Management Inquiry And Creative Destruction Existential Skills For Inquiring Managers Researchers And Educators

In Management Practice and Creative Destruction, Steven Segal changes our understanding both of management and research though his exploration of the concept of Creative Destruction. He explains how progress and development can also have negative and destructive effects within the same environment, that in order to embrace new ways of doing things it is necessary to let go of the old. This is both frightening and exciting. The book finds new ways of looking at management and provides a framework for managers, management educators, theorists and researchers to turn moments of creative disruption into opportunities for curios inquiry into their practices. It fully explores a mode of inquiry that is only beginning to emerge in management research and theory.

How do managers and leaders know what to do when they are caught off guard or taken by surprise? How do they create when they do not know what to do next? These are challenges of an organizational world of existential uncertainty; one where the future does not conform to but challenges our expectations and assumptions. Steven Segal demonstrates that creating in a world of existential uncertainty requires a new understanding of the relationship between management inquiry and the lived experience of organizing. Using existential philosophy he demonstrates how moods of concern serve as a framework to integrate management theory and practice, thereby providing a framework for managers, management educators, and consultants to share a common framework. In a globalized free market characterized by unexpected disruptions management inquiry is not a science conducted from an objective distance. The book advocates an existentially reflexive and participant observer perspective to management inquiry. By participating in managing, a felt sense of being a manager develops. Through existential observation new ways of organizing are made possible. It is inquiry from within rather than from an objective distance. Such inquiry opens new doors and opportunities. Existential hermeneutic phenomenology and the free market phenomenon of creative destruction are linked to each other. The former provides a framework to work through the breakdown in conventions of organizing that occur in creative destruction.

How do managers and leaders know what to do when they are caught off guard or taken by surprise? How do they create when they do not know what to do next? These are challenges of an organizational world of existential uncertainty; one where the future does not conform to but challenges our expectations and assumptions. Steven Segal demonstrates that creating in a world of existential uncertainty requires a new understanding of the relationship between management inquiry and the lived experience of organizing. Using existential philosophy he demonstrates how moods of concern serve as a framework to integrate management theory and practice, thereby providing a framework for managers, management educators, and consultants to share a common framework. In a globalized free market characterized by unexpected disruptions management inquiry is not a science conducted from an objective distance. The book advocates an existentially reflexive and participant observer perspective to management inquiry. By participating in managing, a felt sense of being a manager develops. Through existential observation new ways of organizing are made possible. It is inquiry from within rather than from an objective distance. Such inquiry opens new doors and opportunities. Existential hermeneutic phenomenology and the free market phenomenon of creative destruction are linked to each other. The former provides a framework to work through the breakdown in conventions of organizing that occur in creative destruction.

This book examines the theoretical foundations relevant to existential issues in educational leadership and management, taking inspiration from Munch’s painting The Scream. The book considers internationally relevant topics such as the growth of neoliberalism, globalisation, cultural shifts, forced migration and the digitalisation of the socio-cultural sphere and uniquely positions these crises as existential threats, rather than simply political, cultural, or social. The volume explores this complex set of dimensions in existential experience and outlines the implications for research and teaching in educational leadership. By exemplifying the narrative and introspective nature of existential research, the book addresses major aspects of the field including the impact such threats have on organisational studies, policy, administrative structures and practices, and leadership. This timely collection on existential issues in administration and leadership will appeal to academics, scholars, researchers, practitioners and policy-makers. It will also be of great interest for students in teacher education programmes and graduate courses in educational administration and leadership, organisation studies, and educational ethics for broad international use.

The Handbook of Philosophy of Management addresses the philosophical foundations of management in theory and practice. It covers established branches of philosophy, such as aesthetics, epistemology, moral philosophy, political and social philosophy, philosophy of education, philosophy of practice, and philosophy of science. The Handbook’s broad scope maps out the field and provides a forum where philosophy can be meaningfully applied to the study of management in all its forms. The original, peer-reviewed research published here sheds new light on the complexities of management theory and practice, beyond what hitherto has been possible with the sole application of the social sciences. As philosophy provides a meta-framework for moving beyond paradigm fragmentation within management research and education, this allows researchers and practitioners to find harmony (and discord) in the perspectives revealed by a philosophical lens.

The interwoven futures of humanity and our planet are under threat. Urgent action, taken together, is needed to change course and reimagine our futures.

The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

The book's premise is that the theories taught in management schools are based on unacknowledged philosophical perspectives that are significant not so much for what they explain, but for what they assume. Rarely made explicit, these perspectives cannot be reconciled, with the result that the study of management has been dominated by contradictions and internecine intellectual warfare. However, the ability critically to analyze these diverse perspectives is essential to practicing and aspiring managers if they are to evaluate expert opinion. Moreover, since management is primarily an exercise in communication, managing is impossible in the darkness of an imprecise language, in the absence of moral references, or in the senseless outline of a world without intellectual foundations. Managing is a prime example of applied philosophy.