Description
Pedagogical idea/basic viewI adhere to the Humboldtian idea of university teaching as a liberating, emancipatory and critical exercise in development of a student’s intellectual, social and political faculties. The aim of a university education is not to provide any narrow job-related skills but to educate young people into becoming resourceful, reflective, capable and responsible members of a democratic society.
University teaching needs to be independent of religious and economic interests. The state is to guarantee this independence by funding the universities, in the same way as it financially supports its parliamentarians so that they can function in an independent manner.
My responsibility as a university teacher in the field of management and organization is to stimulate students’ critical thinking and alert them to issues of social and economic injustice, the ecological burden of a capitalist economy and abuses of economic and managerial power as well as discussing ways to overcome these. I use my professorial status to lend credibility to marginalised practices and undermine the credibility of mainstream thinking on business and economics in cases where it leads to social injustice, exploitation and/or environmental pollution. I also teach them managerial discourse so that they become conversant in it.
My teaching is research-based in the sense of introducing students from the 3rd semester onwards to reading and discussing academic book and articles (rather than passively consuming US-style textbooks).
Teaching experience, pedagogical competence and administration of teaching
I have been teaching HE courses since 1993 on all academic levels, in two languages and in five different countries.
I have taught courses in Organization Studies and Human Resource Management, General Business Administration, Qualitative Methods and the Philosophy of Science as well as skills-based courses like Academic Writing and Rhetoric. For a list of my current teaching see PURE.
I have been a Director of Undergraduate Studies, of an MSc in Management and of a distance-learning MBA (at the time, the largest in the world with c. 6000 students). As such I have participated in the structuring and re-structuring of study programmes, the design of new courses and programmes as well as leadership and budgeting.