Education and Management

1. Education and Management Some Brief Examples

2. The French Case • France: Locke looks at the French Tradition in Mathematics. • Higher education in France has been bifurcated since the 19th century. • University faculties: pharmacy, sciences, arts, sciences, medicine, and law. • The role of the grandes écoles. The first grandes écoles was the School of Roads and Bridges which was founded in 1715.

3. The Polytechnic School was founded in 1794 which produced military and state service engineers. The Central School 1829 was started for civil engineering. • There are grandes grandes écoles, and petites grandes écoles. • “The engineering student…learned more mathematics in one year…than the German engineer in four.” • Leaders in industry and state, not specialists. In other words, they produced generalists. On the other hand, in the petites grandes écoles, produced specialists. In general, the generalists rose higher than the rest, even in modern times:

4. 1969: Looking at the make-up of the Members on boards of private corporations, 50% were from grandes grandes écoles of engineering. And of this 50%, half were form one school (the École Polytechnique) • The rise of the ingénieur-économist e.g.: Pierre Massé

5. Germany • By the mid-19th century, the German university was unique: it stressed scientific research. • The newer commercial colleges (Handelschochschulen) sought to emulate these ‘older’ universities and their ‘Wissenschaft’ traditions The first college was founded in Leipzig in 1898. • The oldest periodical in business economics was founded in 1906. It is now called Schmalenbachs Zeitschrift für betriebswirtschaftliche Forschung.

6. Thus business economics in Germany developed at about the same time as business studies in America. The core difference between these two is that The German system was not ‘management education’ but ‘education for management’. • There are no German MBA programmes, as German faculties of business economics do not get involved in post experience education. All the education is done before work Instead there is a lot of pre-experience studying and lots of on-the-job training.

7. Shortcomings of English higher education: how at Oxbridge business economics was not really embraced. But despite the fact that pioneering work in economics was carried out, this was not applied in the development of scientific management. There were only low numbers of economists employed by the government. Look at the table below: Comparative English experience

8. Two reasons for this: first that the Northcote-Trevelyan Report of 1854 which shaped the civil service: “Recommended the establishment of a unified permanent civil service recruited by competitive examination” E.g.: in the 1960’s one third of recruits were historians. Of these 6 out of 7 came from Oxbridge. • The second reason was that the pioneering efforts in economics had little practical use in industry.

9. To this day, you cannot study just economics at Oxford, but you have to do it in conjunction with something else. • At Cambridge, Locke claims that economics graduates were very good with the theory, they were less good with statistics.

10. As Usual, this can be downloaded from the following URL:http://i.am/royfuThen follow the links to the LSE work page! Thanks for your attention!