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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 education, such as concrete courses, didactical practices, spatial and technological innovations etc.

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 and beyond. 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, Ehrlich, Sullivan and Dolle 2011).

Participants are expected to engage with both the theory of 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 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 education as well as the participants’ and lecturers’ real-life experiences and ideas of it.

The rationale behind this course is threefold:

First, for most scholars employed at universities and business school departments, a significant part of their time is spent on preparing teaching and interacting with students. 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.

Structure
The course takes places from Monday 28 May (from 11am) until Wednesday 30 may (at 4pm). The course will discuss the various sections of the Routledge Companion. The first day will focus on the “histories, crises and theories of (management) education. The second day will address the ways in which we can attend to new courses, practices and programs drawing upon current and future challenges of education. On the third day, we work with such application tasks, as reflecting upon your own educational competences, outlining a new course, and/or develop a mini-research project.

Exam-parts
a) Preparation and presentation (for day 1 or 2)
Participants in the course are asked to prepare a 2-3 page paper based on their engagements with The Routledge Companion to Reinventing Management Education (students can zoom in on one of its six sections) and develop a reflexive presentation and illustration around a core chapter of their section for further discussion with the overall group.

b) Mini-project (for day 3)
Based on a 2-3 page preparatory paper, students should explore potential connections between thinking about 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, etc.