A pedagogy of the repressed? Critical management education and the teaching case study
by Adam Rostis, Jean Helms Mills
International Journal of Management Concepts and Philosophy (IJMCP), Vol. 4, No. 2, 2010

Abstract: This paper describes our experience in developing a teaching case study in organisational behaviour using a postpositivist approach. We problematise the perception that the teaching case is a positivist method, and instead argue that they are well-suited to a critical management education. We believe that case studies accomplish four tasks relevant to critical management education: they facilitate a critical understanding of relevant theory; illustrate the power and potential of organisational theory to explain and understand organisational failures; they encourage students to understand the limitations of the managerial perspectives on organisational and social problems; and demonstrate the connections between people, organisations and the broader context of society.

Online publication date: Thu, 26-Aug-2010

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