Frederick Winslow Taylor, Henry Hallowell Farquhar, and the dilemma of relating management education to organizational practice

2016 ◽  
Vol 22 (2) ◽  
pp. 199-213 ◽  
Author(s):  
Hindy Lauer Schachter
Keyword(s):  
Progressive Era ◽  
Management Education ◽  
Organizational Practice ◽  
Effective Management ◽  
University Management ◽  
Historical Sources ◽  
Content Type ◽  
Business Programs ◽  
Early Use ◽  
Contemporary Management

Purpose The purpose of this paper is to analyze the approach of Frederick Winslow Taylor and an early shop management proponent and Harvard Business School instructor, Henry Hallowell Farquhar, to how management education should connect to business practice. Such analysis has implications both for understanding the philosophical underpinnings of Taylor’s work on shop management and for important dilemmas facing contemporary management curricula. Design/methodology/approach The methodology involves analyzing published and unpublished historical sources including books, articles, letters, memoranda, syllabi and other items on shop management education from Taylor, Farquhar and other Progressive Era educators. Findings The paper provides evidence that Taylor and some early shop management supporters had strong concerns about whether university management programs would help graduates succeed under actual working conditions. The evidence shows that Taylor and Farquhar believed that effective management education required students to have actual plant experience and contact with practicing managers. The interest in educational links to practice related at least in part to whether programs could install proper character in their students. The concern with manager disposition and attitudes related to a contemporary re-evaluation of Taylorism because it shows a humanist tendency to shop management thought that much literature on Taylor neglects. Originality/value The analysis uses a wide variety of published and unpublished sources. It discusses early use of shop management insights in engineering and business programs which are generally analyzed in separate literatures. The discussion focuses attention on the need for contemporary management programs to expand opportunities for practitioner participation in educational development.

The role played by Frederick Taylor in the rise of the academic management fields

2010 ◽  
Vol 16 (4) ◽  
pp. 437-448 ◽  
Author(s):  
Hindy Lauer Schachter
Keyword(s):  
Progressive Era ◽  
First Generation ◽  
Business Management ◽  
Historical Sources ◽  
Content Type ◽  
High Position ◽  
The Public ◽  
Academic Management ◽  
History Of ◽  
The Impact

PurposeThe purpose of this paper is to analyze how Frederick Taylor's achievement as the originator of a science of work provided a theoretical foundation for first generation academic management programs in the Progressive era. The paper aims to show the implications of this match for Taylor's continuing high position in the history of management thought.Design/methodology/approachA methodology is used involving analysis of published and unpublished historical sources including Taylor's own work, writings from his contemporaries, and writings from key figures in first generation university public‐ and business‐management programs.FindingsThe paper gives evidence of the impact of Taylor's work on management education in the Progressive era and the implications of this impact for Taylor's reputation and the management programs themselves.Originality/valueThe analysis uses a wide variety of published and unpublished sources. It compares educational developments in the public and business management fields which are generally analyzed in separate literatures.

The translocation of organizational practices – knowledge creation in Greenfield Plants

2014 ◽  
Vol 21 (2) ◽  
pp. 83-97
Author(s):  
Arne Lindseth Bygdås
Keyword(s):  
Knowledge Transfer ◽  
Process Model ◽  
Social Dynamics ◽  
Common Knowledge ◽  
Transmission Model ◽  
Cultural Learning ◽  
Organizational Practice ◽  
Organizational Practices ◽  
Content Type ◽  
The Social

Purpose – The literature on knowledge transfer is dominated by a one-way transmission model logic where knowledge is captured and transferred from one source to another, assuming the source and receiver resemble each other and have some common knowledge. The social learning processes, what is learned and the phases and sequences of the developmental processes by which learning take place are more or less black boxed in the literature. This paper investigates the social dynamics of the formation and shaping of organizational practice from scratch in a greenfield organizational setting where no prior organizational practice exist. Design/methodology/approach – The paper builds on a case study approach applied in two greenfield organizational settings. A descriptive process model is developed to analyze the translocation and sociogenesis of organizational practices. Findings – A transfer-approach provides a too simplistic and narrow understanding of the process of “moving” organizational practices. Establishing an organizational practice can be described as a community of knowing “in the making” following various modes of cultural learning characterised by mutual adjustments, joint interactions, and alignment of shared understandings, and as such is more learned than transferred. Practical implications – The process model developed in the paper provides a platform for better understanding, planning and execution of intra-firm knowledge transfer and regeneration. Originality/value – The paper provides an in-depth empirical analysis of organizational practice generation from scratch emphasizing the social dynamics and co-construction of meaning when a collective capability is being acquired and built up.

Accounting without accounting

2014 ◽  
Vol 27 (3) ◽  
pp. 426-464 ◽  
Author(s):  
Fábio Frezatti ◽  
David B. Carter ◽  
Marcelo F.G. Barroso
Keyword(s):  
Design Methodology ◽  
Qualitative Case Study ◽  
Management Accounting ◽  
Business Management ◽  
Accounting Information ◽  
Effective Management ◽  
Accounting Information System ◽  
Content Type ◽  
New Perspective

Purpose – An effective management accounting information system (MAIS), as well as the accounting discourse related to it, can support, facilitate, enable, and constrain diverse business discourses. This paper aims to examine the discursive and organisational effects of an organisation accounting upon absent accounting artefacts, i.e. accounting without accounting. Situated within the discursive literature, this paper examines the construction of competing articulations of the organisation by focusing on what accounting does or does not do within an organisation. In particular, the paper acknowledges the fundamental importance of the accounting discourse in supporting, facilitating, enabling, and constraining competing organisational discourses, as it illustrates how the absence of accounting centralises power within the organisation. Design/methodology/approach – From a rhetorical, discursive perspective, the authors develop an in-depth qualitative case study in a manufacturing organisation where MAIS has been abandoned for approximately two years. Interpretive research approaches, from a post-structural perspective, provided the base for the structure of the research. The authors studied how other organisational discourses (such as entrepreneurship and growth), which are traditionally constructed with reference to accounting and other artefacts, continued to be produced and sustained. The non-use and non-availability of management accounting information created a vacuum that needed to be filled. The lack of discursive counterpoints and counter-evidence provided by MAIS created a vacuum of information, allowing powerful, proxy discourses to prevail in the organisation, increasing risks to business management. Findings – The absence of MAIS to support an accounting discourse requires that contingent discourses “fill in the discursive gap”. Despite appearances, they are no substitute for the accounting discourse. Thus, over time, the entrepreneurial, growth and partners' discourses lose credibility, without the corresponding use of management accounting information and its associated discourse. Originality/value – There are at least two main contributions from the case study and the findings presented in this paper: first, they provide a new perspective for studying MAIS, as a specific organisational discourse among other discourses that shape people relationship within the organisation as an examination of accounting without accounting. Second, this discussion reinforces the relevance of accounting discourse for other organisational discourses, supporting, facilitating, enabling, and constraining them, by demonstrating the effects of its absence.

COVID-19 and responsible management education (RME) among others: why should public business schools feel threatened?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed Mousa
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Business Students ◽  
Empirical Studies ◽  
Content Type ◽  
Cultural Challenges ◽  
Cultural Aspects ◽  
Responsible Management ◽  
The Future ◽  
Multiple Case

PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of coronavirus disease 2019 (COVID-19). In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThrough addressing four business schools in Egypt, this article explores the future of public business schools that did not previously implement responsible management education (RME) principles, after the identification of COVID-19. In other words, this paper identifies the main threats facing public business schools in Egypt post the spread of COVID-19.FindingsAlthough the previous study done by Mousa et al. (2019a) showed that academics in public business schools in Egypt were not ready to implement responsible management education, and furthermore, that they thought that addressing socio-cultural aspects is the mission of professors in sociology and humanities, the results of this study show that the spread of COVID-19 has positively changed the situation. The interviewed academics assert that socio-cultural challenges shape the minds of business students, academics and trainers, and these accordingly, have to be tackled. Furthermore, the author explores some socio-political, academic and labour market threats facing business schools in Egypt today. Managing those threats may ensure the continuity of the addressed business schools and their counterparts.Originality/valueThis paper contributes by filling a gap in the literature on responsible management education and leadership in the higher education sector, in which empirical studies on the future of business schools, particularly those that did not implement responsible management education earlier, after the identification and spread of COVID-19 have been limited until now.

Addressing diversity, equity and inclusion (DEI) through service learning in management education: insights from India

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kaushik Ranjan Bandyopadhyay ◽  
Kasturi Das ◽  
Ritika Mahajan
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Management Education ◽  
Business Schools ◽  
Theory And Practice ◽  
Social Implications ◽  
Content Type ◽  
Diversity And Inclusion ◽  
Long Run ◽  
Equity And Inclusion

PurposeThe paper makes an endeavour to explore the efficacy of service learning (SL) pedagogy in inculcating the value of diversity, equity and inclusion (DEI) with a focus on management education in India.Design/methodology/approachThe research methodology comprises a systematic survey of select relevant literature on SL and applying a novel approach to bring out certain key traits of SL initiatives. The paper also tries to decipher how the identified key traits could be regarded as contributing to the ethos of DEI among the learners. Based on insights from the systematic literature review and identified research gaps, an in-depth study of three SL initiatives in India, have been undertaken to demonstrate how implementation of the SL pedagogy in management education creates an impact on the attributes of DEI and inculcates an inclusive mindset.FindingsAlthough the design, process and learning outcomes of SL pedagogy varies depending on the context, there is commonality in the core attributes that emerges from the literature review which has a potential impact on inculcation of the values of inclusion and appreciation of diversity. The select case studies successfully expand on the list of these identified relevant attributes. The findings have also been corroborated by participants' reflection.Research limitations/implicationsThe paper is, however, limited in its scope of assessing the impact in creating an inclusive mindset. To gauge whether such impact is pervasive and persists in the long run, one needs to examine if these values are carried forward by the participants in their professional and daily life. It would, therefore, be more meaningful to carry out a primary survey of the participants, who took part in such SL initiatives, to understand whether the values have really been assimilated in the real life. This is outside the scope of this paper but does open the scope for further research.Practical implicationsThe paper would be highly relevant for the accreditation agencies who are increasingly prescribing the role that business schools can and should play towards inculcating the ethos of diversity and inclusion among future business leaders and managers. For the administrators of business schools and other higher education institutions who may be considering how to incorporate the ethos of diversity and inclusion in the curriculum and pedagogy, the paper will provide some direction through the SL route. The detailed exposition of the three SL initiatives will enlighten the administrators or the faculty responsible for designing and delivering any SL programme in other business schools or higher educational institutions as to how to go about developing and delivering such an initiative. To the extent such SL initiatives succeed in leaving a lasting impact on the participants regarding ethos of inclusion and diversity, the business implications in the long run could be immense.Social implicationsThe purpose of the paper by itself establishes its social relevance. The very fact that the paper is focused on SL initiatives that involve social problem-solving approaches through hands-on working on social projects and working with communities the social implications are rather obvious.Originality/valueGiven the paucity of information and analysis on potential fit of SL for fostering DEI especially in developing countries, the present paper contributes to the existing body of literature and aptly fills the void. It builds a theoretical construct relating SL with the traits of DEI and then bridges theory and practice by demonstrating the efficacy of three SL programmes in Indian context to internalise the elements of DEI.

Contrasting supply chain traceability and supply chain visibility: are they interchangeable?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vivek Roy
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Information Sharing ◽  
Design Methodology ◽  
Relevant Literature ◽  
Future Research ◽  
Critical Element ◽  
Effective Management ◽  
Chain Management ◽  
Content Type

PurposeSupply chain traceability and supply chain visibility have become a critical element for the effective management of contemporary complex supply chains. At their core is information sharing, which has been acknowledged as a key prerequisite for logistics and supply chain performance, but whose notional underpinnings have not been delineated fully, leading to interchangeable deployment of these terms. Addressing the shortcoming, this paper aims to establish a contrast between the two notions.Design/methodology/approachDrawing from systematic review protocols, a multi-disciplinary review scope is constructed wherein the synthesis is strategized to primarily channel implications for the scholarship of logistics and supply chain management. The review is aimed at addressing two research objectives: (1) how the notions of traceability and visibility in supply chain management develop contrast in terms of their thematic emphasis and (2) to attain an integrative understanding of the notional convergence and divergence between supply chain traceability and visibility for raising strategic recommendations.FindingsThe review outcomes help contrast both the convergence and the divergence between traceability and visibility in the supply chain environment, and the differentiated but fundamental role that information sharing plays within these notions to outline why they are not interchangeable.Originality/valueThe originality of the findings lies in the conceptual synthesis of the relevant literature from both technological and non-technological perspectives to ultimately draw logistics and supply chain management implications. The review also points out key strategic considerations to demarcate the notional boundaries of traceability and visibility in future research.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

scholarly journals Australian universities in a pandemic world: transforming a broken business model?

2020 ◽  
Vol 16 (4) ◽  
pp. 541-548
Author(s):  
Lee D. Parker
Keyword(s):  
Business Model ◽  
Financial Management ◽  
International Student ◽  
Well Being ◽  
Future Research ◽  
University Management ◽  
Operational Strategies ◽  
Content Type ◽  
Global Pandemic ◽  
Australian Universities

Purpose The purpose of this paper is to critique the accounting and financial orientation of Australian universities’ business model to identify the future university financial management and accounting role in universities’ strategic trajectory responding to COVID-19. Design/methodology/approach Informed by Habermasian perspectives on change, it uses published research into university commercialisation and media commentaries on COVID-19 impacts. Findings Australian universities have aggressively pursued an accounting-based private sector business model. Their revenue generating reliance on international student revenues has been undermined by the COVIS-19 crisis. Nonetheless, university management clings to their commercialised university identity and role colonised by the accounting structures. Fundamental change requires a reversal of this relationship. Research limitations/implications Future research must observe and evaluate university strategic crisis reactions and their impacts on national and societal well-being with a view to identifying alternative futures. Practical implications Universities face decisions concerning their ongoing role in society and their future approach to balancing operational strategies and the accounting influence. Social implications This study raises the issue of whether universities should continue being seen as an export industry supporting the national economy or as knowledge, educational and social resource for their national and regional communities. Originality/value This paper integrates research into universities over several decades into a strategic critique of their current reaction to an unprecedented global pandemic.

scholarly journals A score card approach to management education accreditation

2016 ◽  
Vol 2 (12) ◽  
pp. 1 ◽  
Author(s):  
MSS EL Namaki
Keyword(s):  
Management Education ◽  
The United States ◽  
Balanced Score Card ◽  
Mba Programs ◽  
Business Programs ◽  
Program Accreditation ◽  
Score Card ◽  
The Us ◽  
The Balanced Score Card ◽  
Conceptual Foundations

Accreditation of business programs and institutions is a powerful industry in the United States and Europe. The industry has massive followers and holds sway over the fate of many an institution. World wide data are not easily accessible but some figures are indicative of the scale and scope of the industry. It is estimated that there are over 4,000 MBA programs in the US, offered by 454 institutions (AACSB, 2014). A multiple of that exists worldwide. Each and every of those institutions needs accreditation or a confirmation of the conformity of the institutional framework, the conversion process and the ultimate outcome with specific standards. The problem, however, is that the standards and those who measure them, have run out of steam, an issue that attracted many including some US politicians(WSJ, July 8, 2015). The following article explores today’s accreditation practice flaws and the potential for a substitute. The article starts with a brief critique of current practice. This is followed by an analysis of the three conceptual foundations of a substitute: systems thinking, metrics and the balanced score card. This alternative blends those conceptual foundations and suggests a novel accreditation instrument: the Program Accreditation Score card or PAS. The article further explores the tenants of this novel instrument and explores its applied dimensions. The article relies on several works on the issue of the accreditation of management education efforts. It refers to existing approaches practiced by key accreditation market leaders and explores some contextual literature. The article could lead to the introduction of a structural change in the conceptual framework and the operational tools of the management education accreditation industry.

scholarly journals Navigating heutagogic learning: mapping the learning journey in management education through the OEPA model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David William Stoten
Keyword(s):  
Learning Theory ◽  
Executive Coaching ◽  
Design Methodology ◽  
Management Education ◽  
Review Of The Literature ◽  
Content Type ◽  
Learning Journey ◽  
Original Contribution ◽  
E Learning ◽  
Conceptual Paper

PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.

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