Re-searching ethics : towards a more reflexive critical management studies

Fournier and Grey (2000) suggest that those inhabiting the contested terrain of Critical Management Studies (CMS) share a commitment to identifying inequality and subordination in organizations and to the associated possibility of emancipation, however this is conceived. Despite their additional claim that one crucial distinction between critical and non-critical management studies is the ‘philosophical and methodological reflexivity’ of the former (Fournier and Grey 2000: 19), our review indicates limits to this reflexivity in CMS’s empirical practices – indeed, we argue these may even be counter-productive with regard to its political allegiances. To encourage wider discussion of these issues, we provide a tripartite framework of understandings of research ethics drawn from within and outside the management academy, and interrogate the opportunities and limitations of each for enriching CMS research.

A critical review of human resource management studies (1978-2007) in the People's Republic of China

The study reviews the empirical studies on human resource management (HRM) practices in mainland China published in 26 leading international journals across the span of 30 years in the period 1978-2007. We intend to achieve three aims in this review: (1) to take an inventory of what have been done so far in the field of HRM studies in China; (2) to critically evaluate the development of Chinese HRM practices in the past 30 years; and (3) to identify research gaps for what needs to be done in the future. Along with this critical review, we also examine which research methods have been used in the empirical inquiries; where the research has been published; and who has made the most contribution in the field of Chinese HRM studies. We conclude that what is known is comparative rather than definitive, with HRM in China treated as a subset of international HRM, rather than as a mainstream issue. With a quarter of the world's population affected by an understanding of what constitutes better HRM in China, we call for a more inclusive, collaborative approach to further theorising and substantiating HRM studies by researchers inside and outside China.

Whither management studies in Australian engineering undergraduate courses

In response to a perceived need for management studies in engineering
undergraduate courses, the Institution of Engineers, Australia (IEAust)
mandated a requirement for 10% of course content to be management
studies in Australia in 1991. In 1996 a major review of engineering
education in Australia recommended that the IEAust move from a course
accreditation regime based on prescribed inputs to one based on
demonstrated graduate attributes. In the move to the new accreditation
system the policy on management studies in engineering undergraduate
courses has become less definitive and more open to interpretation by
individual educational institutions. A survey of recent engineering
graduates suggests that those management skills most highly valued by
graduates were generic professional practice skills, and that more
opportunities to develop these skills in undergraduate studies would be
beneficial. Survey respondents suggested the inclusion in the course of
more real world examples of engineering management, including case
studies, hands-on activities, industry visits, more in-depth coverage of
topics, and presentations from practicing professionals.

An evaluation of undergraduate engineering management studies

In 1996, a major review of engineering education in Australia recommended a move from a course accreditation regime based on prescribed inputs to demonstrated graduate attributes. In the move, the policy on management studies in engineering undergraduate courses has become less definitive and more open to interpretation. A survey of recent engineering graduates suggests that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more `real world ' examples of engineering management.

Framework for undergraduate engineering management studies

The importance of management to the long-term careers of practicing professional engineers has long been recognized. Undergraduate engineering education should therefore provide an exposure to the management skills required by engineers in professional practice. For the rational and effective design of undergraduate engineering management studies, it is essential to understand the nature of engineering management and to identify those management skills identified as important by practicing professional engineers. Through an investigation of the recent literature, the management skills considered important by engineering stakeholder groups are identified and ranked. This information is supplemented by recent surveys conducted by the author of stakeholders in Australia, including academic staff, mature age undergraduate students, and recent graduates of the engineering programs at Deakin University in Australia. Based on an examination of the literature and original research, a framework of ranked classified management skills is proposed. Broadly, the ranking framework is generic professional skills first, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills.

Graduate evaluation of engineering management studies at Deakin University

Australia has long recognised the importance of the inclusion of management studies in undergraduate engineering courses. A survey of recent graduates of the engineering programs at Deakin University was undertaken to evaluate the effectiveness of the management studies in those programs. The survey respondents suggest that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more ‘real world’ examples of engineering management.

Engineering management studies as part of continuing engineering education

Engineering management is an important area of undergraduate preparation. With the introduction of engineering and technology degrees via flexible delivery, there are a growing number of mature age engineering students returning to study to upgrade their qualifications. These students offer a new and unique perspective on engineering management - they may have had significant practical experience as a manager/supervisor in an engineering environment. This paper reports on a survey undertaken to better understand the perceptions of mature age engineering students relating to engineering management. The engineering management competencies identified as most important by mature age engineering students are those that are practically orientated, most clearly associated with engineering and generic professional skills. Management competencies identified as less important by mature age students are those that are more theoretical and most clearly associated with other business functions or professional occupations.

Human resource management studies in mainland China : mainstream or alternative research?

Our paper presents a summary of the existing literature on human resource management (HRM) studies in mainland China published in the 25 leading international journals over the last 30 years. The aim is to take stock of what is known and what is yet to be known about HRM in China. We argue that what is known is comparative rather than definitive, with HRM in China treated as a subset of international HRM, rather than as a mainstream issue. With a quarter of the world’s population affected by an understanding of what constitutes better HRM in China, we call for a more inclusive, collaborative approach by researchers inside and outside China.

The emergent structure of feeling : what does it mean for critical educational studies and research?

Critical research in education is not what it used to be. It must now engage with a differently structured and globalized world with different social and material conditions for its peoples. This paper sets out to name the contemporary structure of feeling in which education researchers now work, particularly in terms of what now is to be the object of their educational theorizing and research and what are to be the intellectual resources brought to bear on such activity. The intention is to open up debate, recognizing that there are no easy answers and yet acknowledging the need for answers to be attempted. It is, therefore, an invitation premised on an optimism of the will to complement legitimate pessimism of the intellect. It concludes that a critical engagement with these matters demands a modernist/postmodernist, reconstructive/deconstructive reflexivity in the mobilizing of a new sociological imagination applied across the broad spectrum which is educational research.

Research subjects/research subjections : exploring the ethics and politics of critical research

I use this paper to reflect upon the ethics and politics of Critical Management Studies (CMS) research. I highlight a potential for problematic power relations in CMS and, drawing upon Foucault’s (1976) ‘five methodological precautions’ for analysing power, I explore these power relations as an effect of the micro-constitution of ‘subordinate’ and ‘superior’ subject positions within the research process. Through detailed analysis of a research interview transcript I illustrate how the researched’s ‘subordinate’ and researcher’s ‘superior’ subject positions may be constructed as an outcome of normal and well-intentioned CMS research.