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Article
On the paradoxical balancing of panaceaism and particularism within the field of management learning
Management Learning
  • Anders ÖRTENBLAD, Nottingham University Business School, China
  • Robin Stanley SNELL, Lingnan University, Hong Kong
  • Manuela PERROTTA, Norwegian University of Science and Technology, Norway
  • Devi AKELLA, Albany State University, United States
Document Type
Journal article
Publication Date
4-1-2012
Keywords
  • glocalization,
  • management fashion,
  • management learning,
  • particularity,
  • practice,
  • reflexivity,
  • situated learning,
  • translation,
  • universality
Abstract

Besides commenting on the papers selected for this special issue, we include a brief reflexive account of our journey in compiling this special issue, and report how we were struck by the de-coupling between our own local practices, on the one hand, and the global concepts that are familiar in management learning, on the other. We pose some general questions about the representability and transportability of knowledge for management learning that has been developed in one context to other contexts around the world. We ask whether the so-called universalist theories are generally applicable, or whether they need to be applied differently by managers and educators, tailored to their local situations. We inquire whether management educators should embrace cultural relativism and deliberately craft theories that are intended only for local applicability. We consider whether a kind of 'glocalization', or absorption of global ideas into local contexts while honouring core features of the host culture, might be achieved. We call for further research into the conditions for user-centred translation in management education.

DOI
10.1177/1350507611428410
E-ISSN
14617307
Publisher Statement

Copyright © 2012 Sage Publications

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Citation Information
Örtenblad, A., Snell, R., Perrotta, M., & Akella, D. (2012). On the paradoxical balancing of panaceaism and particularism within the field of management learning. Management Learning, 43(2), 147-155. doi: 10.1177/1350507611428410