The co-editors of this special section of Management Learning set the stage for debate about the prospect of a new paradigm in advanced management education. Their view is that two operative paradigms exist in the field today, a dominant `objective approach' and an emerging `interpretive approach'. After describing the paradigms, the co-editors challenge the contributors to this special section as well as future authors to consider whether a paradigm shift is occurring, and whether the imputed incommensurability between the paradigms is being resolved through a synthesis or through a revolutionary new paradigm.
Get full access to this article
View all access options for this article.
References
1.
Bolt, J. F. (1993) `Ten Years of Change in Executive Education', Training and Development Journal47(8): 43-44.
2.
Boyatzis, R. E. (1993) `Sometimes in the Pursuit of Learning, You Have to Stop Teaching', paper presented at the Annual Meeting of the Academy of Management, Atlanta.
3.
Burrell, G. and Morgan, G. (1979) Sociological Paradigms and Organizational Analysis. London: Heinemann.
4.
Copi, I. M. (1983) Introduction to Logic. New York: Macmillan.
5.
Cunningham, I. (1990) `Beyond Modernity-Is Postmodernism Relevant to Management Development?', Management Education and Development21(3): 207-218.
6.
Gordon, J. (1990) `Buddy, Can You Spare a Paradigm?', Training27(11): 83-85.
7.
Hersey, P. and Blanchard, K. H. (1982) Management of Organizational Behavior. Englewood Cliffs, NJ: Prentice-Hall.
8.
Jacobs, D. and Williams, V. (1983) `Clinical Theory and Scientism: Empathy Research as a Case Study', Journal of Humanistic Psychology23(1): 79-96.
9.
Kuhn, T. S. (1970) The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
10.
Lee, A. S. (1991) `Integrating Positivist and Interpretive Approaches to Organizational Research', Organizational Science2(4): 342-365.
11.
Pfeffer, J. (1993) `Barriers to the Advance of Organizational Science: Paradigm Development as a Dependent Variable', Academy of Management Review18: 599-620.
12.
Popper, K. R. (1968) The Logic of Scientific Discovery. New York: Harper Torchbooks.
13.
Schultz, A. (1973) `Concept and Theory Formation in the Social Sciences', in M. Natanson (ed.) Collected papers vol 1, pp. 48-66. The Hague: Martinus Nijhoff.
14.
Sorohan, E. G. (1993) `We Do; Therefore, We Learn', Training and Development Journal47(10): 47-55.
