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Management Learning, Vol. 25, No. 1,
105-136 (1994)
DOI: 10.1177/1350507694251008
Management Education
Provocations to a Debate
Hugh Willmott
Manchester School of Management, UMIST
The paper offers a broad and critical analysis of current provision of management education in the UK. It relates current questioning of the adequacy and relevance of this provision to changes in management practice and developments in public policy on management training and education. It also comments upon the comparative neglect of teaching innovation in higher education, encouraged by reductions in unit of resource and institutional pressures to concentrate efforts upon scholarship and research. In seeking to overcome the deficiencies of traditional management education, it is suggested that the forging of closer links between a post-traditional, action-oriented approach to management learning and contributions to a critical study of management. In particular, the paper commends the possibility of developing a critical action learning approach to management education in which the insights generated by critical management research are combined with an experiential pedagogy pioneered by action learning.
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