The Role of philosophy in Management Education

Table of Contents

Aim of the research

Significance of the research

Scope of the Research

Thesis outline

Introduction

Philosophical foundation of business education

Empiricism and Pragmatism

Rationalism

Implications of philosophy in business education

An objectivist philosophy

Integrating objectivism into business education

Curriculum

Objectivists' principles as applied to teaching

Conclusion and recommendation

Abstract

Business education has been reprimanded for inadequacies in the leadership, decision making and moral behavior of business managers. The quantitative and investigative introduction in business college curricula and the resulting absence of humanities-based courses have been identified as reasons. The essential cause, however, lies in the philosophy of business education and research which shapes the curricula, teaching systems, and, eventually the graduates' capacity to handle different administrative positions.

The most regularly recognized philosophical premise of business exploration is experimentation or empiricism. The contention displayed here is that practicality, which shares components with empiricism, has permanently molded business education. This paper will show why empiricism, together with pragmatism, composes the main drivers of the above deficiencies. Supplementing business college curricula with humanities courses, a methodology regularly prescribed to correct the gaps, is not sufficient. As an option solution, an objective philosophical method is evaluated, along with its practical suggestions for business education.

CHAPTER 1 Thesis statement

Philosophical knowledge can be viewed as one of the most critical skills that are required in management responsibilities. This paper will discuss the relevance of including philosophy as a subject in management education besides other alternatives that could be used to equip leaders and managers with skills to develop unique management strategies.

Aim of the research

The goal of this research is to show precisely how philosophical knowledge can be helpful to business education students in their career. It aims at demonstrating how philosophy can be incorporated in management courses to aid leaders and business managers in making informed decisions, developing effective subordinate motivation skills, and devising unique business strategies.

Significance of the research

Preparing of future directors in business colleges has been condemned as excessively quantitative and too specialized, and as overlooking qualitative, and ethical, issues. Business graduates know how to compute present net values yet can't lead and motivate their subordinates or recognize ethically wrong choices from right ones. The graduates likewise have been said to lean towards investigative elegance and methodological style over insights, based on experience, to the nuances and complexities of strategic choices. This research project is aimed at addressing the deficiencies mentioned above in management and hence is significant.

Scope of the Research

This research is limited to the relevance of philosophical knowledge in business management, the philosophical foundation of business education and implications of integrating philosophy in management education.

Thesis outline

This paper is organized into four chapters. Chapter one includes the research statement, the aim of the study, significance and scope of the research and a brief introduction. Chapter two contains the literature review that gives a brief overview of the previous relevant research. Chapter three is the broad plan of action and chapter four is the final part of research which gives the conclusion, and the recommendations obtained from the research.

Introduction

Preparing of future directors in business colleges has been condemned as excessively quantitative and as overlooking qualitative, and ethical, issues. Business graduates know how to compute present net values yet can't lead and motivate their subordinates or recognize ethically wrong choices from right ones. The graduates likewise have been said to lean towards investigative elegance and methodological style over insights, based on experience, to the nuances and complexities of strategic choices. Such preferences have prompted a short-term introduction in decision making and, consequently, to inadequacies in ethical conduct (Bailey, 2010).

An answer to the deficiencies in business education may be accomplished by looking at their philosophical basis. At the end of the day, understanding what philosophical introductions underlie business research and teaching is basic to changing their results. A full examination is beyond the extent of this paper, however; a brief outline of the philosophies most influential on business education is described. These philosophies are pragmatism and empiricism. Rationalism, the prevailing philosophy of the humanities, is described briefly as a contrast. This discussion is trailed by some possibly essential implications for business education and a proposal for a conceivable resolution.

CHAPTER 2: Literature Review

Philosophical foundation of business education

Philosophy is an investigation of the fundamental nature of existence and human creatures. The three essential branches of philosophy are mysticism or metaphysics, ethics and, epistemology. Mysticism is an investigation of the nature of life, epistemology, a study of how information is gotten and ethics or morals, an investigation of how people ought to live (Buckingham, 2011). Ethics lies on mysticism and epistemology; information of human instinct, of existence, and of the human method of knowing the reality are the essentials for deciding how people ought to live.

Historically, the two restricting perspectives in power have been the supremacy of presence and the supremacy of cognizance. The power of presence perspective, initially bolstered by Aristotle, keeps up that the universe exists freely of consciousness; that is, there is no mental process that can change the laws of nature or delete facts.

These powerful perspectives have conclusions in epistemology. In the historical backdrop of philosophy, the safeguards of the power of cognizance have rejected reason as the human method for learning and substituted confidence or instinct. On the other hand, backers of the power of presence have been supporters of reason. Reason is "the workforce that distinguishes and coordinates the material given by man's senses (Grant, 2012).

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