Challenging the perceived wisdom of management theories and practice


Baden, D. and Higgs, M.J. (2014) Challenging the perceived wisdom of management theories and practice Academy of Management Education and Learning, pp. 1-41. (doi:10.5465/amle.2014.0170).

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Description/Abstract

In this paper we consider criticisms of Business School education and the values it propounds in the context of wisdom. We ask whether the perceived wisdom relating to what business should be is ‘wise’, and whether the models and frameworks used in management education enable wisdom to flourish. The distinction between means and ends (i.e. terminal goals such as human welfare and instrumental goals such as money) is highlighted. We argue that management models that measure success in purely financial terms demonstrate foolishness by conflating the means with the end. If business is to retain its legitimacy and benefit society, profit needs to be seen as a means to the end of sustainable business not an end in itself. This should in turn be reflected in the metrics used to measure success in management models and theories. Cross-cultural comparisons with economies based on different value systems offer insight into alternative approaches. We highlight examples of how business schools are adjusting their curriculum and conclude that changes need to go beyond superficial inclusion of ethical issues. Recommendations include updating the business curriculum with more pro-social management theories and a reprioritisation of the goal of social welfare over individual business profit maximisation

Item Type: Article
Digital Object Identifier (DOI): doi:10.5465/amle.2014.0170
ISSNs: 1537-260X (print)
Subjects: H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
Organisations: Centre for Relational Leadership & Change
ePrint ID: 376419
Date :
Date Event
22 December 2014Accepted/In Press
8 January 2015e-pub ahead of print
Date Deposited: 27 Apr 2015 12:56
Last Modified: 17 Apr 2017 06:20
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/376419

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