Teaching management tools: a proposal for a pedagogical method of dissection
Management tools, taught as toolboxes providing solutions to clear-cut problems, can be part of a “representationist myth”. In reality, however, as necessarily simplifying representations of the activity, tools are in semiotic tension with management situations. How can we imagine teaching managemen...
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| Xuất bản năm: | URI:https://journals.openedition.org/fcs, |
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| Tác giả chính: | |
| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Anglais |
| Được phát hành: |
Finance Contrôle Stratégie
2025
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| Những chủ đề: | |
| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | Management tools, taught as toolboxes providing solutions to clear-cut problems, can be part of a “representationist myth”. In reality, however, as necessarily simplifying representations of the activity, tools are in semiotic tension with management situations. How can we imagine teaching management tools in a way that doesn't mask, but rather exposes, the representational and semiotic tension inherent in them? This article proposes a dissection method, easy to implement in the classroom, in five stages: selection, inscription, (in)invisibilization, performativity and re-conception. A case study is presented in the third part, which shows that this method, by uncovering the semiotic tension surrounding management tools, enables us to make the link with societal and organizational issues. |
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