Teaching managers: learning, research and workplace practice

Abstract

PurposeThis paper seeks to explore the way in which professional management programmes are informed by research and workplace practice. The focus is on the areas of motivation, appraisal and the management of change.Design/methodology/approachThe paper is a longitudinal study using a mixed methods approach. Middle and senior managers engaged on professional management programmes were surveyed on workplace practice. Literature reviewed included syllabus guidelines from professional bodies and selected core textbooks.FindingsA content analysis revealed that there was a lack of congruence between what is taught to managers and workplace practice. However, research was found to have an impact on teaching and indirectly it influenced individual beliefs if not organisational practice.Practical implicationsConclusions indicate that professional management programmes are still failing to bridge the gap between syllabus content current research and workplace practice. There is little to show that the needs of business are being satisfied compared with successful models embedded in other professions.Originality/valueThe paper suggests the value of adopting an integrated model that combines professional and academic teaching of management. It further supports the relevance of research to workplace practice.