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George, FH Lorimer, Kenneth V 2011-06-06T14:13:08Z 2011-06-06T14:13:08Z 1976 http://bura.brunel.ac.uk/handle/2438/5231 This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. In this thesis the philosophy and mechanisms of Cybernetics are applied to Management Education. A philosophical analysis of Management Education is developed and the notion of teleology introduced. Change, dynamic stability and a concept of self-renewal are employed in a cybernetic framework for managing conflicting curricula demands from: (A) academics who are concerned with the intellectual good and analytical ability of their students; (B) representatives of industry, commerce and government who ate concerned with manpower demands, and (C) students' demand for freedom to make up their own curricula from a menu of subjects chosen by them. A model of a regulatory system is developed for controlling a teaching/learning situation to achieve a desired level of mastery. Such a system would contribute towards an improvement in the science of teaching. The mechanisms of communication being parts of the study of Cybernetics are directly relevant to the teaching/learning situation. They form a means to an end relationship, between a teacher and students in the transmission of knowledge. A "black-box" approach to the processes of learning and problem solving is developed. From this approach evolved five essential phases to designing a protocol on how management students should learn what we (teachers) want them to learn. A case is presented to illustrate a learning process. A reflective approach giving teachers a more realistic view (than that given by Newell, Shaw and Simon (1958) and Newell and Simon (1972) ) of the important components for modelling how management students actually learn what we want them to learn is developed. A curriculum design is presented in section 8 which contains basic forms of knowledge and arrangements for a worthwhile management scheme. SYSTEM TWO is an operations system designed to implement the curriculum. It has advantages over committee arrangements and designed to accommodate co-operative educational programs for Management Education. This research has a positive value in that it demonstrates, among other things that Cybernetics is a worthwhile field of discipline which is needed to improve: the state of Management; pedagogy, and Management Education. Submitted by Lesh Gowreesunker (lesh.gowreesunker@brunel.ac.uk) on 2011-06-06T14:12:55Z No. of bitstreams: 1 Fulltext.pdf: 12424508 bytes, checksum: 0ec1969379f23127b086160469a502f6 (MD5) Approved for entry into archive by Lesh Gowreesunker(lesh.gowreesunker@brunel.ac.uk) on 2011-06-06T14:13:08Z (GMT) No. of bitstreams: 1 Fulltext.pdf: 12424508 bytes, checksum: 0ec1969379f23127b086160469a502f6 (MD5) Made available in DSpace on 2011-06-06T14:13:08Z (GMT). No. of bitstreams: 1 Fulltext.pdf: 12424508 bytes, checksum: 0ec1969379f23127b086160469a502f6 (MD5) en Brunel University School of Engineering and Design PhD Theses http://bura.brunel.ac.uk/bitstream/2438/5231/1/FulltextThesis.pdf A genetic approach to management education and the science of teaching Thesis