Management and management education : a psychosocial exploration

Abstract

This thesis explores the interaction of changing forms of managerial identity and the experience of management education. It seeks to analyse the effects of such interaction in an effort to understand its dynamics and to develop approaches to management education that might enable that enterprise to be more satisfactorily configured. The approach taken is to firstly consider how changes in managerial identity are being shaped and theorised, in an attempt to develop a more adequate framework for incorporating aspects of managers' experience, and secondly, by deploying this framework to examine the experiences of a small group undertaking management education.

The organization of the work reflects this two-fold division, with the first two chapters considering the evidence for changes in the identity of managers and reviewing the extant approaches that are taken to understand such changes. In doing so certain limitations in these extant approaches are noted and a tentative framework for overcoming these is developed. The notions of experience, and the anxious defended self, it is argued, provide a more adequate way to grasp the complexities of contemporary managerial identities.

In the second part of the work (chapters three, four, five and six) the theoretical framework developed earlier is deployed to examine the experience of management education in the contemporary moment. The impact of changes in what it means to be a manager, the anxious experience that attends this and the ways in which these impact on the educative encounter are considered. The concluding chapter summarizes the main arguments of the thesis and some conclusions are drawn considering the positioning of contemporary managers in relation to management education and the ways in which such managers might be worked with.

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