Explores issues concerning the empowerment of students in management while focusing on the relationship between the educational implications of empowering students and the post-educational experiences of interacting within hierarchical organizations. Explores underlying issues through the thoughts of writers from the neo-Lukacsian,…

Reports the results from a small exploratory interview study of university management educators that addresses a variety of questions concerning management education as work. (Author/CCM)

Facilitates acquisition of reflective habits by individuals undergoing leadership development in business-related project environments. Highlights links between reflection and action learning. Characterizes the action learning methodology used and contends that this approach forms a sound setting for reflective inquiry. Describes a reflective…

Defines co-operative inquiry as a radically participative form of inquiry in which all involved are both co-researchers and co-subjects. Introduces methodology in a layperson's guide. Reflects on the learning process of an inquiry group, especially the process of research cycling, importance of peer group, and the paradoxical self-reflexive…

Defines the questions that are the basis of developmental-action inquiry. Outlines the type of theory and practice that supports and reflects such inquiry, and highlights how different such integrated research/practice is from empirical positivism. (Author/CCM)

Assesses the challenges posed by the talk of globalization for French management education. Analyzes the strategies adopted by French business schools for coping with the globalization imperative. (DDR)

Addresses issues arising from the application of a learning model to the Greek public administration system. Suggests a process of organizational self-learning that is capable of transforming a state bureaucracy into a self-referential organization. The process of self-learning is based on a repeating cycle of knowing, reflecting, understanding,…

This is an exploratory study of the MBA experience from a female point of view. Interviews with 16 women MBAs yield findings consistent with research that suggests that women prefer to learn and be taught in ways other than traditional MBA approaches. Also addresses the reasons why women teachers are often less valued than their male counterparts.…

Reviews the existing undergraduate business studies curriculum. Suggests ways in which the curriculum might develop and how critical perspectives might be addressed. Describes an issues-based approach, an approach based on subject specialism, and the critical need to return to the basic purpose of undergraduate business education with the…