Mintzberg on MBA programs

I describe the MBA in the book as a degree from 1908 with a 1950s strategy. Because the degree was created in 1908 and business schools have had no new degree since 1908 and the strategy was set up based on a couple of reports in the 1950s which made business schools respectable, more research, more theory more depth. All of which made them much stronger and much more respectable academically but it did not strengthen their managerial side, and to this day there is very little management in most MBA programs and what there is, is distorted.

Let me give you an example. The Harvard case study model (…)

The book he refers to is Managers Not MBAs which he discussed at MIT in this video.

See also Henry Mintzberg on heroic managers.

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Guru Watch – Porter saving Lybia

Since meeting one of Muammar al-Qaddafi‘s sons at the World Economic Forum in Davos, Switzerland, in 2004, Porter and a group of Western consultants have become deeply engaged in overhauling the Mediterranean petro-state.

Qaddafi’s son, Seif al Islam (Sword of God), is making a career of trying to reform what is by many measures one of the world’s most backward economies. Now, thanks to his relationship with Porter and Monitor Group, a consulting firm with which Porter is affiliated, a roadmap for restructuring is emerging. (BW.com)

Ackoff on educators and management gurus

The appeal of gurus lies to a large extent in the simplicity of the doctrines they put forth. They are simple no matter how complex the problems at which they are directed. They provide a life raft to those managers who are incapable of handling complexity. (…)

Contrary to what happens in politics and religion, in business circles there are so many gurus competing for followers that no one of them can dominate the minds, let alone the emotions, of potential followers. (…)

Educators stand in sharp contrast to gurus. Educators do not try to bring thinking to a halt but to initiate it. They want their students to extend and expand the ideas they present and students are encouraged to question and modify without constraint. Educators want their solutions to be treated as beginnings, not ends. Gurus lead into; educators lead out of. Gurus provide ready-made solutions but educators provide ways of finding individualized solutions. (…)

An educator tries to transmit a way of thinking and a way of conducting inquiries. And he does not pretend that these are the only ways. Among other things, he recognizes that differences in personality lead those with different personalities to select different ways of thinking and behaving. (CQM Journal)