Combining insights from original CME advocates with those of emerging experts in the field, this Research Handbook explores the roots and philosophies of the approach alongside its implications and criticisms. Educators from the Global North and South reflect on their experiences of implementing CME, discussing methods for decolonising the curriculum, facilitating learning communities and tackling institutional issues. Chapters cover novel approaches to subjects including accounting, business, and technological innovation, ultimately emphasising the transformative impact of responsible management practice on social injustices and global challenges.

The Research Handbook of Critical Management Education is an invaluable resource for scholars and students in management education and critical management studies. Management educators in any discipline will also benefit greatly from its practical focus and in-depth analysis of CME applications.

This book contributes to the debate about the impact of business and management schools.

It brings together work that has been carried out over the last few years, to call attention to the idea that the impact of academics is not solely achieved through their research and engagement activities, and that their teaching has the potential to change management practice and thinking. As business school academics, the authors are in the privileged position of educating the managers of the future, whose work will influence the lives of many others, both on a day-to-day basis within their organisations and in a much broader, societal way. They propose relational management education (RME) as an approach that supports managers to learn and develop as ethical and collegial scholar-practitioners. They also introduce models which can help conceptualise pedagogies for impact and examples of student learning journeys showing how this approach can be enacted.

The book will be of interest to academics in business and management schools at any career stage. It will also appeal to university and business school leaders and policymakers seeking to extend their understanding of the power and potential of education to achieve impact.

This book contributes to the debate about the impact of business and management schools.

It brings together work that has been carried out over the last few years, to call attention to the idea that the impact of academics is not solely achieved through their research and engagement activities, and that their teaching has the potential to change management practice and thinking. As business school academics, the authors are in the privileged position of educating the managers of the future, whose work will influence the lives of many others, both on a day-to-day basis within their organisations and in a much broader, societal way. They propose relational management education (RME) as an approach that supports managers to learn and develop as ethical and collegial scholar-practitioners. They also introduce models which can help conceptualise pedagogies for impact and examples of student learning journeys showing how this approach can be enacted.

The book will be of interest to academics in business and management schools at any career stage. It will also appeal to university and business school leaders and policymakers seeking to extend their understanding of the power and potential of education to achieve impact.

Unprecedented investment is being made in leadership development across the public sector: leadership courses are growing, and development is a core theme of organizational capacity building initiatives. Within this, action learning has attracted increasing interest as an approach that can simultaneously address individual and organizational development.

An impressive and scholarly collection, this book collates important examples and considers the evidence for action learning’s effectiveness. An important read for postgraduate students and researchers of human resources, training and development, this important book draws important insights to raise new questions concerning the role of the facilitator, the value of a ‘bilingual’ ability with public service issues and facilitation, comparisons with coaching and mentoring, and implications for employing action learning in a politicized or hierarchical environment and on a consultancy basis.

Unprecedented investment is being made in leadership development across the public sector: leadership courses are growing, and development is a core theme of organizational capacity building initiatives. Within this, action learning has attracted increasing interest as an approach that can simultaneously address individual and organizational development.

An impressive and scholarly collection, this book collates important examples and considers the evidence for action learning’s effectiveness. An important read for postgraduate students and researchers of human resources, training and development, this important book draws important insights to raise new questions concerning the role of the facilitator, the value of a ‘bilingual’ ability with public service issues and facilitation, comparisons with coaching and mentoring, and implications for employing action learning in a politicized or hierarchical environment and on a consultancy basis.

Online resources

For tutors:PowerPoint slidesLecturers - Guide including lecture handoutsAdditional case studies - one longer one and one shorter one per chapter

For students: Web links for each chapter including links to articles

Combining insights from original CME advocates with those of emerging experts in the field, this Research Handbook explores the roots and philosophies of the approach alongside its implications and criticisms. Educators from the Global North and South reflect on their experiences of implementing CME, discussing methods for decolonising the curriculum, facilitating learning communities and tackling institutional issues. Chapters cover novel approaches to subjects including accounting, business, and technological innovation, ultimately emphasising the transformative impact of responsible management practice on social injustices and global challenges.

The Research Handbook of Critical Management Education is an invaluable resource for scholars and students in management education and critical management studies. Management educators in any discipline will also benefit greatly from its practical focus and in-depth analysis of CME applications.

This book contributes to the debate about the impact of business and management schools.

It brings together work that has been carried out over the last few years, to call attention to the idea that the impact of academics is not solely achieved through their research and engagement activities, and that their teaching has the potential to change management practice and thinking. As business school academics, the authors are in the privileged position of educating the managers of the future, whose work will influence the lives of many others, both on a day-to-day basis within their organisations and in a much broader, societal way. They propose relational management education (RME) as an approach that supports managers to learn and develop as ethical and collegial scholar-practitioners. They also introduce models which can help conceptualise pedagogies for impact and examples of student learning journeys showing how this approach can be enacted.

The book will be of interest to academics in business and management schools at any career stage. It will also appeal to university and business school leaders and policymakers seeking to extend their understanding of the power and potential of education to achieve impact.

This book contributes to the debate about the impact of business and management schools.

It brings together work that has been carried out over the last few years, to call attention to the idea that the impact of academics is not solely achieved through their research and engagement activities, and that their teaching has the potential to change management practice and thinking. As business school academics, the authors are in the privileged position of educating the managers of the future, whose work will influence the lives of many others, both on a day-to-day basis within their organisations and in a much broader, societal way. They propose relational management education (RME) as an approach that supports managers to learn and develop as ethical and collegial scholar-practitioners. They also introduce models which can help conceptualise pedagogies for impact and examples of student learning journeys showing how this approach can be enacted.

The book will be of interest to academics in business and management schools at any career stage. It will also appeal to university and business school leaders and policymakers seeking to extend their understanding of the power and potential of education to achieve impact.

Unprecedented investment is being made in leadership development across the public sector: leadership courses are growing, and development is a core theme of organizational capacity building initiatives. Within this, action learning has attracted increasing interest as an approach that can simultaneously address individual and organizational development.

An impressive and scholarly collection, this book collates important examples and considers the evidence for action learning’s effectiveness. An important read for postgraduate students and researchers of human resources, training and development, this important book draws important insights to raise new questions concerning the role of the facilitator, the value of a ‘bilingual’ ability with public service issues and facilitation, comparisons with coaching and mentoring, and implications for employing action learning in a politicized or hierarchical environment and on a consultancy basis.

Unprecedented investment is being made in leadership development across the public sector: leadership courses are growing, and development is a core theme of organizational capacity building initiatives. Within this, action learning has attracted increasing interest as an approach that can simultaneously address individual and organizational development.

An impressive and scholarly collection, this book collates important examples and considers the evidence for action learning’s effectiveness. An important read for postgraduate students and researchers of human resources, training and development, this important book draws important insights to raise new questions concerning the role of the facilitator, the value of a ‘bilingual’ ability with public service issues and facilitation, comparisons with coaching and mentoring, and implications for employing action learning in a politicized or hierarchical environment and on a consultancy basis.

Online resources

For tutors:PowerPoint slidesLecturers - Guide including lecture handoutsAdditional case studies - one longer one and one shorter one per chapter

For students: Web links for each chapter including links to articles