How the Past is Present(ed): A Comparison of Information on the Hawthorne Studies in Canadian Management and Organizational Behaviour Textbooks

McQuarrie, Fiona A.E.

doi:10.1111/j.1936-4490.2005.tb00368.x

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Given this centrality, there has been a growing call for a closer examination of the discourses found in management textbooks (Hackley, 2003;McQuarrie, 2005;Stambaugh & Trank, 2010;Wright, 1994). A more rigorous examination appears overdue, for despite growing awareness of textbooks' ideological and discursive nature, the perception persists that, at their core, they are grounded in "truth" and "scientific data" (see Cameron et al, 2003).…”

Section: The Textbook As Persuasive Act Of Constructionmentioning

confidence: 97%

Construction Work: Evolving Discourses of the "Worker" in Management Textbooks, 1920s to the First Decade of the 21st

Foster¹,

Mills²

2013

Journal of Workplace Rights

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The purpose of this article is to explore and critically evaluate how the concept of "worker" is produced in management textbooks. In other words, we seek to reveal hitherto underanalyzed discourses regarding workers and the employment relationship. Further, we seek to track the evolution of these discourses over time, linking the evolving construction of the worker to shifts in the political, economic, and social context in which the textbooks were created. Adopting the theory and method of critical discourse analysis, our analysis will reveal the underlying power relations at play within the text, as well as their consequences for education in management and organization studies (MOS).

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Section: The Textbook As Persuasive Act Of Constructionmentioning

confidence: 97%

Construction Work: Evolving Discourses of the "Worker" in Management Textbooks, 1920s to the First Decade of the 21st

Foster¹,

Mills²

2013

Journal of Workplace Rights

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“…Stambaugh and Quinn Trank (2010), for example, argue that textbooks influence socialization into a profession and legitimizes what counts as "knowledge." Speaking to national differences, McQuarrie (2005) and Foster et al (2014aFoster et al ( , 2014b contend that Canadian business textbooks differ from American (herein synonymously understood as the USA) textbooks in the way they respond to major business and political events. The geopolitical tension between the Soviet Union (and the "Eastern Bloc" states) and the USA (and its many allies knitted together in the "Western Bloc"), known as the Cold War, is a key example highlighting this difference:…”

Section: Modernity and The Management Textbookmentioning

confidence: 99%

Reading “Canadian” management in context: development of English and French education

Arseneault

Deal

Mills

2019

JMH

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Purpose The purpose of this paper is to explore the pluralist contours of Canadian management “knowledge” using the discourse “official” bilingualism – the English and French languages – to understand the impact of socio-historical-political differences on the development of management knowledge production. Design/methodology/approach Drawing upon an archival collection of management textbooks as historical data, the authors critically explore and analyze the development of Canadian “schools” and management theory. Using narrative analysis and critical hermeneutics, the paper considers the socio-historical-political context of the various “Canadian” scholars that sought to establish a unique business academy distinct but paradoxically akin to the management schools in the USA. Findings Mirroring the struggle of Francophones in a dominant English imperative, French management textbooks appeared decades later than English titles. When French texts began to disseminate, it remained in the shadows of American management ideologies. Research limitations/implications As only Canadian organizational behavior texts published within the previous 50 years were used as data in this study, it may be incautious to draw broader conclusions. The empirical element of this research relied upon convenience sampling of textbooks. Practical implications Management educators weld a considered level of socio-political power that they may or may not knowingly possess, especially in terms of selecting a textbook and other course materials. Regardless of background, management students are somewhat a “tabula rasa;” open to learning new content to make sense of the world. This “open state” places a great deal of responsibility on the professorate in shaping management students’ theoretical understanding of everyday life in organizations. The authors suggest practitioners be reflexive, aware of how textbooks serve as an important vehicle in education that in times past, have promoted or reified mono-cultural agendas. Originality/value The research in this paper builds on recent research that considers the role of socio-historical-political context in how management knowledge and theory is performed, as well as contributes to understanding textbooks in how they may shape a pluralist account of Canadian management “knowledge”.

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“…Our focus on textbooks builds on current research on the importance of the textbook in management education (Mills and Helms Hatfield, 1998), its role in the dissemination of selected ideas (Mills, 2004;McQuarie, 2005), the socio-political contexts in which they are produced , and in the outcomes they produce (Dye et al, 2005, Weatherbee et al, 2008. In the latter regard we were struck by how a substantial corpus of work can been reduced to one or two simplistic artifacts (e.g.…”

mentioning

confidence: 99%

Disseminating Drucker

McLaren

Mills

Durepos

2009

Journal of Management History

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Purpose -The purpose of this paper is to understand how Drucker's work has been disseminated through the North American management textbook since 1940, and what this tells people about the wider issue of the social construction and dissemination of management knowledge. Design/methodology/approach -The paper is a critical hermeneutic analysis of the presence and use of Drucker in over 500 management textbooks and the socio-political context in which both Drucker's work and North American textbooks were written. Findings -Paradoxically, while Drucker's work was found to be the most-referenced of any management writer in the textbooks studied, his theories -apart from discussions of "Management by objectives" and the "Knowledge economy" -were rarely discussed. It is argued that the referencing of Drucker served more to legitimize selected points made by textbook authors than to discuss and build on Drucker's work. Explanation of the paradox is explored through the socio-political contexts in which Drucker was writing, strongly suggesting that the North American textbook has developed a dominant scientivistic trope that construct business "knowledge" through the narrow lens of behavioural science. Originality/value -While much writing can be found on the influence of Drucker on the business world and his status as a management guru, little is found on Drucker's body of work in the management textbook, which plays a key role in management education in North American business schools. The paper builds on recent management research on the role of socio-political context in the shaping of management theory and knowledge, and makes a new contribution to one's understanding of the shaping and contours of management knowledge.

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How the Past is Present(ed): A Comparison of Information on the Hawthorne Studies in Canadian Management and Organizational Behaviour Textbooks

Cited by 9 publications

References 24 publications

Construction Work: Evolving Discourses of the "Worker" in Management Textbooks, 1920s to the First Decade of the 21st

Construction Work: Evolving Discourses of the "Worker" in Management Textbooks, 1920s to the First Decade of the 21st

Reading “Canadian” management in context: development of English and French education

Disseminating Drucker

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