Re-Imagining Business Schools of the Future as Places of Theorizing

Chapter
Part of the Palgrave Critical University Studies book series (PCU)

Abstract

In university Business Schools there is a long tradition of teaching “best practice” through which students learn to apply theory derived from exemplars of successful business models, practices and theories. This approach has been further reinforced by the contemporary obsession with “employability”, “production of able and ready graduates” and Business Schools’ adoption of similar performance indicators. Most, if not all, institutions would claim that by the end of a programme of study their students will know what they should do. However, most institutions would be less confident in claiming that their alumni, in the pressure cooker of challenging business situations, will be able to resist the temptation to do what they could do and perhaps should not do. In this chapter, we argue that one of the reasons for this is the emphasis on the application of theories to the exclusion of theorizing. The implication is that theory is not developed by theorizing in Business Schools but is something that is sourced from elsewhere and then “used”, consisting of models or concepts imported from other disciplines that students, academics and researchers are encouraged to “apply”. We argue that Business Schools should engage in and contribute to the intellectual practice of academic theorizing and not merely to be places of reproduction, application and enumeration of theories.

Keywords

Business Ethic Business School Auxiliary Component Business Situation Successful Business Model 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Badaracco, J. (2002). Leading quietly. Un Unorthodox guide of doing the right thing. Boston: Harvard Business School Press.Google Scholar
  2. Bakhtin, M. (1986). Speech genres and other late essays. Edited by C. Emerson & M. Holquist. Translated by Vern W. McGee. Austin, TX: University of Texas Press.Google Scholar
  3. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  4. Boni, A., & Walker, M. (Eds.). (2013). Human development and capabilities: Re-imagining the university of the twenty-first century. London: Routledge.Google Scholar
  5. Bowie, N. E. (1999). Business ethics: A Kantian perspective. Oxford: Blackwell Publishers.Google Scholar
  6. Cicmil, S., & Hodgson, D. (2007). Risks of innovation in management education: Introducing a critical management perspective onto a project management MBA elective. In IRNOP XII Conference (International Research Network on Projects): Projects in Innovation, Innovation in Projects. Brighton, UK.Google Scholar
  7. Clegg, S., & Ross-Smith, A. (2003). Revising the boundaries: Management education and learning in postpositivist world. Academy of Management Learning and Education, 2(1): 85–98.CrossRefGoogle Scholar
  8. Crane, A., & Matten, D. (2010). Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford: Oxford University Press.Google Scholar
  9. Cruikshank, J. L. (1987). A delicate experiment: The Harvard Business School. 1908–1945. Boston: Harvard Business School Press.Google Scholar
  10. Curry, P. (2011). Ecological ethics. Cambridge: Polity Press.Google Scholar
  11. Czarniawska, B. (2013). What Social Science Theory is and what it is not. In H. Corvellec (Ed.), What is theory? Answers from the Ssocial and cultural sciences (pp. 99–118). Copenhagen: Liber CBS Press.Google Scholar
  12. Eco, U. (2014 [1980]). The name of the rose. Boston-New York: Mariner Books.Google Scholar
  13. ESCP. (2016). ESCP Europe, The World’s First Business School. http://www.escpeurope.eu/escp-europe/history-of-escp-europe-business-school/. Accessed February 2016.
  14. Ezzamel, M., & Wilmott, H. (2014). Registering ‘the Ethical’ in organization theory formation: Towards the discourse of an ‘invisible force’. Organization Studies, 35(7): 1013–1039.CrossRefGoogle Scholar
  15. Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  16. Freire, P. (2010 [1968]). The pedagogy of the oppressed. New York/London: Continuum.Google Scholar
  17. French, R., Gaggiotti, H., & Simpson, P. (2014). Journeying and the experiential gaze in research: Theorizing as a form of knowing. Culture and Organization, 20(3): 185–195.CrossRefGoogle Scholar
  18. French, R., Gaggiotti, H., & Simpson, P. (2015). Should we teach students to theorize? Classical greek philosophy and the learning journey. In Mabey et al., Questions business schools don’t ask. London: Sage.Google Scholar
  19. Hopfl, H. (2005). Indifference. In C. Jones & D. O’Doherty (Eds.), Manifestos for the business school of tomorrow. Åbo: Dvalin Books.Google Scholar
  20. Jones, C., Parker, M., & Ten Bos, R. (2005). For business ethics. London: Routledge.CrossRefGoogle Scholar
  21. Jones, C., & O’Doherty, D. (Eds.). (2005). Manifestos for the business school of tomorrow. Åbo: Dvalin Books.Google Scholar
  22. Khurana, R. (2007). From higher aims to hired hands. The social transformation of American Business Schools and the unfulfilled promise of management as a profession. Princeton: Princeton University Press.Google Scholar
  23. Liedman, S.-E. (2013). Beholding, explaining, and predicting – The history of the concept of theory. In H. Corvellec (Ed.), What is theory? Answers from the social and cultural sciences (pp. 25–42). Copenhagen: Liber CBS Press.Google Scholar
  24. Macfarlane, B. (1998). Business lecturers in higher education: Outsider reputations, insider values. Paper presented at Higher Education Close Up, an international conference. University of Central Lancashire, Preston. 6–8 July 1998. Retrived from http://www.leeds.ac.uk/educol/documents/000000678.htm. Accessed 28 June 2016.
  25. Manga, E. (2013). ‘History of ideas at the end of Western dominance. In H. Corvellec (Ed.), What is theory? Answers from the social and cultural sciences (pp. 48–63). Copenhagen: Liber CBS Press.Google Scholar
  26. Mod. Spec. 1 (2016). Module specification. International Management. XDF Business School.Google Scholar
  27. Mod. Spec. 2 (2016). Module specification. Theory and BusinessR. DSD Business School.Google Scholar
  28. Mod. Spec. 3 (2016). Module specification. International Management. DSD Business School.Google Scholar
  29. Mod. Spec. 4 (2016). Module specification. Leadership and Change Management. RES Faculty of Business and Law.Google Scholar
  30. Mod. Spec. 5 (2016). Module specification. Marketing. FTR Business School.Google Scholar
  31. Mod. Spec. 6 (2016). Module specification. Finance. FTR Business School.Google Scholar
  32. Neubahm, D., Pagell, M., Drexler Jr, J., McKee-Ryan, F., & Larson, E. (2009). Business education and its relationship to student moral philosophies and attitudes towards profits: An empirical response to critics. Academy of Management Learning and Education, 8(1): 9–24.CrossRefGoogle Scholar
  33. O’Connor, E. (1999). The politics of management thought: A case study of the Harvard Business School and the Human Relations School. Academy of Management Review, 24(1): 117–131.Google Scholar
  34. Oppezzo, M., & Schwartz, D. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4): 1142–1152.Google Scholar
  35. Page, M., & Gaggiotti, H. (2012). A visual inquiry into ethics and change. Qualitative Research in Organizations and Management: An International Journal, 7(1): 72–85.CrossRefGoogle Scholar
  36. Prog. Spec. 1 (2016). MBA Programme Specification. XYZ Business School.Google Scholar
  37. Prog. Spec. 2 (2016). MBA Programme Specification. ABC Business School.Google Scholar
  38. Prog. Spec. 3 (2016). Programme Specification BA (Hons) Economics. DFV School of Business.Google Scholar
  39. Prog. Spec. 4 (2016). Programme Specification MBA. DFV University.Google Scholar
  40. Rancière, J. (1991). The ignorant schoolmaster. Five lessons in intellectual emancipation. Stanford: Stanford University Press.Google Scholar
  41. Ross, D. (1991). The origins of American social science. Cambridge: Cambridge University Press.Google Scholar
  42. Stone Director, O., Pressman, E. R., & Kopeloff producers, E. (2010). Wall Street II: Money Never Sleeps. USA: 20th Century Fox.Google Scholar
  43. Sturdy, A., & Gabriel, Y. (2000). Missionaries, mercenaries or car salesmen? MBA teaching in Malaysia. Journal of Management Studies, 37(7): 979–1001.CrossRefGoogle Scholar
  44. Tomkins, L., & Simpson, P. (2015). Caring leadership: A Heideggerian perspective. Organization Studies, 36(8): 1013–1031.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Hugo Gaggiotti
    • 1
  • Peter Simpson
    • 2
  • Svetlana Cicmil
    • 3
  1. 1.Faculty of Business and LawUniversity of West of EnglandBristolUK
  2. 2.Faculty of Business and LawUniversity of West of EnglandFrenchayUK
  3. 3.Faculty of Business and LawUniversity of West of EnglandBristolUK

Personalised recommendations