Education and Management

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Education and Management

• Some Brief Examples

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The French Case

• France Locke looks at the French Tradition in
  Mathematics.
• Higher education in France has been bifurcated
  since the 19th century.
• University faculties pharmacy, sciences, arts,
  sciences, medicine, and law.
• The role of the grandes écoles. The first grandes
  écoles was the School of Roads and Bridges which
  was founded in 1715.

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• The Polytechnic School was founded in 1794 which
  produced military and state service engineers.
  The Central School 1829 was started for civil
  engineering.
• There are grandes grandes écoles, and petites
  grandes écoles.
• The engineering studentlearned more
  mathematics in one yearthan the German engineer
  in four.
• Leaders in industry and state, not specialists.
  In other words, they produced generalists. On the
  other hand, in the petites grandes écoles,
  produced specialists. In general, the generalists
  rose higher than the rest, even in modern times

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• 1969 Looking at the make-up of the Members on
  boards of private corporations, 50 were from
  grandes grandes écoles of engineering. And of
  this 50, half were form one school (the École
  Polytechnique)
• The rise of the ingénieur-économist e.g. Pierre
  Massé

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Germany

• By the mid-19th century, the German university
  was unique it stressed scientific research.
• The newer commercial colleges (Handelschochschulen
  ) sought to emulate these older universities
  and their Wissenschaft traditions The first
  college was founded in Leipzig in 1898.
• The oldest periodical in business economics was
  founded in 1906. It is now called Schmalenbachs
  Zeitschrift für betriebswirtschaftliche Forschung.

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• Thus business economics in Germany developed at
  about the same time as business studies in
  America. The core difference between these two is
  that The German system was not management
  education but education for management.
• There are no German MBA programmes, as German
  faculties of business economics do not get
  involved in post experience education. All the
  education is done before work Instead there is a
  lot of pre-experience studying and lots of
  on-the-job training.

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Comparative English experience

• Shortcomings of English higher education how at
  Oxbridge business economics was not really
  embraced. But despite the fact that pioneering
  work in economics was carried out, this was not
  applied in the development of scientific
  management. There were only low numbers of
  economists employed by the government. Look at
  the table below

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• Two reasons for this first that the
  Northcote-Trevelyan Report of 1854 which shaped
  the civil service Recommended the establishment
  of a unified permanent civil service recruited by
  competitive examination E.g. in the 1960s one
  third of recruits were historians. Of these 6 out
  of 7 came from Oxbridge.
• The second reason was that the pioneering efforts
  in economics had little practical use in
  industry.

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• To this day, you cannot study just economics at
  Oxford, but you have to do it in conjunction with
  something else.

• At Cambridge, Locke claims that economics
  graduates were very good with the theory, they
  were less good with statistics.

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