ExecutiveZen
ExecutiveZen
Our entire approach to meeting the above client requirements is based on a specific treatment of the divide between ‘theory’ and ‘practice’. Cranfield’s educational heritage is situated in ‘practical knowledge’ rather than in abstract theorising. To use the technical jargon of methods of knowledge production (Gibbons et al, 1994, The New Production of Knowledge, Sage), we operate in the 'Mode 2' paradigm in which knowledge is produced in the context of application by the practitioner. This is distinct to the 'Mode 1' paradigm, where knowledge production occurs largely as a result of an academic agenda and where little attention is given to its application by practitioners. I think this Mode1/Mode 2 distinction is a useful categorisation for our group, as it begins to map out the two strategic agendas of b-school and b-school consumer.
Given our Mode 2 heritage, Cranfield are addressing the needs of executive education consumers in the following ways:
The process of customisation is driven by our reluctance to simply quote or paraphrase, synthesise or further develop an abstract theory that may or may not describe or predict circumstances within the consumers’ contexts. Our classical content is grounded in theory, but at the very least its continued theoretical treatment is geared toward a further advancement of that theory from the active input into the knowledge creation process by the practitioner – the manager/delegate/client/consumer. At our best we use theory to help our consumers articulate their strategic and operational contexts, with these articulations then forming the basis of pragmatically-oriented classroom discussion.
There is a trade-off between taking time to assimilate theoretical frameworks with a view to more clearly articulate business issues, and having a ‘convenient’ intervention. We meet this need by optimising the focus of the material delivered by academics onto the practitioners’ contexts: this is done via the consultancy and needs assessment process
The above two points ensure that the intervention is relevant. The experience & skill of the programme director ensures that the learning methods (e.g. case study, action learning, discussion, etc.) is relevant to the learning capacities of consumers
In answer to the need to provide clients with a systemic intervention that brings performance improvements through the application of our latest thinking: we use action learning and project groups to provide continuity between multi-module programmes and offer executive coaching post-programme, all of which embeds the process of knowledge application inside the delegate’s workplace
Our entire approach to meeting the above client requirements is based on a specific treatment of the divide between ‘theory’ and ‘practice’. Cranfield’s educational heritage is situated in ‘practical knowledge’ rather than in abstract theorising. To use the technical jargon of methods of knowledge production (Gibbons et al, 1994, The New Production of Knowledge, Sage), we operate in the 'Mode 2' paradigm in which knowledge is produced in the context of application by the practitioner. This is distinct to the 'Mode 1' paradigm, where knowledge production occurs largely as a result of an academic agenda and where little attention is given to its application by practitioners. I think this Mode1/Mode 2 distinction is a useful categorisation for our group, as it begins to map out the two strategic agendas of b-school and b-school consumer.
Given our Mode 2 heritage, Cranfield are addressing the needs of executive education consumers in the following ways:
The process of customisation is driven by our reluctance to simply quote or paraphrase, synthesise or further develop an abstract theory that may or may not describe or predict circumstances within the consumers’ contexts. Our classical content is grounded in theory, but at the very least its continued theoretical treatment is geared toward a further advancement of that theory from the active input into the knowledge creation process by the practitioner – the manager/delegate/client/consumer. At our best we use theory to help our consumers articulate their strategic and operational contexts, with these articulations then forming the basis of pragmatically-oriented classroom discussion.
There is a trade-off between taking time to assimilate theoretical frameworks with a view to more clearly articulate business issues, and having a ‘convenient’ intervention. We meet this need by optimising the focus of the material delivered by academics onto the practitioners’ contexts: this is done via the consultancy and needs assessment process
The above two points ensure that the intervention is relevant. The experience & skill of the programme director ensures that the learning methods (e.g. case study, action learning, discussion, etc.) is relevant to the learning capacities of consumers
In answer to the need to provide clients with a systemic intervention that brings performance improvements through the application of our latest thinking: we use action learning and project groups to provide continuity between multi-module programmes and offer executive coaching post-programme, all of which embeds the process of knowledge application inside the delegate’s workplace
posted by Tobes at 9:50 am
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