Escaping from the valley of death: Reconfiguring executive education through a differentiated curriculum

Stoten, David (2022) Escaping from the valley of death: Reconfiguring executive education through a differentiated curriculum. International Journal of Management Education, 20 (2). p. 100650. ISSN 1472-8117

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Official URL: https://doi.org/10.1016/j.ijme.2022.100650

Abstract

Much of the criticism levied against executive education has focussed on its lack of real-world relevance. Such is the bifurcation between executive education and professional practice that it has been described as a ‘valley of death’. Albeit dramatic in tone, this view of executive education points to the need for radical change in the way Business Schools conceive and deliver the curriculum. Hitherto, EE has been characterised by a pedagogy based on the functional delineation of learning to cohorts of students through standardised programmes. In recent times, Business Schools have adopted andragogical approaches as they look to empower students to exercise greater control over their learning- but is this sufficient? Heutagogy offers a view of learning that is centred on the self-determination of how individuals learn and that is embedded in authentic and life-long learning. This substantive review offers a view of future executive education through the theorisation of how a heutagogic approach may inform future curriculum developments.

Item Type: Article
Uncontrolled Keywords: Executive education, Differentiated curriculum, Heutagogy, Andragogy, Valley of death, Authentic curriculum, Micro-credentialism
Subjects: N100 Business studies
X300 Academic studies in Education
Department: Faculties > Business and Law > Northumbria Law School
Depositing User: John Coen
Date Deposited: 26 Apr 2022 11:01
Last Modified: 16 May 2022 09:30
URI: http://nrl.northumbria.ac.uk/id/eprint/48981

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