Managerial Knowledge as Property: The Role of Universities

Mir, Raza; Mir, Ali; Srinivas, Nidhi

doi:10.1057/omj.2004.23

Cited by 10 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While this enabled more local faculty development, it entrenched a hierarchy that positioned IIMs as elite institutions in comparison to other business schools in India. The language of instruction in IIMs was English, a legacy of colonial educational policy (Mir et al, 2004). While the context of India is unique and specific, similar patterns of neo-colonial dominance and US-led business school expansionism have been observed in the development of management education in Brazil, where teaching in English is common and faculty are trained according to US norms (Alcadipani & Caldas, 2012;Cooke & Alcadipani, 2015).…”

Section: Management Education In Indiamentioning

confidence: 92%

Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools

Kothiyal

Bell

Clarke

2018

AMLE

View full text Add to dashboard Cite

This article analyses the identity work of Indian management educators and scholars as they seek to establish, maintain and revise a sense of self in the context of business school globalization. We show how globalization, combined with the historical legacy of colonialism, renders Indian scholars precarious in their interactions with Western business schools. Based on a qualitative interview study, we explore how Indian business school scholars perform their identities in the context of neo-colonial relations, which are characterised by the dominance of English language and a pressure to conform to research norms set by globally-ranked journals. Drawing on postcolonial theory, our argument focuses on mimicry as a distinctive form of identity work that involves maintaining difference between Western and non-Western identities by 'Othering' Indian scholars, while simultaneously seeking to transform them. We draw attention to ambivalence within participants' accounts, which we suggest arises because the authority of Western scholarship relies on maintaining non-Western scholars in a position of alterity or 'not quite-ness'. We suggest that hybridity offers an opportunity to disrupt and question current practices of business school globalization and facilitate scholarly engagement that reflects more diverse philosophical positions and worldviews. Business school globalization, its antecedents, processes and consequences, is of enduring interest to management educators and scholars (Doh, 2010). Across North America, Western Europe, Australia and Japan, globalization of business schools is being driven by increased geographical mobility of academics and students and the rising number of institutions seeking international certification from professional bodies (Hardy & Tolhurst, 2014). As well as presenting management educators with cultural challenges related to programs and pedagogical practice (Hardy & Tolhurst, 2014), globalization influences management scholarship. The challenges that arise from globalization are related to the increased significance of international certification assessments (Romero, 2008), and business school rankings (Gioia & Corley, 2002; Collet & Vives, 2013) which incorporate assessments of faculty research quality based on the status of journals they publish in (Adler & Harzing, 2009; Mingers & Willmott, 2013). Rankings and accreditation systems generate isomorphic pressure, in the form of coercive, mimetic and normative processes that shape global business schools in ways which limit the diversity of scholarship (Alvesson & Gabriel, 2013). Understood in these terms, business school globalization is a potentially universalising force that encourages cultural convergence and increasing sameness by introducing de-territorialized market logics (Ritzer, 2007). Business school globalization is also constituted through asymmetric, neo-colonial relations between countries in the Western core and peripheral, non-Western nations (Mir et al., 2004; Srinivas, 2012; Cooke and Alcadipani, 2015). In addi...

show abstract

Section: Management Education In Indiamentioning

confidence: 92%

Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools

Kothiyal

Bell

Clarke

2018

AMLE

View full text Add to dashboard Cite

show abstract

“…Colonization has affected many of the assumptions that inform research, its design, its conduct and the methods that are employed. Many of these assumptions have been challenged by post‐colonial theorists (Mir et al ., 2004; Jack and Westwood, 2009; Nkomo, 2011). Methodology Matters ' encouragement of truly international research will be promoted by welcoming articles around all aspects of research design and practice that promote equality and culturally diverse understandings, including the following.…”

Section: Extending the Methodological Research Agendamentioning

confidence: 99%

“…There is evidence that our knowledge has been shaped by academics in particular countries (e.g., Locke, 1989; Kipping et al ., 2004; Mir et al ., 2004; Meyer, 2006). To broaden the scope of setting research agendas, EMR made a commitment to establishing a network to invite writers who are influential in setting the agenda in a particular country, but whose work has yet to be shared with an English‐speaking audience (Lee et al ., 2019).…”

Section: Extending the Methodological Research Agendamentioning

confidence: 99%

Methodology Matters; Even More

Lee

2020

European Management Review

View full text Add to dashboard Cite

This editorial essay reflects on the importance of a section like Methodology Matters and its first two years. It also introduces the six articles in this issue of the European Management Review (EMR) that follow this essay and have progressed successfully through the review process for publication and it suggests ways in which the debates that each of those articles have started may be extended. This introduction also justifies other additions to the agenda that appeared in the original call for papers for submissions to this section of EMR.

show abstract

“…US management and education models did not only spread throughout the countries directly involved in the war. These models also had an impact on the Americanization of management in India, where the Ford Foundation acted aggressively, undermining local management practices and producing academic knowledge that sought to advocate multinational rather than local priorities (Mir, Mir, & Srinivas, 2004; Srinivas, 2009). US education in management has also worked as a hegemonic discourse in the East (see Neal & Finlay, 2008), where the term American appears in universities such as the Lebanese American University and where its models have been applied in countries such as Israel (Frenkel & Shenhav, 2003).…”

Section: Americanization As Grobal Managementmentioning

confidence: 99%

From grobal management to glocal management: Latin American perspectives as a counter-dominant management epistemology

Alcadipani

Rosa

2011

Can J Adm Sci

View full text Add to dashboard Cite

Management is known as a global phenomenon. However, its “global” façade tends to mean that management knowledge and practices are usually created and developed in Western countries—mainly the United States—to be transferred supposedly problem‐free to other locations. This paper discusses how management has spread globally via Americanization, and is therefore a grobal phenomenon. From a Latin American perspective, this transfer can be problematic, especially as it tends to suppress locally developed knowledge and experiences. In denaturalizing grobal management, we propose glocal management as an alternative to the current Anglo‐centric view of the field, and believe this new view can take into account hybridism and local realities. Copyright © 2010 ASAC. Published by John Wiley & Sons, Ltd.

show abstract

Managerial Knowledge as Property: The Role of Universities

Cited by 10 publications

References 5 publications

Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools

Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools

Methodology Matters; Even More

From grobal management to glocal management: Latin American perspectives as a counter-dominant management epistemology

Contact Info

Product

Resources

About