Evolution of Management Thought
Run by Bangor Business School
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Brian Jones
Overall aims and purpose
To describe and assess the emergence and evolution of the main theories and contributors to management thought. Topics include the people and institutions which create and disseminate this knowledge.
This module provided an introduction as to how current thinking about management and managers has been shaped by academics, top executives, consultants, and management gurus.
Topics include the power of ideas to explain organizational change and the diffusion of management ideas (business education, management consultants, knowledge management within the firm).
B- to B+ (60-69%): Very good performance Most of the relevant information accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills.
A- to A+ (70%+): Outstanding performance. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills.
C- to C+
C- to C+ (50-59%): Much of the relevant information and skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills.
D- to D+ (40-49%): No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives.
Recognize the main elements and features of key contributors to management, as well as those contributors conceptualising what managers do in organisations.
Identify the various dimensions of management thought, including when and how it began and how it has evolved.
Demonstrate an awareness of the contexts where different views on organising and managing have emerged, who were the early contributors and who are the main current contributors.
Recognise the large number of cultural, political, economic and environmental factors that gave rise to different concepts of the structure of organisations, its implications for managing work, and employee behaviour.
Identify the main spaces where theories, views and framework about what is management and managers do emerged.
Outline how management thinking in the past influences current views in management today. Also how these views are potentially likely to influence our thinking about what managers do and what is management in the near future.
|Final Exam S2||40.00|
Teaching and Learning Strategy
One 1-hour practical session involving the discussion of teaching case studies in weeks 4 and 9. Students will be split into two groups, with each group attending a one-hour tutorial in both weeks.
One 2-hour lecture per week. This will be a combination of traditional lectures, formative tasks, and multimedia resources.
Participants will be expected to prepare before the lecture from a list of readings, set textbook, and journal articles.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions.
- Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
- Articulating and effectively explaining information.
- Conceptual and critical thinking, analysis, synthesis and evaluation.
- Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
- Self reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures. This includes a continuing appetite for development.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/asb-2511.html
Talis reading list is available