"Visions of World Benefit & Global Responsibility: Perspectives of McGill Students

Saturday, August 4, 2007

Management Education: Less 'management' and more reality

The world is facing major transformations and revolutions in fields such as physics, geometry, psychology, computer science and politics so why shouldn’t management education adapt to recognize today’s new paradigms? I believe in management as a science that is highly influenced by other sciences thus the future of management education should be open to emerging concepts and technologies and not be circumscribed by traditionalism. As paradoxical as it sounds, management education will not be about management but instead, it will become more like a learning platform from which to look in all possible directions in order to achieve that broad understanding of how the world works and hence, be able to discover and extrapolate managerial skills. Certainly, it will be a dynamic platform that transforms motivated by world events, new paradigms and emerging concepts in other sciences and arts.

As an ideal management course, I anticipate most importantly a strong communication network. It might thus be necessary to reduce the number of students in classes to achieve those trust relationships that encourage learning. Although grades are very important for the student, these should not become the main motivation to work and contribute to the class. Instead, the motivation should lie within the learning itself. Consequently, topics should be appealing and useful to create motivation among the students. Real-world situations, study cases and controversial debates are always a source of motivation. Finally, classes should incorporate as much cross-disciplinary content as possible because the future of management is closely related to the interconnectedness among different fields.

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