No-nii, siinse uudistevoo lugeja on ilmselt märganud teooriat puudutavate tekstide sagenemist. Siin ei ole tegemist minu kallutatusega (kuigi seda ju täiesti välistada ei ole võimalik), vaid erinevate valdkondade erialakirjanduses viimasel aastal selgelt tõusetunud trendiga. Siinviidatu tegeleb teooria tähendusega õppetöös kõrgkooli juhtimiskursustel ning on eriti kasulik lugeda koos siinse voo eelmise ehk eile avaldatud tekstiga.

Kontekstiks:

One of the reasons students come to universities is to find out what is known on the subject of business and management so that they can apply the best and latest ideas in their future and current jobs (Mintzberg, 2004; Pfeffer and Fong, 2002; Rubin and Dierdorff, 2009; Rynes, 2012). […] It is these theories that are the bedrock of much, if not most, teaching in Business Schools and it is teaching this theory that separates universities from the more practically focussed teaching in technical colleges and the specific skills training offered inside companies (Buckley, 2018; Mintzberg, 2004).

Teooria tähendustest:

Definitions range from the simple, ‘a theory is an idea’, through to more complex ones incorporating causality, explanatory power and multiple facets (e.g. prescriptive requirements that theories should answer what, how, why, who, where and when questions).

Autorid seavad fookust:

Our primary contributions are (1) to surface the different ways that management academics understand and conceptualise the nature of theory in management education and (2) to explore the impact of different conceptualisations on the design of teaching.

Implitsiitsed teooriad:

Implicit theories are people’s lay ideas about how the world works (Detert and Edmondson, 2011). They capture people’s informal ideas or lay conceptions about the causes and nature of behavioural phenomena and are their explanations of everyday problems (Furnham, 1988; Levy et al., 2006). Implicit theories have been likened to cognitive scripts in the way they process stimuli in the brain to provide the rationale for action (Bacharach et al., 2000). Implicit theories are personal belief structures about the nature of cause and effect on a particular matter (Anderson and Lindsay, 1998; Detert and Edmondson, 2011).

Fookus aheneb:

Whetten (1989) offered an integration of the various definitions of theory that has been widely cited and commonly adopted. He proposed that a complete theory must contain four essential elements: What, How, Why, and a combination of Who, Where and When.

See, kuidas õppejõud teooriat mõtestab, määrab õpetamise:

In addition, the way in which management academics define theory is associated with their approach to teaching. Management educators with the least sophisticated definitions are the ones most likely to teach from a theoretical perspective, whereas management educators with the most sophisticated definitions are the ones most likely to teach from a practice perspective. […] The management educators who define theory as a framework of understanding see theory as cognitive signposts to aid analysis, while the teachers with the most sophisticated definitions tend to see theory’s role as highlighting different perspectives and for critique to aid a complex understanding of managerial challenges.

Eichler, M., & Billsberry, J. (2022). There’s nothing as practical as understanding the nature of theory: A phenomenographic study of management educators’ implicit theories of theory. Management Learning. https://doi.org/10.1177/13505076211066384