Abstract
The aim of this paper is to explore the contention that Western Management Education has entered a period of “crisis” and to examine the implications of such a development. Drawing on historical studies of management education in America and Europe, four modes of management “formation” are identified, each of which has been dominant in a particular period. From its preparadigmatic beginnings management education has been successively transformed under an “old” and latterly a “new” paradigm. Current changes in and critiques of the “new” paradigm imply that Western Management Education is entering a postparadigmatic mode. The implications of this postparadigmatic turn are considered in relation to management practice, management knowledge, and management “formation.”
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