Two Ways to Support Reflexivity: Teaching Managers to Fulfil an Undefined Role

Autor/inn/en	Adriansen, Hanne Kirstine; Knudsen, Hanne
Titel	Two Ways to Support Reflexivity: Teaching Managers to Fulfil an Undefined Role
Quelle	In: Teaching Public Administration, 31 (2013) 1, S.108-123 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739412474457
Schlagwörter	Masters Programs; Public Administration Education; Educational Administration; Role; Reflection; Graduate Students; Interviews; Essays; Participant Observation; College Curriculum; Experiments; Theory Practice Relationship; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Bildungsverwaltung; Schuladministration; Schulverwaltung; Rollen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Essay; Aufsatzunterricht; Teilnehmende Beobachtung; Erprobung; Theorie-Praxis-Beziehung; Ausland; Dänemark
Abstract	A current challenge to public managers is the lack of a well-defined role. How can masters programmes prepare managers to live up to an undefined function? In this paper we argue that the lack of role description enhances the need for reflexivity and we show how it is done at Master in Educational Management (MEM). MEM provides the participating managers with a new language that can give them a critical distance to the overload of expectations they meet at work; and MEM teaches participants to translate this new language into practice. The pedagogy used for this is labelled "experimental management". This requires participants to conduct experiments in their own organization, to reflect on and analyse their experiences with concepts from the curriculum. While the new language and the experimental teaching format are difficult, participants learn a reflexive practice that can enable them to live up to an undefined role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01