Moving critical management education to praxis: integrating professional services within the critical classroom

Suzette Dyer,Heather Lowery-Kappes,Fiona Hurd

doi:10.1108/jwam-10-2020-0042

Suzette Dyer, Heather Lowery-Kappes + Show 1 more

Open Access

https://doi.org/10.1108/jwam-10-2020-0042

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Abstract

PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

Highlights

The call for business educators to focus on “relevance” is often associated with concerns about the seeming disconnect between the perceived abstract theorising associated with academia and the practicalities associated with the business world (Paton et al, 2014)
Reflections demonstrate students engaging in critical reasoning by situating themselves and their careers within micro, meso and macro contexts
Throughout these reflections, there is evidence of action related to their career practice and associated with their critical reasoning

Summary

Introduction

The call for business educators to focus on “relevance” is often associated with concerns about the seeming disconnect between the perceived abstract theorising associated with academia and the practicalities associated with the business world (Paton et al, 2014). Version 1 was supported by four assessments designed to encourage developing critical reasoning and deep learning, augment course content and emphasise reflexivity and meaning-creation (Bisman, 2011) These included an essay examining key concepts of critical education to praxis theory; a learning log requiring eight entries reflecting different topics covered throughout the course; an essay critically examining the personal and organisational career paths discussed by the four guest speakers and a test. Recognising these alignments between criticality and functionality uncovered the opportunity to collaborate with the campus careers service to redevelop the course with the purposes of enhancing critical reasoning skills and the practical relevance of the course.

Aims Career practice aims

Aims

Discussion and conclusion