Rethinking Management Education For The 21st Century

We have assembled a distinguished international panel of leaders and scholars in management education whose contributions reflect diverse perspectives on management theory and practice. Gerald Ferris and his associates conceptualize political skill to include self and social astuteness, influence and control, networking and building social capital, and genuineness/sincerity. Their chapter describes methods for developing and shaping such skills. Nick Nissley examines how arts-based learning is informing the practice of management education. How artful ways of knowing are being practiced in organizations. Anne McCarthy and associates provide a cutting-edge balanced assessment of both service learning theory and its current practice. Godshalk and Foster-Curtis present four models of online MBA curricula focused on part-time students including curricular issues, technology requirements, and funding and institutional commitment requirements for each model. Sabine Seufert examines eLearning models of web-based education and web education support services. Her chapter offers a breathtaking, panoramic view of six landscapes for eLearning business models and best practices emerging from both the corporate and academic sectors. Eric Dent's chapter is a thought-provoking critique of doctoral education and innovative suggestions for developing doctoral programs more attuned to the learning requirements of executive managers seeking doctoral education. Tom Moore examines competition within the market for executive education and observes how three sets of rivals have enjoyed distinctive market place perceptions. Antonacopoulou penetratingly critiques the confusion of training with learning in management education. Reed examines the processes of globalization and how their effects should be incorporated into management education.

At a time of ever-increasing debate about orthodox approaches to management education, and their application in the post-industrial era, this innovative book brings together the work of authors actively engaged in developing new forms of education. The introduction contrasts dominant utilitarian and functionalist conceptions of management education with various alternatives. It argues the need for a critical and pluralistic form of management education whereby participants are introduced to the full diversity of appropriate perspectives and debates. The remainder of the book echoes this commitment by exploring a range of approaches, including those based in psychoanalysis, critical theory and poststructuralism. Throughout t

Urban Renewal and School Reform in Baltimore examines the role of the contemporary public school as an instrument of urban design. The central case study in this book, Henderson-Hopkins, is a PK-8 campus serving as the civic centerpiece of the East Baltimore Development Initiative. This study reflects on the persistent notions of urban renewal and their effectiveness for addressing the needs of disadvantaged neighborhoods and vulnerable communities. Situating the master plan and school project in the history and contemporary landscape of urban development and education debates, this book provides a detailed account of how Henderson-Hopkins sought to address several reformist objectives, such as improvement of the urban context, pedagogic outcomes, and holistic well-being of students. Bridging facets of urban design, development, and education policy, this book contributes to an expanded agenda for understanding the spatial implications of school-led redevelopment and school reform.

Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.

The ‘tribes and territories’ metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors. Using a social practice approach, the editors and contributors argue that disciplines are alive and well, but that in a turbulent environment where many other forces conditioning academic practices exist, their influence is generally weaker than before. However, the social practice approach adopted in the book highlights how this influence is contextually contingent – how disciplines are deployed in different ways for different purposes and with varying degrees of purchase. This important book pulls together the latest thinking on the subject and offers a new framework for conceptualising the influences on academic practices in universities. It brings together a distinguished group of scholars from across the world to address questions such as: Have disciplines been displaced by inter-disciplinarity, having outlived their usefulness? Have other forces acting on the academy pushed disciplines into the background as factors shaping the practices of academics and students there? How significant are disciplinary differences in teaching and research practices? What is their significance in other areas of work in universities? This timely book addresses a pressing concern in modern education, and will be of great interest to university professionals, managers and policy-makers in the field of higher education.

This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.

Provides resources for teaching elementary and secondary school students about Christopher Columbus and the discovery of America.

Three world experts share their insights on designing the business school of the future, and how to make it work.

This book challenges the roots and elements of the existing dominant paradigm of management, which can legitimize artless practices and result in dysfunction, and proposes an alternative based on a different understanding of human nature and social and economic life. This paradigm is designed to bring about the conception of organizations as wholes rather than assemblies of disembodied fragments, with managers as facilitators of the work of others and shapers of culture, with a clear sense of purpose and a moral compass. Such a paradigm would result in a practice of management that is more competent, more purposeful, and more ethical, based on a more accurate and complete comprehension of reality. This book sets forth a more optimistic understanding of human nature and collective life, and the hope that we can be and do better. It is a major contribution to the field of management and will benefit academics, managers, and consultants working in the fields of organizational development and strategic change.

The authors give the most comprehensive, authoritative and compelling account yet of the troubled state of business education today and go well beyond this to provide a blueprint for the future.