Mind‐sets, mirrors and mid‐career education: The why, what and how of promoting critical enquiry among managers

Abstract

Purpose – The purpose of the paper is to explore why critical reflexivity should be promoted within mid‐career management education programmes and articulate the benefits of a deliberate research orientation for such programmes. Design/methodology/approach – Having considered meta‐issues concerning the content and context of management education and research, the article identifies the categorical, methodological and contextual challenges which confront manager‐researchers and those facilitating mid‐career programmes. It argues that managers need to develop awareness of the different epistemologies and an understanding of their personal ontological orientation and methodological preferences in order to maximise the pertinence and added value of their research. Findings – The paper delineates the curricular, pedagogical and organisational challenges inherent in the promotion of critical reflexivity and research within mid‐career programmes. Originality/value – The paper outlines how a deliberate linkage of research and teaching can be forged in order to help managers surface and interrogate the knowledge, norms and values which frame their beliefs and actions. Consequently, it is of practical help to both academics and manager‐researchers.

Citation

Quinn, B. and Wennes, G. (2008), "Mind‐sets, mirrors and mid‐career education: The why, what and how of promoting critical enquiry among managers", International Journal of Public Sector Management, Vol. 21 No. 4, pp. 353-367. https://doi.org/10.1108/09513550810880232