ABSTRACT
Many people, both inside and outside industry, occupied or interested in management education have long accepted the assessment of the teacher’s task. Teachers of management are, on the whole, poorly rewarded financially; they must often work in the face of some opposition or at least of indifference. The high quality expected of management students might explain why teachers are attracted to the profession, but the evidence is to the contrary. The management teacher is faced with an extremely varied body of students differing radically in age, background, education, job, responsibility, technical or other specialist knowledge, as well as in aim, and often there is very little he can do about it. Management education has not yet achieved full recognition in the universities, although progress has been made in breaking down the artificial barriers which exist between commerce and industry and the professions.
