This book provides fascinating and timely insights into alternative forms of management education as pioneered and developed on the University of Hertfordshires Doctor of Management programme, which provides a person-centred approach that takes account of the complexity of human interaction and feeling in organisations. The chapters, written by staff and graduates from the programme, remind us of the significance of paying attention to the intersections of subjective, organisational and political levels of experience in the world of work, whilst at the same time, raising important moral questions about the importance of kindness in the life of contemporary organisations that are often beset by the ethos of individualism and competition.
Candida Yates, Professor of Culture and Communication, Bournemouth University, UK
We come into the world as humans, living beings, and we leave the world in the same way. In between, curiously, we spend large spells thinking of ourselves as 'workers', 'managers', 'leaders', 'executives' - categories in which it somehow seems important to deny the humanness not only of ourselves but of others, too. This book shows what
and how we might learn when we scratch the thin veneer of those categories, and does so from a deeply informed, rigorous academic perspective, from a tradition dedicated to taking experience seriously. Therefore it's important for business, for public service, and for all of us who seek to build the capacity to think more humanly about the experience.
Benjamin Taylor, Chief Executive, the Public Service Transformation Academy, UK
This book draws on the authors outstanding reputation, alongside the long-standing ambition of the University of Hertfordshires Doctor of Management programme, to reinstate management inquiry as an applied discipline. Its a core resource for managers, scholars, methodologists and educators in management education who want to understand management practice through the prism of human complexity. The authors make a compelling case for challenging orthodoxy, and more than that, provide accessible means and methods for engaging critically with the managerialist paradigm through reflexivity and creativity, providing honest accounts of journeying from innovators in this space.
Hannah Hesselgreaves, Professor in Organisational Learning, Northumbria University, UK
