Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/268487 
Year of Publication: 
2009
Citation: 
[Journal:] Management Learning [ISSN:] 1461-7307 [Volume:] 40 [Issue:] 4 [Publisher:] SAGE Publications [Place:] Thousand Oaks, CA [Year:] 2009 [Pages:] 401-410
Publisher: 
SAGE Publications, Thousand Oaks, CA
Abstract: 
This article takes a whimsical look at the state of pedagogical delivery in management education over the last 40 years, and concludes that the long tradition of what the author refers to as ‘spoon-feeding in management education’ is unlikely to end anytime soon. His case is built on neo-institutional theory, which posits that the pressures to conform to standardized classroom teaching are highly resistant based on deep-seated and long-standing consensual beliefs and traditions. The principal alternative of employing practice-based and critical approaches has been diluted in favor of the promotion of reductionist and mythological active learning strategies which, though useful, are unlikely to lead to the acquisition of prudential wisdom.
Subjects: 
Management education
Pedagogy
Institutional theory
Resistance to change
MBA education
Practice-based education
Critical theory
Action learning
JEL: 
J24
M53
M10
M12
I21
Persistent Identifier of the first edition: 
Document Type: 
Article
Document Version: 
Published Version
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