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This paper questions the present allocation of research effort in management science: the extensive concern with "technical" and computational intricacies and the relative neglect of the subject's overall intellectual structure. We argue that management science is in danger of stagnating in a technical morass and we illustrate this point by using the current editorial practices of the journal Management Science and the college structure of The Institute of Management Science (TIMS). The reluctance to challenge and question the "departments" of knowledge underlying management science ensures that certain issues are precluded from academic discussion. These include the nature of the subject's social role; the kinds of social conflicts in which the management scientist participates; the identity of the subject's patrons and their impact on the subject's direction and contents; the interest groups who are best served by the way the subject is currently conceived, and the (inevitably) partisan role played by theories, theoreticians, and practitioners. The paper illustrates how these issues might be investigated using an approach to general systems theory. This analysis results in a reclassification of Management Science departments and TIMS colleges: one that highlights those areas that are neglected by the current conceptualization of the subject.

Offered are perspectives on management science, social science, & policy making that may contribute to a clearer understanding of the role of rational methodologies. Criticisms that the social sciences are ineffective as aids to government decision making are seen to come from misconceptions about the ways of politicians & the social sciences' mission. The mission of management science is to make organizational problems rational by increasing order & control, & by giving form to the specific issues & contingencies that occur; further, rationalization communicates the intentions of policies & makes speculations useful in defining political issues. Paradigms are viewed as inadequate for the conceptualization of specific policy problems; in many areas paradigms are difficult to establish. D. Dunseath.

Abstract

Objective: The objective of the paper is to present the chosen innovative pedagogical approaches of teaching in the area of management science and their practical application in the educational process at the Lodz University of Technology, as well as to discuss the opinions of students and managers concerning the innovative pedagogical approaches of teaching.

Methodology: The first stage of research was conducted among 200 young respondents (19-24 years old), students of Lodz University of Technology (Poland) in the second and third quarters of 2018. During the research, the indirect method of gathering information, i.e. using a survey technique was applied. The survey was conducted among the students with the application of the techniques of personal survey, electronic survey and paper survey. The second stage of research was conducted among 50 managers of medium and large companies in Poland in the second and third quarters of 2018. The choice of companies to be studied was a deliberate one. During this stage of research, the indirect method of gathering information – using a survey technique was applied. The survey was conducted among the managers with the application of the techniques of personal survey, electronic survey and paper survey. The Likert scale was used for evaluation.

Findings: The situation on the labour market, as well as the development of the market of educational services and the development of new technologies cause changes in both the offer and the quality of teaching. In order to increase the quality of the educational offer and the degree of satisfaction of students and employers, universities introduce new teaching methods and new didactic tools based on the creative pedagogical approaches. The research results confirm the positive evaluation of Problem-based learning and Design Thinking approaches by students and companies representatives. However, closer cooperation between university and companies is expected both by students and managers.

Value Added: In this paper, apart from presenting the theoretical and practical possibilities of using Problem-based learning and Design Thinking approaches of teaching in the area of management science, the opinions of students and companies' representatives were also presented.

Recommendations: Effective teaching in the field of management at the universities is a difficult and complex process. Management is − by its character − closely related to business practice. Therefore, a management graduate should, in addition to having theoretical knowledge, be prepared to solve real problems in the enterprise.

AbstractIn this paper I have drawn a brief picture to map the nature of management in modern high‐tech organizations from the viewpoint of critical systems thinking. First, I point out the difference between science and art. Then, following Jackson's classification of different systems approaches such as modernism and postmodernism, I connect modernism with objectivism and collective subjectivism, and postmodernism with individual subjectivism. Through clarifying three ways of knowing/understanding the world and introducing a new knowledge systems model of modern high‐tech corporations, I argue that in the knowledge age, management is both a science and an art. Objects under consideration belonging to different parts of reality require different approaches to deal with. The purpose of this article is to give a brief explanation of why management is both a science and an art, and to inspire further debate and discussion on the essence of management among academics and practitioners. Copyright © 2008 John Wiley & Sons, Ltd.