Management Studies Educational Knowledge: Technical, Elite or Political?

Autor/in	Hordern, Jim
Titel	Management Studies Educational Knowledge: Technical, Elite or Political?
Quelle	In: Teaching in Higher Education, 19 (2014) 4, S.385-396 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.860112
Schlagwörter	Foreign Countries; Administrator Education; Educational Theories; Administration; Power Structure; Vertical Organization; Classification; Knowledge Level; Epistemology; Curriculum Development; Higher Education; Knowledge Management; Context Effect; Advantaged; Political Issues; Curriculum Design; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Educational theory; Theory of education; Bildungstheorie; Verwaltung; Classification system; Klassifikation; Klassifikationssystem; Wissensbasis; Erkenntnistheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensmanagement; Politischer Faktor; Lehrplangestaltung; Großbritannien
Abstract	This paper draws on the technical, elite and political interpretations of the purpose of management, to identify demands for particular forms of educational knowledge in the management studies curriculum. The varied character of this knowledge is discussed using Bernsteinian concepts of verticality, grammaticality, classification and framing, and illustrations from a benchmark statement and MBA programme documentation. It is argued that the development of rational and technical knowledge for management education is confounded by the absence of a definable "profession" of management, which could aid the specification of a body of abstract knowledge. Meanwhile, the promotion of weakly classified and framed forms of elite and political knowledge or "knowing" in management programmes negates the potential for conceptual and contextual coherence in the curriculum, and suggests that the inclusion of forms of rational and technical knowledge may primarily support the consolidation of particular social formations and managerial identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10