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Here we argue that Africa at first appears least ready for a Liberal Management Education because of the historical challenges to organizing higher education in general in Africa. But we contradict this assumption by laying out a potential African-centred management education that draws on indigenous theories and practices of oganisation as they meet global markets and global demands.
Examining the Pareto Circle of thinkers who gathered at Harvard as many disciplines were beginning to articulate themselves and their methods, we look at the interdisciplinary birth of business studies and at the case study method. We argue that this history should be remembered, taught, and utliized in new interdisciplinary pursuits by management education and management studies more generally.
Presents opening arguments for a Liberal Management Education based on a reading of the historical development of the university. Using Emmanuel Kant’s work to update the purpose of management education today.
In the conclusion we suggest that the stakes are high - that the challenges facing universities, and especially facing disciplines that remain in isolation from each other grow greater everyday and that we are entering a period of political uncertainty about higher education. We show the way Liberal Management Education creates a solidarity and a winning alternative to the crisis we face in both higher education and increasingly in our societies as a whole.
This chapter presents a case study of Queen Mary University of London and its School of Business and Management. It describes the transformation of the undergraduate curriculum into a Liberal Management Education. We discuss the importance of a public research programme as a spur to the growth of Liberal Management Education.
This chapter continues the historical investigation in subsequent decades, covering the Cold War, new interdisciplinary initiatives and hidden connections between key thinkers. We look particularly at the experimental interdisciplinarity of James March especially in light of Herbert Marcuse’s work and influences.
In this chapter we return to the present to argue for the urgency of a new approach to ethics education and to the place of ethical reasoning in the university as a whole. We note the rise of the literature of the corporate university and criticisms of the moral compass of the university that make teaching ethics to students more difficult. We suggest the deep heritage of the humanities can be brought to bear on this problem.
Engaging the work of Emmanuel Levinas this chapter introduces the importane of a Liberal Management Education to the renovation of ethics education both in business schools and in the univeristy, an argument that will be extend in a later chapter
This chapter presents a case study on Singapore Management University and its ambitious attempts to create a Liberal Management Education. It examines a key course, called the Capstone, and its curriculum. We also explore the future of Liberal Management Education at SMU and include and in depth interview with the current President of the university, Dr. Lily Kong.
We argue in this chapter that the rise of social movements and the emergence of more popular forms of management, including the appeal of the management guru should be linked. In reading these histories together, especially around the environmental movement and the work of Peter Drucker we find resources for building our Liberal Management Education.