Making learning critical: Identity, emotion, and power in processes of management development |
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Authors: | Hugh Willmott |
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Institution: | (1) Manchester School of Management, University of Manchester Institute of Science and Technology, M60 1QD Manchester, UK |
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Abstract: | In recent years, a substantial volume of broadly critical knowledge of management and organization has been established, but
comparatively little attention has been given to the question of how the insights of such knowledge might be communicated
or applied pedagogically. The temptation or danger, arguably, is for critical knowledge to be substituted for the content
of “traditional management education,” with minimal regard for its contribution to processes of personal, social, and organizational
development. The chief purpose of this paper is to put some flesh on the claim that critical theory can make an important
contribution to the principles and practice of management education. After summarizing some key differences between “traditional
management education” and action learning (concerning learning and personal experience), these differences are illustrated
by reference to a case study, which in turn, provides a basis for highlighting the relevance of critical thinking for addressing
problems and issues thrown up through action learning for managers. |
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Keywords: | Action Learning critical thinking critical management learning |
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