Hordern, J (2014) 'Management studies educational knowledge: technical, elite or political?' Teaching in Higher Education, 19 (4). pp. 385-396. ISSN 1356-2517

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Official URL: http://dx.doi.org/10.1080/13562517.2013.860112


This paper draws on the technical, elite and political interpretations of the purpose of management, to identify demands for particular forms of educational knowledge in the management studies curriculum. The varied character of this knowledge is discussed using Bernsteinian concepts of verticality, grammaticality, classification and framing, and illustrations from a benchmark statement and MBA programme documentation. It is argued that the development of rational and technical knowledge for management education is confounded by the absence of a definable ‘profession’ of management, which could aid the specification of a body of abstract knowledge. Meanwhile, the promotion of weakly classified and framed forms of elite and political knowledge or ‘knowing’ in management programmes negates the potential for conceptual and contextual coherence in the curriculum, and suggests that the inclusion of forms of rational and technical knowledge may primarily support the consolidation of particular social formations and managerial identities.

Item Type: Article

First published online on 06 January 2014.

Keywords: knowledge, curriculum, management studies, MBA
Divisions: Institute for Education
Date Deposited: 16 Jan 2014 15:29
Last Modified: 27 Jan 2016 10:59
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