A shout-out for the value of management education research : “pedagogy is not a dirty word”

Mason, Katy and Anderson, Lisa and Black, Kate and Roberts, Ashley (2024) A shout-out for the value of management education research : “pedagogy is not a dirty word”. British Journal of Management, 35 (2). pp. 539-549. ISSN 1045-3172

Text (Author Accepted Manuscript_290124_A shout-out for the value of management education research)
Download (0B)

Text (Author Accepted Manuscript_290124_A shout-out for the value of management education research) - Accepted Version
Available under License Creative Commons Attribution.
Download (0B)

Text (Author Accepted Manuscript_290124_A shout-out for the value of management education research) - Accepted Version
Available under License Creative Commons Attribution.
Download (0B)

Text (Author Accepted Manuscript_290124_A shout-out for the value of management education research)
Author_Accepted_Manuscript_290124_A_shout-out_for_the_value_of_management_education_research.pdf - Accepted Version
Available under License Creative Commons Attribution.
Download (457kB)

Abstract

Management Learning Education (MLE) research and curriculum and pedagogy innovation are urgently needed to lead our world out of crisis. If we are to take responsibility for educating future leaders of business, third- and public-sector organizations with the skills, competences and knowledge to deliver sustainable futures for the planet and people, then pedagogy cannot be a dirty word. In this essay, we consider the state we're in by looking at the juncture of [climate] crisis, with the lack of investment in MLE research and innovation, and management education market misfires – which together, constitute MLE as undervalued, underfunded and underdeveloped. We discuss advances in MLE theory to reveal a missing middle of understanding, namely between meta theories of pedagogic philosophies and values and infra theories of programme, course and project insights, as we work toward developing ‘responsible’ and ‘civic’ management schools. Drawing on our own experience as researchers, educators and pedagogy developers, and as past and present vice-chairs of the Management Knowledge and Education initiative at the British Academy of Management, we call for investments in supporting infrastructures to accelerate MLE and curriculum and pedagogy innovation, implicating learned societies, governments and higher education institutions.