The scholarship of management teaching and learning has established itself as a field in its own right and this benchmark handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debates and reviews the emerging research agenda. Chapters embrace the study of organizations as a whole, the concepts of individual and collective learning, the delivery of formal management education and the facilitation of management development. Through consideration of these themes the Handbook analyzes, promotes and critiques the contribution of management learning, education and development to management understanding. It will be an invaluable point of reference for all students and researchers interested in broadening their understanding of this exciting and dynamic new field.

Management Learning introduces the context and history of management learning and offers a critical framework within which the key debates can be understood. The book also provides an incisive discussion of the values and purpose inherent in the practice and theory of management learning, and charts the diverse external factors influencing and directing the processes of learning. The volume concludes with a look forward towards the future reconstruction of the field.

The field of management education and research has become an industry of its own an industry with fierce international competition in a global arena. Here, the authors argue that a series of mechanisms has led to mimicking and thus strategic convergence among business schools. The authors further argue that this has resulted in a loss of relevance and diversity of the management knowledge produced and taught in a multipolar world. They view this as counterproductive to business schools, students, firms, societies and other stakeholders, including scholars themselves. Based in part on the work of SFM (Société Française de Management the French Academy of Management), the authors of this volume endeavour to engage in strategic conversations with stakeholders in an effort to reshape the field of management studies. Redesigning Management Education and Research revisits the foundations of management research and education, suggests ways to redesign the content taught to better fit the needs of firms and society at large, and proposes actions and concrete examples of what could be done to restructure the institutional setting of the field of management. This book calls for collective strategies from management scholars to influence some of the de facto regulation mechanisms that have appeared over recent years, such as business school rankings and the race for publication in a narrow list of academic journals. This book is also a plea for working on those issues beyond the specificities of national contexts to encompass a broader regional perspective in order to reshape the rules of the game in management education and research. Teachers, researchers and deans, as well as practitioners from all areas of business will find this volume illuminating. It offers an ambitious vision and a practical framework aimed squarely at remaking management education and research to be relevant to the demands of the twenty-first century.

This book describes the use of problem-based learning (PBL) in management education. The authors draw upon their experience in using PBL in a broad array of management education programs at the Bachelor, Master, Doctoral and Executive levels, in North American and in Asia. The book explores how PBL can make knowledge about management locally relevant, and clarifies how PBL can enable students to apply their knowledge to real problems.

This book discusses the new challenges facing Business Schools around the world with potential scenarios that may be envisioned for 2030 and strategies for stakeholders. Based on documented descriptions of competitive dynamics in the ‘business’ of business schools in a variety of countries, the authors highlight the fact that the ‘industry’ of management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalization of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and institution regulation. The two volumes cover the context of Business Schools in ten countries and grapples with the challenges they currently face. They specifically discuss foresight scenarios and strategic implications for stakeholders (Deans, faculty, students, prospective students, alumni, local businesses, corporations, government, accreditation bodies).

Contents: Management Theory and Education, Management Education Skills, Management Education: Programmes and Systems, Scientific Management and Technology, Management Education: Purposes, Policies and Evaluation, How Can We Understand Organisations? Management Education and Training Executives, Management and Morale, Paradigm Diversity in Organisational Research.

A phenomenal success from its first publication, this new edition of the classic Management Research continues to be the definitive word in management research methods. Integrating qualitative and quantitative methods, underpinned by an understanding of philosophy and, crucially, politics, this book succeeds in tackling complex issues in a clear and accessible way. Mark Easterby-Smith, Richard Thorpe, and Paul Jackson, three highly-experienced management researchers, give practical guidance to help students to conduct management research as well as truly understand the logic behind it.