Framework for the Analysis of Management Learning methods, Part II: Applications Available to Purchase

In the previous article, the author introduced the elements of a framework for the analysis of management learning methods. It was argued that systems for the classification of different teaching and learning methods were unlikely to have universal validity or application. Two reasons for this were proposed. The first was that a method label such as lecture gave little indication of the type of interaction between teachers and students that it purported to describe. One was, therefore, left with grouping some idealised representation or stereotype of a method. The second reason related to the fact that any method‐in‐use had a number of facets. For example, it was suitable for use with large or small groups, it was student or teacher centred, it encouraged or discouraged students' autonomy in learning, and so on. While it might be possible to arrange methods or classify them using the single criterion in which one was interested, it was not possible to generate from this any universally applicable classification system. For these reasons, it was suggested a framework for the analysis of methods‐in‐use be used, not a methods classification system.