Management Education in China

Abstract

China is embarked on a state‐led programme of institutional experimentation and learning. Informal data collected during reciprocal visits by Australian and Chinese management educators note that two fundamental areas of reform are being undertaken at enterprise level; the instigation of piecework‐related bonuses and a profit retention system, and the transfer of production/business responsibility from Party executives to those of the enterprise. This commitment has been accompanied by rapid tertiary level management education and extension studies. However, the disciplinary, disintegrated character of such programmes needs to be combated by co‐operative projects, e.g. the MBA programme resulting from co‐operation between the Chinese State Economic Commission and the EEC, in order to produce proactive managers. China's Seventh Five‐Year Plan reaffirms a commitment to developing intellectual resources and expanding higher education.

Chinese women managers: A comparison with their U.S. and asian counterparts

“…The current government's emphasis on education and training should, over time, increase the number of schools and institutes devoted to higher education. Indeed, the fact that half of China's governing body now have a college education (Butterfield, 1987) compared to previous leaders' peasant background with little education, suggests a massive commitment to both undergraduate and postgraduate education (Limerick et al, 1985).…”

Red cadres and specialists as modern managers: an empirical assessment of managerial competencies in China

“…As a result, a new breed of integrative management programmes was established through joint programmes with various international partners, including the European Economic Community, the United States, Canada, Japan, Hong Kong and other nations. These emerging programmes attempt to adapt management curricula of the industrialized nations to the training of broad skills of modem management in the PRC (Chambers et al, 1989;Limerick et al, 1985;Warner, 1987). This newer type of integrative management programme recently developed in the PRC was excluded from this study because the curriculum focus varies substantially among different institutes (Warner, 1990(Warner, , 1992, and their effects can not yet be assessed empirically.…”

“…However, significant changes in the disciplinary mix of specialist managers are occurring. Graduates of management-related fields are starting to enter enterprises (Limerick et al, 1985). This trend is expected to accelerate due to the phenomenal expansion of existing economic and industrial management education programmes and the mushrooming of newer integrative management programmes.…”

China Confronts Kant When University Students Experience the Angst of Freedom

“…The current cohort of university students is aware that their community and family circumstances have altered for the better and they appreciate China's educational aspirations. They appreciate the magnitude of the challenges which confront Chinese tertiary education (for example, in business and management education, see Limerick, Davis, & Fitzroy, 1993;Southworth, 1999). In discussions, students indicate that they understand China's need to change its school and university policies, but the development of policy is not their concern and they show no interest in assisting the process of change (Kirkpatrick & Zang, 2011).…”