge has played a significant role in this context (Mingers, 2000).
Provision of leadership skills in the curriculum
Apart from the critical approach to management, a number of other studies have shown that there is a gap in knowledge between the existing research-based knowledge and the process used to provide and teach management skills in the curriculum. For instance, an article by Mumford, Zaccaro, Harding, Jacobs, and Fleishman (2000) attempts to indicate the problem associated with the processes used to provide leadership skills to learners for the purpose of improving their ability to solve complex social problems in a dynamic world. According to the authors, the problem has arisen because the traditional perception that leadership is a distinct interpersonal aspect of the phenomenon is portrayed through the interaction between corporate leaders and their subjects (Mumford, Zaccaro, Harding, Jacobs & Fleishman, 2000).
However, other studies suggest a relatively new theory of leadership, which proposes that effective organizational leadership behavior depends on the ability of the leaders to apply skills in solving complex social problems that are likely to arise within their organizations at a given time (Mumford, Zaccaro, Harding, Jacobs & Fleishman, 2000). The article suggests that these skills should be provided in-depth to the students of management as well as the individuals already in the management sector. In addition, the authors suggest that the lived experience should be adopted in the business curriculum to be part of the context taught in the institutions of higher education (Mumford, Zaccaro, Harding, Jacobs & Fleishman, 2000).
Conclusion
The literature synthesis provides a clear indication that the education system is normally slow in responding to the issues. It is also slow in integrating the knowledge developed from research work and business experience (Mingers, 2000). The process of updating information and knowledge in management taught in the schools of business and universities remains relatively un-updated, which implies that better methods for information integration in the curriculum should be adopted. The role of the curriculum developers is to ensure should be adopted in the business curriculum to be part of the context taught in the institutions of higher education.
References
Antonacopoulou, E. P. (2004). Introducing reflexive critique in the business curriculum: Reflections on the lessons learned. London: AIM Research.
Foucault, M. (1998). Afterword: The Subject and Power. Chicago: University of Chicago Press.
Habermas, J. (2000). Moral Consciousness and Communicative Action. Cambridge: Polity Press.
Mingers, J. (2000). What is it to be critical? Teaching a critical approach to management undergraduates. Management Learning, 31(2), 219-237.
Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35.