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Reconstituting relevance: exploring possibilities for management educators' critical engagement with the public

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journal contribution
posted on 30.07.2020 by Todd Bridgman
This article considers the possibilities of, and threats to, the performance of a critical public role by business school faculty, based on an empirical study of UK research-led business schools. Its reference point is a recent debate about the 'relevance' of management education to management practice-a debate which has become polarized around nodal points of 'critical' and 'engaged' with the implication that engagement with external constituencies requires the suspension of critique and conversely, that critique of received wisdom is of little relevance to stakeholders. The notion of a critical engagement with the public asserts that business schools can serve a valuable democratic function as scrutinizers of organizational activity. This role is largely marginalized in prevailing conceptions of an increasingly commercialized business school, but the empirical study suggests there is some cause for optimism. The demonstration of 'relevance' does not have to involve the pursuit of a narrow commercialization agenda where the business school propagates a strictly managerialist view of the world. Copyright © 2007 Sage Publications.

History

Preferred citation

Bridgman, T. (2007). Reconstituting relevance: exploring possibilities for management educators' critical engagement with the public. Management Learning, 38(4), 425-439. https://doi.org/10.1177/1350507607080575

Journal title

Management Learning

Volume

38

Issue

4

Publication date

01/01/2007

Pagination

425-439

Publisher

SAGE Publications

Publication status

Published

Contribution type

Article

Online publication date

18/08/2016

ISSN

1350-5076

eISSN

1461-7307

Language

en

Exports