Management for the XXI Century: Education and Development by James Robertson (auth.)

By James Robertson (auth.)

to the venture Paris in springtime is the fabled urban of a fabled season. This interesting position and spell binding time have been the surroundings for a June 15-18, 1980 convention on administration schooling, the ultimate part of a old cooperative attempt among american citizens and Europeans, the fruits of 3 years' paintings on an exhilarating undertaking entitled "Management and administration schooling in an international of adjusting expectancies. " The venture concerned a glance forward on the thirty-year interval from 1980 to 2010, the alterations more likely to ensue in the course of that point, and the consequences for administration and administration schooling. Spon­ sored through the yankee meeting of Collegiate colleges of commercial (AACSB) and the ecu origin for administration Devel- xiii xiv creation ment (EFMD), it had phases ahead of the Paris convention - the 1st, a futures-oriented colloquium held in February 1979 at St. George's residence, Windsor fort, on "The altering expectancies of Society"j the second one, a colloquium held in November 1979 at Arden condominium, Columbia college, on "Management for the XXI Century. " The subject of the Paris convention was once "Managers for the XXI Century: Their schooling and improvement. " whereas spon­ sored through AACSB and EFMD, the Paris convention used to be really a world assembly, with company leaders and deans or administrators of commercial colleges during the global invited to take part. illustration got here from all continents, with 650 contributors from thirty-five countries.

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The stipulation of what questions one is asking, and why. , business cycles, shifts of geopolitical power, new social demands, and new values). 2. The definition of the relevant arenas and relevant actors within which these changes can be expected to take place. 3. The possible undertows" that may change the character lI 29 30 DANIEL BELL of the arena and the kind and number of actors in the social situation. For example, almost all social theorists in the 1930s were focusing on the political and ideological conflicts in the Western world, the tensions of fascism, democracy and communism, and the possibilities of war.

These attributes may seem to conflict with the single-mindedness needed to get things done. How is this conflict to be resolved? Management has hitherto tended to focus around the processes of economic rationality. The processes of science and technology 24 TAMES ROBERTSON on the one hand, and of politics and psychology (or societal and personal development), on the other, have become increasingly important. But they are still regarded as subordinate to management's main purpose. No one doubts that management may have to acquire new dimensions of understanding and skill in these areas.

4. What should be management's role as regards public education on issues such as availability of resources, operation of market systems, distribution of income, international tensions, the uses and impacts of science and technology, the rigidity of institutions and alienation from them, the scope for more decentralized initiative and self-reliance? What should managers and management educators do to improve the education of the public about the realities of the management task? Where should the boundary between management education and public education be drawn?

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