|
|
|
|
884457
|
|
|
|
Course |
Rethinking Management Education: Theories, Practices, Interventions
|
Faculty |
We aim to invite a group of chapter authors of the publication The Routledge Companion to Reinventing Management Education (and who will also attend EGOS); already agreed have: Daniel Hjorth; Robin Holt, and Rasmus Johnsen, (all from the Department of Management, Politics and Philosophy, Copenhagen Business School); Jörg Metelmann (University of St. Gallen); Martin Parker (University of Leicester); Martyna Sliwa (University of Essex).
|
Course Coordinator |
Timon Beyes (Department of Management, Politics and Philosophy, CBS) and Chris Steyaert (Research Institute for Organizational Psychology, University of St. Gallen)
|
Prerequisites |
Two-Day Intensive Doctoral Course (4 - 5 July 2017)
in the framework of the 33rd EGOS colloquium on the “Good Organization” in Copenhagen, 6 - 9 July 2017
The PhD course is jointly hosted by the Department of Management, Politics and Philosophy/OMS Doctoral School of Organisation and Management Studies, Copenhagen Business School and the DOK-programme, University of St. Gallen and in conjunction with the European Haniel Program on Entrepreneurship and the Humanities.
In conjunction with the publication of The Routledge Companion to Reinventing Management Education, this doctoral course is dedicated to reflecting, rethinking and reinventing teaching at the business school. The course is aligned with the recent movements of reforming management education through knowledge, approaches and practices from the humanities and social sciences, such as the Carnegie II report on “The future of business education” (Colby et al. 2011).
Participants are expected to engage with both the theory of management education and their own practice or imaginations of teaching. In so doing, the course seeks to open up a space of collective reflection and theorization of management education and to offer new ideas and approaches to the participants’ own teaching activities, with regard to both what is being taught and how teaching takes place. The course will therefore draw upon recent theories and debates on management education as well as the participants’ and lecturers’ real-life experiences and ideas of it.
Preparation and presentation Participants in the course are asked to prepare a 3-5 page paper based on their engagements with The Routledge Companion to Reinventing Management Education (not necessarily reading all of it, but what is of interest to their own practice and thoughts). As this is an advanced course, the level of engagement with the material selected and the ideas expressed in it is expected to be intensive. (The Companion’s chapters will be made available to the participants.)
The preparatory paper should explore potential connections between thinking about business school teaching and the participants’ own experience, practices or ideas for the future. The paper can take the form of a conceptual reflection, a little quasi-empirical study about one’s own teaching or that of others (or the experience of students), a new course description that is based on the engagement with the course material, a manifesto for a business school of tomorrow (Jones and O’Doherty 2005), a script for a teaching performance enacted in the course, a visual montage of the spatialities of business school teaching, or …
Deadline for submission is 28 June 2017.
During the course, each participant is expected to make a short (max. 20 minutes) presentation of his/her project and how it relates to the course literature. Also, we expect lively exchanges and will ask students to comment on their colleagues’ ideas.
It is a precondition for receiving the course diploma that the student attends the whole course.
|
Aim |
The aims of our endeavour are, at least, threefold:
1. to acquaint ourselves with, digest and discuss key concerns and theories of the history, present and future of management education;
2. to reflect on one’s own teaching experience and develop new ideas and potential practices;
3. to conceive of future aspects of business school education, such as concrete courses, didactical practices, spatial and technological innovations etc.
|
Course content |
The rationale behind this course is threefold:
First, for most scholars employed at business school departments or business universities, a significant part of their time is spent on preparing teaching and interacting with students. In institutions like CBS, this includes PhD scholars, who are involved in teaching programs and courses, while at the HSG, students often have few chances to prepare other than through course assistance. For those who plan on staying in, or close to, academic life, teaching will remain or become an integral part of their work. For some, the joy of teaching might even be a decisive factor for choosing this milieu in the first place! As university educators, then, we would do well to dwell on the theories that inform our practice, to reflect on our own educational labour and to explore different ways of going about it.
Second, the sheer prominence that the business school and management education have acquired in the last decades lends such an undertaking some urgency. What management education entails, and how it is enacted, has (again) become a matter of profound concern in the field of higher education and, more generally, for the development of the organized world. Fed by successive financial crises, ethical scandals and ecological disasters but also by such evolutions as cognitive capitalism and digital labour, this concern is closely entangled with big questions concerning what kind of knowledge, practices, sensibilities and worldviews are conveyed and on offer in the university sector in general and in its business schools in particular. In other words, it is high time to explore how the humanities and social sciences can intervene into management education precisely because the latter is often understood to be in crisis since it appears so insulated from the everyday concerns of global politics and civil society.
Third, then, there is ‘something’, some particular sensibilities or styles that the humanities and social sciences can provide for management education and its teachers and students. The course is also an exploration of the nature of this ‘something’ because we think that it is important to share and spread concepts, thoughts and experiences that can make these contributions more concrete and applicable.
|
Teaching style |
This is meant to become a very interactive course equally based on key texts/input statements and the participants’ experiences, concepts and ideas.
We expect each session to begin with an input presentation by the participating faculty and invited guests, followed by an in-depth discussion of the themes, examples and interventions at hand (to be prepared by the participants).
However, the schedule outlined below is only an organizational tool, which we will play with, leave behind or adhere to according to the development of the course.
|
Lecture plan |
Day 1 (4 July) |
Histories, crises and theories of (management) education
|
10.00-11.00 |
Introduction (Timon Beyes/Chris Steyaert)
|
11.00-12.30 |
Session 1 – Histories (Timon Beyes/Chris Steyaert): How do histories of management education prefigure and inform the contemporary situation?
(Reading: Steyaert/Beyes/Parker 2016, part I “Histories”)
Student presentations 1 & 2 |
12.30-13.30 |
Lunch
|
13.30-15.00 |
Session 2 – Crises (Martin Parker) : What are the main elements of management education’s contemporary crisis, and what might be responses?
(Reading: Parker 2014 ; Steyaert/Beyes/Parker 2016, part VI “Futures”)
Student presentations 3 & 4
|
15.30-17.00 |
Session 3 – Philosophies (Robin Holt/Rasmus Johnsen) :
How can we re-asses and re-imagine central educational principles through philosophical concepts?
(Reading: Steyaert/Beyes/Parker 2016, part II “Philosophies”)
Student presentations 5 & 6
|
17.00-18.00
|
Wrap-up |
18.30- |
Joint Dinner |
Day 2 (5 July) |
Towards new courses, educational practices and teaching programs
|
9:00 - 10:30 |
Session 5 – Practices (Chris Steyaert/Daniel Hjorth):
How can we invent, experiment with and establish new practices of teaching?
(Reading: Steyaert/Beyes/Parker 2016, part III “Concepts” and part IV “Classrooms”)
Student presentations 7 & 8
|
11.00-12.30 |
Session 4 – Courses (Martyna Sliwa/Timon Beyes):
How can we translate humanities- and social science-based approaches into new courses, and what do they look like?
(Reading: Beyes/Michels 2011; Steyaert/Beyes/Parker 2016, part IV “Classrooms”)
Student presentations 9 & 10
|
12.30-13.30 |
Lunch
|
13.30-15.00 |
Session 6 – Programs (Rasmus Johnsen/Jörg Metelmann):
Can we envisage new teaching programmes and thus institutionally change management education?
(Reading: Steyaert/Beyes/Parker 2016, part V “Programmes”)
Student presentations 11 & 12
|
15.30-17.00 |
Closing debate/wrap-up
|
|
Learning objectives |
|
Exam |
N/A
|
Other |
|
Start date |
04/07/2017
|
End date |
05/07/2017
|
Level |
PhD
|
ECTS |
2
|
Language |
English
|
Course Literature |
Beyes, Timon and Christoph Michels (2011) ‘The production of educational space’, Management Learning 42(5): 521-536. Colby, A. et al. (2011) Rethinking Undergraduate Business Education. San Fransisco, CA: Jossey-Bass.Parker, Martin (2014) ‘University, Ltd.: changing a business school’, Organization 21(2): 281-292. Steyaert, Chris, Beyes, Timon and Martin Parker, eds. (2016) The Routledge Companion to Reinventing Management Education. London: Routledge. Jones, Campbell and Damian O’Doherty, eds. (2005) Manifestos for the Business School of Tomorrow. Turku: Dvalin Books.
|
Fee |
DKK 2,600 (covers the course, lunch, coffee/tea, and one dinner)
|
Minimum number of participants |
8
|
|
|
|
Maximum number of participants |
15
|
Location |
Copenhagen Business School Porcelænshaven 18 B 2000 Frederiksberg Room: S.023
|
Contact information |
PhD Support Katja Høeg Tingleff Tel.: +45 38 15 28 39 E-mail: kht.research@cbs.dk
|
Registration deadline |
29/05/2017
|
|
Please note that your registration is binding after the registration deadline.
In case we receive more registrations for the course than we have places, registrations from OMS and HSG students will be prioritized.
|
|