In ‘Shut Down the Business School’, Martin Parker critiques contemporary business education, arguing that business schools perpetuate neoliberal capitalism and produce unreflective managers focused on personal gain. He advocates for the closure of these institutions and proposes the establishment of a ‘School for Organising’ that would prioritize alternative organizational methods and address issues of inequality and sustainability. Parker’s work challenges the notion that market demands should dictate educational approaches and calls for a radical rethinking of management education to better serve societal needs. The book includes insights from Parker’s extensive teaching experience and perspectives from other scholars on the need for a more participative and sustainable approach to business education.
| name | description | change | 10-year | driving-force | relevancy |
|---|---|---|---|---|---|
| Shift from Business Schools to Schools for Organising | A call to replace traditional business schools with schools focused on alternative organizing methods. | Transitioning from neoliberal capitalist education to a focus on sustainability and inequality solutions. | In 10 years, we may see institutions promoting sustainable and participative organizing rather than traditional management. | The drive for social responsibility and the need to address inequality and sustainability challenges. | 4 |
| Critique of Neoliberal Capitalism in Education | Growing criticism of business schools as promoters of neoliberal capitalism and its consequences. | A shift from neoliberal capitalist ideologies in education to more socially responsible frameworks. | In 10 years, educational institutions may prioritize ethical and sustainable practices over market-driven approaches. | Increasing awareness of the injustices and planetary consequences of current capitalist models. | 5 |
| Demand for Reflective Management | A call for management education to cultivate reflective and responsible leaders instead of self-serving managers. | Moving from unreflective management education to programs that foster critical thinking and ethical responsibility. | In a decade, management education may focus on developing leaders who prioritize social and environmental outcomes. | The need for leaders who can navigate complex social and environmental challenges. | 4 |
| Alternative Models of Organizing | Emergence of interest in teaching alternative forms of organizing beyond traditional corporate structures. | Shifting from hierarchical organizational models to participative and sustainable alternatives. | In 10 years, organizations may adopt more collaborative and sustainable structures, redefining success metrics. | The increasing demand for sustainable practices and equitable organizational structures. | 4 |
| Increased Focus on Sustainability in Education | Growing emphasis on sustainability as a core component of management and organizational education. | Transitioning from profit-driven education to sustainability-focused curricula. | In the future, educational programs may fully integrate sustainability into all aspects of management training. | The urgent need to address climate change and social inequalities through education. | 5 |
| name | description | relevancy |
|---|---|---|
| Injustice and Inequality in Education | Business schools perpetuate neoliberal capitalism, leading to social injustices and inequality in society. | 5 |
| Environmental Sustainability | Current business education models neglect pressing sustainability issues, potentially worsening environmental crises. | 4 |
| Unreflective Management Practices | Graduates from business schools may lack critical thinking, resulting in unreflective managerial practices in organizations. | 4 |
| Market-Driven Education | The focus on market demands may undermine the educational responsibilities of universities towards society. | 5 |
| Reproductive Corporate Models | Business schools reinforce hierarchical and corporate structures, limiting the exploration of alternative organizing models. | 4 |
| Resistance to Change in Business Education | Challenging the traditional business school model may face significant resistance, hindering necessary educational reforms. | 3 |
| Concentration of Power | Concentrating on capitalist models can lead to a monopoly over business education, stifling diversity in thought and practice. | 4 |
| name | description | relevancy |
|---|---|---|
| Critique of Business Education | An increasing call for reevaluating the purpose and structure of business schools, emphasizing societal responsibilities over market-driven education. | 5 |
| Alternative Educational Models | The proposal of new educational institutions like ‘School for Organising’ that focus on sustainability and equitable practices instead of traditional corporate models. | 5 |
| Focus on Sustainable Organizing | A shift towards teaching practices that prioritize sustainability and social equity in organizational structures and management. | 5 |
| Rejecting Neoliberal Ideologies | Growing resistance against neoliberal capitalism within educational frameworks, advocating for a more critical and reflective approach to management education. | 4 |
| Value-Creating Participation | An emphasis on participative approaches in business, encouraging collaborative and inclusive organizational practices. | 4 |
| description | relevancy | src |
|---|---|---|
| An alternative educational institution focused on different forms of organizing to address inequality and sustainability issues. | 4 | 37c5a9ab8ea53a8000679988b2868f03 |
| name | description | relevancy |
|---|---|---|
| Critique of Business School Models | The ongoing critique of business schools as facilitators of neoliberal capitalism and unreflective management practices. | 4 |
| Alternative Educational Models | The proposal for a ‘School for Organising’ as a radical alternative to traditional business education, focusing on sustainability and equity. | 5 |
| Social Responsibility of Universities | The call for universities to acknowledge their societal responsibilities rather than prioritizing market demands in education. | 5 |
| Sustainability in Management Education | The emerging need for management education to address pressing issues of sustainability and inequality instead of traditional corporate models. | 5 |
| Shift from Hierarchical to Participative Organizing | The need for new organizational models that prioritize participative and value-creating methods over hierarchical and market-based systems. | 4 |