The Growing Demand for Synoptic Minds in Industry.

Ericson, Richard F.

doi:10.2307/254613

Cited by 5 publications

(4 citation statements)

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“…An examination of articles from the Journal of the Academy of Management (now AMJ) from this time period indicates that there was much discussion, some as a response to the foundation reports, about the inadequacies of the status quo, and the need for an increasingly scientific approach to management education. Some called for a drastic revamping of business schools (Ericson, 1960), others advocating a more gradual approach (Bernthal, 1960). Some strongly supported an increased orientation toward scientific research (Carzo, 1960;Towle, 1960) and lauded the contributions of the behavioral sciences (McFarland, 1960), while others stressed caution in relying too much on outsiders to guide the future (Bernthal, 1960;Moore, 1960).…”

Section: Institutional Analysis Of Historical Backgroundmentioning

confidence: 99%

“…This began as early as the 1930s, when critics alleged that the increasing proliferation of specialized courses were being developed without any research supporting them (Bossard & Dewhurst, 1931). By the 1950s, there was a growing sense that the existing paradigm was inadequate (Ericson, 1960). Business education was characterized as an "uncertain giant" seeking to serve several masters, and serving none well (Gordon & Howell, 1959, p. 4).…”

mentioning

confidence: 99%

“…Business education was characterized as an "uncertain giant" seeking to serve several masters, and serving none well (Gordon & Howell, 1959, p. 4). Within the management field, there was much discussion about the inadequacies of the status quo and the need for a different approach to management education (e.g., Carzo, 1960;Ericson, 1960;Towle, 1960).…”

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confidence: 99%

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From Management as a Vocation to Management as a Scientific Activity: An Institutional Account of a Paradigm Shift

Goodrick

2002

Journal of Management

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Using an institutional perspective, I analyze the historic circumstances surrounding the shift from a management as a vocation model to one that is scientifically based. I argue that prior to World War II, the management education field was fragmented but dominated by a vocational model in which specific trade practices and skills were taught. I trace how the institutional field shifted to embrace a model of management education that was tightly linked to empirical research. Using the Academy of Management Journal articles as a marker for this paradigm shift, I test hypotheses about the diffusion pattern of science-based concepts of management education.

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Section: Institutional Analysis Of Historical Backgroundmentioning

confidence: 99%

mentioning

confidence: 99%

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From Management as a Vocation to Management as a Scientific Activity: An Institutional Account of a Paradigm Shift

Goodrick

2002

Journal of Management

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“…Their vulnerability is based upon unmet needs, negative self-evaluations, and psychological immaturity. Ericson’s 26 developmental theory indicates that maturity involves forming an integrated and socially valued identity. Persons lacking a firm sense of self tend to identify with cultural heroes and to internalize their values.…”

Section: Introductionmentioning

confidence: 99%

An investigation of destructive leadership in a Division I intercollegiate athletic department: Follower perceptions and reactions

Powers

Judge

Makela

2016

International Journal of Sports Science & Coaching

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Recent events in intercollegiate athletic department organizational cultures demonstrate the need to examine the experiences of personnel who serve in a toxic leadership culture. The purpose of this qualitative study was to identify how three head coaches, one associate athletic director, and a facilities manager perceived and reacted to 6 years of destructive leadership. Each participant was interviewed for 60-90 min. Consistent with Padilla, Hogan, and Kaiser's (2008) toxic triangle theory, findings suggest that perceptions and reactions to the evaluated athletic department were seemingly negative. The leadership and actions of two head coaches, the athletic director, and the university president were perceived as destructive to the department and the institution. The culprits of the destructive consequences were the university's lack of internal and external checks and balances, a president who centralized control, and an absence of effective athletic department leadership. Follower repercussions identified were avoidance of the athletic director, keeping opinions to oneself, and adherence; followers employed their strategies to avert conflict or job termination.

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