000			01733naa a2200169uu 4500
001			8012816361110
003			OSt
005			20190211163411.0
008			080128s2008 xx ||||gr |0|| 0 eng d
100	1		_aBRIDGMAN, Todd _931966
245	1	0	_aReconstituting relevance : _bexploring possibilities for management educator's critical engagement with the public
260			_aLondon : _bSage Publications, _cSeptember 2007
520	3		_aThis article considers the possibilities of, and threats to, the performance of a critical public role by business school faculty, based on an empirical study of UK research-led business schools. Its reference point is a recent debate about the `relevance' of management education to management practice—a debate which has become polarized around nodal points of `critical' and `engaged' with the implication that engagement with external constituencies requires the suspension of critique and conversely, that critique of received wisdom is of little relevance to stakeholders. The notion of a critical engagement with the public asserts that business schools can serve a valuable democratic function as scrutinizers of organizational activity. This role is largely marginalized in prevailing conceptions of an increasingly commercialized business school, but the empirical study suggests there is some cause for optimism. The demonstration of `relevance' does not have to involve the pursuit of a narrow commercialization agenda where the business school propagates a strictly managerialist view of the world
773	0	8	_tManagement Learning _g38, 4, p. 425-439 _dLondon : Sage Publications, September 2007 _xISSN 13505076 _w
942			_cS
998			_a20080128 _b1636^b _cTiago
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c25582 _d25582
041			_aeng