Feeling Left Out: Revising Business School History and Inserting Lyrical Sociology

As management education has become more global, the experiences that we draw upon for our research and teaching often do not reflect this diversity. In this essay, I examine what counted as experience before the modern business school. In Colonial America, the colleges sought to train morally minded...

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Bibliographic Details
Published in:Academy of Management learning & education 2021-09, Vol.20 (3), p.423-441
Main Author: Rottner, Renee M.
Format: Article
Language:English
Subjects:
Administrator Education
Business education
Business schools
Educational Change
History
Studies
Teaching methods
Vocational Education
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Summary:As management education has become more global, the experiences that we draw upon for our research and teaching often do not reflect this diversity. In this essay, I examine what counted as experience before the modern business school. In Colonial America, the colleges sought to train morally minded citizens. By the 20th century, the focus had shifted to vocational training and abstract theorizing. The problems we face today have also shifted and demand new approaches. To generate knowledge, one can rely not only on independent observation but also on methods that draw directly on lived experience. I detail how a lyrical approach can open us up to new experiences, new voices, and new ideas. Lyric is complementary to history and narrative, as well, since it does not depend on plot or story or events. Instead, the knowledge it captures is that of a lived experience-immediate, interior, intense. I provide several examples of how lyric can be used in management and organizational studies to broaden our experiences and understanding.
ISSN:1537-260X
1944-9585
DOI:10.5465/amle.2020.0196