Abstract

This paper sets out and examines the presuppositions and presumptions of management educators. It is based on an empirical study of 25 management educators from three UK Business Schools who are responsible for management education and development. The aim of the study is not to generalise the findings but to adopt an interpretive methodology to identify and question the hidden and unexamined presuppositions and presumptions of management educators that underlie management programme development and design. The author finds the presuppositions and presumptions problematic, inaccurate and uncritical, and they are responsible for producing and re-producing the practices of management for contemporary organisations and wider society. The author articulates these concerns in a philosophical manner in order to raise questions and challenge the embedded fads and wisdom. This paper concludes by inviting management educators to rethink management education and development and examine their own presuppositions and presumptions underpinning programme development and design.