Topic: critical assessment for Q1
21800 (management and organization) Spring 2012. 1st Assignment (3000 word essay worth 35%)
PLEASE NOTE CAREFULLY: You are required to present an academically persuasive ARGUMENT for a perspective that you have arrived at after having critically reviewed a range of academic literature on your chosen topic. PLEASE read the evaluation expectations in the Subject Outline. In particular, do not simply describe the literature you have read; you are required to arrive at your own critical assessmentof that literature(ie to identify and question assumptions embedded in that literature)–and then use that critical assessment as the grounds for constructing your persuasive argument. For those wishing to start immediately please consult Booth et al (2008)The Craft of Researchto learn what is expected in an academically persuasive essay. Future tutes will address the specifics of Booth’s approach.
Q1
After viewingthese two TED talks from Sir Ken Robinson (the sequence matters) please address (a) and (b) below.See first from 2006: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
Then watch from 2010: http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
(a)What is your general reaction of the two short presentations? In this one instance you are not expected to be familiar with the vast literature on education – instead just a 500 word critically reflective response.
(b)In your judgement would Robinson’s views on school education be relevant for (i) contemporary Anglo-US approaches to management education – as described especially by GhoshalAND (ii) for management and organisation practice in your organisation/from your work experience? Do you envisage for example different reactions between the institutions of management education and your workplace, and if so why? If not, why not?
NOTE: For this (b) question you are expected to be increasingly familiar with the academic literature on management education – and that must include Ghoshal. You might also consider for example the short section in Clegg, Kornberger and Pitsis (2011) pp 593-597.
PS: For those interested in more from Ken Robinson you might consider the powerful educative impact of his ideas – in animation – at http://www.youtube.com/watch?v=zDZFcDGpL4U
In Critical writing use :
Identifies the significance
Evaluates strengths and weaknesses
Weights one piece of information against another
Make reason judgements
Argues a case according to the evidence
Shows why something is relevant or suitable
Indicates why something will work (best)
Gives reasons for selecting each option
Evaluates the relative significance of details
Structures information in order of importance
Draws conclusions