Paljude haridusasutuste toimimine kapitalistlike äriloogikate järgi ei ole uudiseks. Siinviidatud artiklis tegeleb autor sellega, kuidas astuda samm edasi juba tuntud kriitikast haridusasutuste ärijuhtimise võimalikest probleemidest.

The issues at stake are well documented and seem to have much to do with the self-confusion of our institutions of higher business education and research with their academic subjects and research objects. As a result, business schools breathe the new spirit of capitalism (Boltanski and Chiapello, 1999, 2005), act as if they were corporations, surrender to managerialism, face market shakeouts, internationalize, spread neoliberal ideologies and provoke the corresponding resistance (Slaughter and Rhoades, 2011; Khurana and Spender, 2012; Bergman et al., 2014; Jemielniak and Greenwood, 2015; Alvesson and Spicer, 2016; Fleming, 2019; Zawadzki et al., 2020).

Autor seab eesmärgiks:

The focus of this article is, hence, on what business schools can do if they are adequately defined as neoliberal, commodified, corporatized or capitalist, and if this strong economy bias of what are supposed to be institutions of higher education and research is observed to cause serious problems to both business schools and the larger social world.

Kokkuvõttes võib leida muuhulgas:

One key lesson we can draw from the two student exercises presented in sections 3 and 4 is that even advanced business school students identify or confuse organizations with hierarchies that exist and reproduce for economic purposes. […] Diversity in terms of functional differentiation, however, has remained largely ignored by our fields, a circumstance best illustrated by the fact that the term functional differentiation remains associated primarily with the differentiation of management roles or functions such as the CEO, CFO, HRM, marketing or sales. This narrow view of functional differentiation is critical, as it reduces not only the scope of what we teach and do research about, but also considerably limits our own behavioural margins and, thus, our ability to address the pressing issues faced by business schools.

Kuigi tekstis on paljugi huvitavat ka näiteks õppejõudude töö mõtestamiseks, siis lisan siia hoopis sellise lõigu:

One prime solution to the above problems and challenges might, therefore, be that our institutions of higher education systematically draw their attention to different and probably even regularly changing sets of stakeholders. And, indeed, why should we assume that all types of organizations, and even all types of firms, are best served by stakeholder management tools that prescribe a largely unthinking focus on political and economic voices? Why not listen to religious leaders instead of policy makers for a change? Why not to colonies of artists? Ought we not make the definition of the most important stakeholders contingent on the main purpose of an organization or the business model of a firm?

Roth, S. (2021) Draw your organization! A solution-focused theory-method for business school challenges and change. Journal of Organizational Change Management, Vol. ahead-of-print No. ahead-of-print.