Page 50 - Chapter One

18 The Management Shift

5. Adopting a “scientific model” of research based on partialization of analy-
sis, where a phenomenon is analyzed as an isolated part, excluding con-
sideration of human choice and intentions (leading to a denial of ethical
considerations), and use of strict assumptions and deductive reasoning.
The use of a scientific method in the analysis of a social phenomenon has
led not only to a loss of morality but also to a loss of a common sense 80
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6. Adopting a pessimistic “liberalism”- based ideology focused on solving

the negative problem of restricting the social costs arising from human

imperfections, and theory in the social science tends to be self- fulfilling,
so managers start behaving according to the theory, leading to patholo-
gies in management behavior
7. Focusing on the scholarship of discovery (research), and marginalizing
the scholarship of integration (synthesis), the scholarship of practice
(application), and the scholarship of teaching (pedagogy) 82
8. Predominantly adopting a “ Newton- style” management based on the

Newtonian machine metaphor where all parts of an organization are
viewed (and managed) in isolation instead of more holistic approaches
based on complexity theory and other related theories
9. Prioritizing neoclassical economics focused on the allocation of resources
for profit maximization, neglecting the systemic view and context in
which business operates.

Table 1.3 shows a summary of theories, concepts and terms used within
traditional and new management paradigms.
A number of leading management thinkers have criticized the current
state of management research and pedagogy, including Porter and
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McKibbin, Leavitt, Mintzberg and Gosling, and Pfeffer and Fong.
They argue that there is a lack of impact of management research on
management practice as well as a lack of effectiveness of management
education for business performance of students. Even more importantly,
Ghoshal argues that outdated management paradigms and academic
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research related to the conduct of business and management have had
some very negative influences on the practice of management, and by
propagating ideologically inspired amoral theories, business schools have
freed their students from any sense of moral responsibility.