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The Limits and possibilities of history: How a wider, deeper and more engaged understanding of business history can foster innovative thinking

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journal contribution
posted on 29.07.2020 by Stephen Cummings, Todd Bridgman
© Academy of Management Learning & Education, 2016. Calls for greater diversity in management research, education, and practice have increased in recent years, driven by a sense of fairness and ethical responsibility, but also because research shows that greater diversity of inputs into management processes can lead to greater innovation. But how can greater diversity of thought be encouraged when educating management students beyond the advocacy of affirmative action and relating the research on the link between multiplicity and creativity? One way is to think again about how we introduce the subject. Introductory textbooks often begin by relaying the history of management. What is presented is a very limited monocultural and linear view of how management emerged. This article highlights how this history may limit the view of management scholars in contrast to the broader perspectives that the histories of other comparable fields, like medicine and architecture, encourage. We discuss how a wider, deeper, and more engaged understanding of management history can foster thinking differently in our field.

History

Preferred citation

Cummings, S. & Bridgman, T. N. (2016). The Limits and possibilities of history: How a wider, deeper and more engaged understanding of business history can foster innovative thinking. Academy of Management Learning and Education., 15(2), 250-267. https://doi.org/10.5465/amle.2014.0373

Journal title

Academy of Management Learning and Education.

Volume

15

Issue

2

Publication date

01/01/2016

Pagination

250-267

Publisher

Academy of Management

Publication status

Accepted

Contribution type

Article

ISSN

1537-260X

eISSN

1944-9585

Language

en

Exports