Anglo-American forms of management education: A practice-theoretical perspective

Korpiaho, Kirsi; Päiviö, H.; Räsänen, Keijo

doi:10.1016/j.scaman.2006.12.004

Cited by 42 publications

(52 citation statements)

References 77 publications

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“…Strong standardisation that is paralleled by academic activity in terms of research based on the standard could pave the way for a "relevance lost" situation, as described by Johnson and Kaplan (1987) in the management accounting field. As mentioned above, the relevance problem is also valid for management in general (Bennis and O'Toole, 2005;Ghoshal, 2005;Mintzberg, 2005;Engwall, 2007;Korpiaho et al, 2007). Essentially, the problem occurs when simplified, rationalistic and deterministic models (or ontologies) are mistakenly considered to be accurate views of reality.…”

Section: Standardisation Of Knowledgementioning

confidence: 99%

“…This accreditation process has strict demands and expectations on the institution that revolve around the areas within the PMBoK (PMI, 2011). Students of PM are offered a standardised package of what are considered the best PM tools and what is generally accepted and considered to be "good education" (Korpiaho et al, 2007). As noted above, these tools do not necessarily provide a relevant picture of PM, meaning that what is "good" may not actually be so good.…”

Section: Ijmpb 53mentioning

confidence: 99%

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Relevance lost! A critical review of project management standardisation

Hällgren

Nilsson

Blomquist

et al. 2012

International Journal of Managing Projects in Business

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Purpose-The purpose of this paper is to critically analyze the consequences of the diffusion of generic project management knowledge. Design/methodology/approach-This paper is conceptual in its nature, using short examples of four different areas (education, research, certification and practice) to show the diffusion of project management knowledge throughout these areas. Findings-In this paper the authors argue that relevance may be lost at two levels. The first loss occurs when the practice of project management is transferred, through generalisation and standardisation, into what is generally known as "Best Practice". The second occurs when "Best Practice" is transferred back to where it is applied (education, research, certification and practice). Research limitations/implications-The risk of losing relevance has consequences for what one bases one's assumptions of the nature of projects upon. If the assumptions are based on standardized knowledge, without critically assessing its correctness, the likelihood of producing less relevant research is higher. Practical implications-With the risk of losing relevance the authors argue that anyone involved in the areas of education, research, certification and practice needs to be cautious of how they perceive and work with the standards. There is a risk that the knowledge becomes even less relevant and students and practitioners are therefore less prepared for reality. Originality/value-This paper is part of the literature critiquing the standardization of project management knowledge but it is distinct in terms of how the diffusion processes are perceived and utilized in a project setting.

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Section: Standardisation Of Knowledgementioning

confidence: 99%

Section: Ijmpb 53mentioning

confidence: 99%

Relevance lost! A critical review of project management standardisation

Hällgren

Nilsson

Blomquist

et al. 2012

International Journal of Managing Projects in Business

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“…(Perriton and Reynolds, 2004: 65) The paucity of recorded practice on the implementation of critical pedagogy (Reynolds, 1999) highlights the key role of future research in CME. For example, to date, empirical research on studying activity or even student experience in management education is especially rare (Korpiaho et al, 2007). However, there have been some exceptions.…”

Section: Research Context and Objectivesmentioning

confidence: 99%

Management educators in practice: to be critical or not to be critical, that is the question

Breen

2017

The Irish Journal of Management

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The field of management education has been the focus of much debate in recent times regarding the relevancy of its content and process. How we define relevance has implications for all stakeholders of management. As a result, how applicable are the alternative approaches to management education such as critical management education (CME). This research explores how criticality is perceived, experienced, and translated into the everyday practices of critical management educators. The research found that there was a common theme about criticality relating to questioning taken-for-granted assumptions about management and its practices. However, distinctions were made between those whose interests were more theoretically, politically, or practically oriented. From the findings, two critical educator types emerged. These were the critical experientialists and the critical traditionalists. This research provides an understanding of the critical classroom through educator perceptions and practices. In doing so, it enlightens the management educator further as to what it means to be critical.

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“…In particular, positioning international and national HRD at the community and societal levels is unique because most theories of organizations and performance technology have been developed in Western contexts (Korpiaho, Päiviö, & Räsänen, 2007;Lau, 2002;Palmer, 2006;Rynes, 2007b;White, 2002).…”

Section: Human Resource Developmentmentioning

confidence: 99%

“…Critiquing the disparity between the production of research studies and actual use of them, scholars have suggested that management research should be based in use-and application-centered studies that are relevant to organizational phenomena (Adler & Harzing, 2009;Rynes, 2007a;Tushman, O'Reilly, Fenollosa, Kleinbaum, & McGrath, 2007), as emphasized in Pasteur's quadrant. Recently scholars within the field have pointed out the lack of studies from different cultures and nations (Korpiaho et al, 2007;Lau, 2002;Palmer, 2006;Rynes, 2007b;White, 2002). It is noticeable that no studies in the HRM literature we reviewed mentioned HPT.…”

Section: Human Resource Managementmentioning

confidence: 99%

Theory development and convergence of human resource fields: Implications for human performance technology

Cho¹,

Yoon²

2010

Perf. Improvement Qrtly

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This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective.

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Anglo-American forms of management education: A practice-theoretical perspective

Cited by 42 publications

References 77 publications

Relevance lost! A critical review of project management standardisation

Relevance lost! A critical review of project management standardisation

Management educators in practice: to be critical or not to be critical, that is the question

Theory development and convergence of human resource fields: Implications for human performance technology

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