Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education

Wallo, Andreas; Martín, José; Sparrhoff, Gun; Kock, Henrik

doi:10.1177/10525629211044720

Cited by 7 publications

(8 citation statements)

References 81 publications

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“…However, while a focus on improving a current situation enables managers to identify ways to improve their work and create value more efficiently (Wallo et al, 2022), it does not necessarily unsettle fundamental assumptions (Hibbert, 2013), or trigger a reflexive engagement with one’s own lived experience (Cunliffe, 2004), resulting in a change.…”

Section: Asynchronous Discussion In Online Learning Communities and T...mentioning

confidence: 99%

“…Mingers (2000) proposes that critical thinking involves the critique of rhetoric (arguments and propositions) and being skeptical of conventional wisdom, of one dominant view and of information and knowledge. Critical thinking or being critical could also be focused on improvement, enabling managers to identify ways to improve their work and create value more efficiently (Wallo et al, 2022). To promote this type of critical thinking, creative solutions can be found through questioning established definitions of a problem (Ellström, 2001; Wallo et al, 2022) where students reflectively think of the consequences of applying their solutions (Salem & Shields, 2011).…”

Section: Being “Critical” In Management Educationmentioning

confidence: 99%

“…Critical thinking or being critical could also be focused on improvement, enabling managers to identify ways to improve their work and create value more efficiently (Wallo et al, 2022). To promote this type of critical thinking, creative solutions can be found through questioning established definitions of a problem (Ellström, 2001; Wallo et al, 2022) where students reflectively think of the consequences of applying their solutions (Salem & Shields, 2011). Being critical can also involve critiquing established ideology, theory, text, or process (Cunliffe, 2002; Hibbert, 2013).…”

Section: Being “Critical” In Management Educationmentioning

confidence: 99%

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Developing Critical Reflection in Asynchronous Discussions; the Role of the Instructor

Goumaa,

Anderson

2023

Journal of Management Education

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We report on a study of how instructors in an online management classroom aim to develop critical reflection through asynchronous discussions. There is an ongoing debate centered on improving asynchronous discussions in online management education but insights into how these discussions could be facilitated to promote critical reflection remains largely under-developed. We address this issue by considering the extent to which management instructors’ perception of their role and understanding of being critical impact their facilitation of asynchronous classroom discussions and the challenges associated with this facilitation. Results from 18 semi-structured interviews with instructors teaching in an online MBA program at a UK higher education institution show the potential of asynchronous discussions to promote critical reflection. However, we found that instructors often fail to capitalize on opportunities for critical reflection that arise from classroom diversity and dynamics. Despite the emancipatory intent that underlies program design, interview data reveals three specific areas of interest: the diversity of instructors’ interpretations of what constitutes being critical in asynchronous discussions, a range of individualized facilitation strategies and the impact of imposed design constraints. We offer suggestions as to how to improve the facilitation of critical reflection through asynchronous discussions as well as directions for future research.

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Section: Asynchronous Discussion In Online Learning Communities and T...mentioning

confidence: 99%

Section: Being “Critical” In Management Educationmentioning

confidence: 99%

Section: Being “Critical” In Management Educationmentioning

confidence: 99%

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Developing Critical Reflection in Asynchronous Discussions; the Role of the Instructor

Goumaa,

Anderson

2023

Journal of Management Education

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“…External organizational factors can be related to, for example, industry-specific conditions, competitive pressures or market conditions. Internal organizational factors concern the nature of the work tasks, the work organization, the support from management and supervisors, opportunities for feedback, the organizational culture in the workplace and the discretion of the learning subject (Fuller and Unwin, 2004; Kock and Ellström, 2011; Skule, 2004; Wallo et al , 2022b). However, while an organization may create favourable conditions for learning, this is not enough for learning to be initiated.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Managers’ development environments: an integrative literature review

Reineholm

Lundqvist

Wallo

2023

JWL

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Purpose The purpose of this paper is to assess previous research on conditions for managers’ learning and development in daily work practices and how such conditions may influence their sustainability and also to propose a concept and a heuristic model that reconceptualizes and expands on the theoretical foundations generated in previous studies of managers’ learning and development at work. Design/methodology/approach This paper is based on an integrative literature review. The literature search identified 1,403 unique studies. Nine qualitative and seven quantitative studies met the relevance and quality criteria and were included in the review. Findings The results of the review found associations between managers’ learning conditions, career opportunities, individual engagement and sustainability. However, the small amount of empirical data used in the reviewed studies and the cross-sectional design of the studies make it difficult to establish the nature of the relationship between different variables. Practical implications The results of this paper show that managers need to care for and take advantage of opportunities for their own development and not only function as creators of their employees’ development. Employers should keep in mind that the development environment includes managers and employees. Originality/value This paper contributes with an original concept of managers’ development environments and a conceptual model that integrates theory with results from the included studies. Based on the model, propositions that may serve as an agenda for future research are formulated.

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“…As a result, the outcome is not given beforehand. This gives room for creative-oriented learning (Ellström, 2001, 2006) that is expansive (Engeström, 1987) and encompasses critical reflection, experimentation and risk-taking (Wallo et al, 2022).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic

Berglund

Harlin

Elg³

et al. 2022

Management Learning

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The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving ‘scaling up’ and ‘scaling down’ critical work practices. By ‘scaling up’ and ‘scaling down’, we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations.

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Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education

Cited by 7 publications

References 81 publications

Developing Critical Reflection in Asynchronous Discussions; the Role of the Instructor

Developing Critical Reflection in Asynchronous Discussions; the Role of the Instructor

Managers’ development environments: an integrative literature review

Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic

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