Professional Documents
Culture Documents
Initial Considerations
As Hedbergs analysis shows, the tradition associated with Kolbs work tends
to lead to the perception that successful learning and teaching will be
associated with the selection of the most suitable pedagogical arrangements
by educators, coupled with the motivated participation of learners. In the
workplace, people are expected to adapt their ways of thinking and acting
in response to feedback. Training designed in conformance to this model
provides opportunities for such feedback to be received in a structured and
deliberate way. It is a model that continues to be popular in a wide variety
of forms. For example, universities are increasingly offering work-based
learning solutions for corporate bodies (Gustavs and Clegg, 2005) and, as
we have seen, the contemporary policy environment favours this. There
is also evidence of a growth of project-based learning in organizations
(Scarbrough et al., 2004).
However, Kolbian-derived approaches do not have the field of manage-
ment education pedagogy to themselves. As Cullingford and Crowther
(2005, pp. 334) observe,
logical characteristics of the learner rather than the nature of the process
through which learning takes place. Learning styles might include, for
89 Case Study Three: Management 89
Education
education, and about the best ways of responding to them. The two
approaches outlined
91 Case Study Three: Management 91
Education
The first of the three sub-cases discussed here concerns the work of
UNESCO-UNEVOC. The focus is on the organizations work to promote
corporate social responsibility (CSR) through TVET, but it should be
emphasized that this is not the only management-education-related activity
in which it engages. To give just one example of other work in the area,
training materials have been developed to assist in the teaching of
entrepre- neurship in Africa (UNEVOC, 2007). A workshop held in
Kampala, Uganda in 2006 brought together TVET educators from four
African countries to promote the use of these materials, focusing on such
skills as business planning, price-setting, market research, and financial
management.
In relation to CSR, UNESCO hosted a meeting of international experts in
Bonn in October 2004 to discuss issues linking learning to work, citizenship
and sustainability. A series of follow-up meetings in 2005 and 2006 were
held in Thailand, Bahrain and Vietnam. These discussed the role of national
TVET systems in this regard. In May 2007 a group of UN-linked bodies
including UNEVOC took matters forward through an international consul-
tation process organized in collaboration with InWent. InWent, also known
as Capacity Building International, Germany, is a not-for-profit organization
committed to advancing human resource development worldwide through
94 Case Study Three: Management 94
Education
The stark reality is that if we really want to alter the warming trajectory of
the planet significantly, we have to cut emissions by an extremely large
amount, and a truth that everyone must know we simply do not have
the technology to do so. We would fritter away billions in precious
investment capital in a futile attempt to curtail warming. Consequently,
the best policy is to live with some modest climate change now and
encourage economic development, which will generate the capital
necessary for investment in the more efficient technologies of the future.
(Michaels, 2007, A8)
The point to notice about these arguments is that they are not merely
saying that CSR is pointless. They are saying that it is damaging although
Friedman does believe that it is justifiable to profess CSR if market
conditions are such as to make this a competitiveness-enhancing course of
action. The implication for management education would seem to be, not
so much that it should ignore CSR, but that it should promote active
cynicism towards it.
From an educational point of view, it is possible to argue that there is
value in encouraging management students to explore the tensions
between business activity and the achievement of the social and
environmental goals that CSR represents. Broadly speaking this can be
done from either,
These tensions have not been resolved in the intervening years. Dehler
(2009) provides an account of contemporary thinking in relation to what
he terms critical management education. Elsewhere, McFalls (2007) pro-
vides an interesting, cautious empirical account that makes it clear why
these critical ideas continue to attract support. In this work, she examines
the notion of inclusive capitalism, as developed by Prahalad (2004) and
Hart (2005), through a case study. Inclusive capitalism is a concept which
proposes that meeting the needs of the four billion people in the world
who live in poverty represents an unparalled business opportunity. Hence,
private sector corporations can both increase profits, and demonstrate
impeccable social responsibility, by servicing this new consumer group.
The terminology of the inclusive capitalism approach was extensively
referenced by the Hewlett-Packard Company (HP) in relation to its
showcase Mogalakwena i-Community Project, and this provides the focus
of McFalls study.
The Mogalakwena HP i-community project was launched by Thabo
Mbeki and the then CEO of HP, Carly Fiorina in 2002 at the UN World
Summit on Sustainable Development in Johannesburg. It was designed as
a public-pri- vate partnership that would use information technology to
bring sustain- able economic and social benfits to a region of South Africa.
Despite this apparently promising prospectus, many unambiguously good
intentions and some successes, the project was gradually wound down
following the completion of its original three-year time frame. McFalls
(2007, p. 95) notes,
The arguments of this book are for the most part oriented towards the
liberal, incremental approach to management education described above.
However, critical perspectives are not dismissed. These argue that liberal
educational approaches to management education are likely to be less
than fully satisfactory in terms of the achievement of broad social goals
such as CSR and they are quite correct to do so, as McFalls study seems to
suggest.
101 Case Study Three: Management 101
Education
Readers will note the strong individualism of the former quote, and the col-
lectivism of the latter. In the former individuals must accommodate them-
selves to the relentless march of market-based globalization. In the latter,
necessary changes by society require a collectively-conceived workforce
to possess particular characteristics.
No apology is made for including here a description of this work, which was
conducted between 1996 and 1998. Although clearly quite dated now, it has
been influential in the development of theory (Scott and Gough, 2003;
Gough and Scott; 2007). Further, many of the issues it addresses, in relation
102 Case Study Three: Management 102
Education
To help them to complete these tasks, students were provided with a book-
let of current information relating to the problem. This included
technical, legal and theoretical information, government policy
documents and a selection of relevant material from the local press and
from magazines.
A second case study was undertaken with only one cohort of students. Its
focus was the design of an appropriate tourism development strategy for
the country. This was a particular priority for the national government at
the time, and the work attracted the support and participation of the very
senior government official who had precisely that responsibility in reality.
On this occasion students were again asked to work in small groups, and,
as before, one week of timetabled lessons, plus homework and pre- and
post-case study activities were available to them. They had only two tasks
to complete in this case. The first was to produce a five-year development
plan for the Brunei coastline. This time limit was consistent with actual
central government targets to transform the country into a regional
tourism hub. The second was the design of an appropriate marketing mix
for the countrys overall tourism product. Again, a range of information
was made available to the students and their teachers. Also as before, they
were encouraged to explore these tasks from a range of perspectives that
were likely to be of significance in their own working lives.
These three case studies together generated a very large quantity of data
in the form of documents written by students, interview transcripts, obser-
105 Case Study Three: Management 105
Education
We might ask which is the more rational position here: to assume that one
or other statement in each pair must ultimately, or mostly, be correct?
Or, to see in the tension between them the real uncertainties that govern
the students lives and prospects? The claim made for this particular
project is that, in a small way, it assisted students and teachers in
understanding how their management knowledge could help them think
about ongoing, intractable issues of direct significance for their own lives.
In so doing, we should note, it avoided the stark dichotomy presented
above by the juxta- positioning of quotes from Man-Gon Park (2009) and
107 Case Study Three: Management 107
Education
Fien et al. (2009b). Yes, individuals sometimes have to sink or swim by their
own efforts in a wild
108 Case Study Three: Management 108
Education
existence of barriers that were likely to prevent them from fully applying
their learning
112 Case Study Three: Management 112
Education
Some participants were able to report examples of how they had put their
learning into practice. This had usually worked best in projects that were
small and manageable. For example, it had proved possible to rationalize
deliveries of medical consumable products to five hospitals in the city of
Birmingham through improved coordination of those involved. This
reduced journeys, fuel consumption, costs and pollution.
One important assumption underlying the course was confirmed
participants were not primarily interested in learning more about sustain-
able development. Rather, they simply wanted to be better at their jobs.
Sustainable development could sometimes provide an opportunity to
improve professional performance in this way, through skilful context-
specific action that satisfied not just a set of abstract criteria, but the real
concerns of those involved, including NHS finance officers, patients and
consultants. A particular strength of the courses from this point of view
was, therefore, the way they actively involved specialists from across
professional levels, including policy-makers, those making purchasing
decisions on the ground, and everyone between.
A number of lessons for course design also emerged. Most participants
felt the mix of personalities within groups was important, and had some-
thing to say, whether positive or negative, about the composition of their
own Aspect Group. It was not possible to arrive at a firm conclusion about
the extent to which participant activities should be pre-specified in detail.
Some said they had been unsure what was expected of them, others that
minimum structure was conducive to creativity and original thinking.
It might be added that, in any case, a degree of challenge, and even discom-
fort, is not always pedagogically inappropriate, particularly when working
with adult professionals for whom managed conflict is a normal feature of
the working environment. A further lesson that emerged clearly was the
need to take the pre-existing, contextually-grounded understandings of
participants seriously, and to characterize academic inputs as a contribution
to a process of shared learning, rather than a set of answers. Finally, it was
also clear that there is a need to keep online learning technologies for busy
professionals as technologically simple as possible.
113 Case Study Three: Management 113
Education
For any of these, 40-to-50 years would seem a not-unreasonable minimum future period to consider.
In the natural sciences, although some things move very fast indeed, the underlying characteristics
and ordering of the universe do not usually change very quickly, if they change at all. In the social
sciences including, as was shown in Chapter 1, economics 50 years is a very long time. Aspects of
the social world that once seemed more or less permanent may disappear. Events and
institutions that once seemed centrally important in determining the course of events, later appear
to be mere consequences of longer-term trends, or even entirely irrelevant. By way of illustration, in
2002 the author was privileged to be invited to give a presentation at Moscow State University. The
building that houses this famous and distinguished institution is one of the great landmarks of the
city. Built as an architectural paean of praise to the Soviet Union, those who saw it completed must
have felt it embodied the permanent political state of their world. In 2002, how- ever, in disrepair and
with its fabric crumbling, it seemed, rather, a massive, tragic footnote to a period of unprecedented
state hubris. Now, in 2009, as power in the Russian Federation is once more consolidated in
the Kremlin, one might regard it as a landmark in the long-continuing, broadly unchanging Russian
affliation to authoritarian government in one form or another.
That TVET is a form of investment is a useful idea only if our thinking about it is built upon secure
foundations. We need to start from intellectual bedrock. The next chapter begins to attempt this, by
exploring the signifi- cance of the relationship between three of TVETs possible beneficiaries: the
individual learner; society as a whole; and, the many institutions, including employer organizations of
one sort or another, that occupy the space between them.