In defense of learning “management”

January 22nd, 2005
by Cleve

In an excellent post James Farmer has started a dialogue on blogs and the future of online learning environments, making a most valid contrast between educational software designed to provide closed, centralized control (chorus of booing) vs. software that allows open, decentralized learner independence (delirious applause). In this context he also makes a critical point regarding the issue of learner blog “ownership”, which I won’t summarize here, but which really, really needs to be defined by both educators and their institutions.

Boy, do we ever need to move towards software that allows open, decentralized learner independence - all for it - and the post provides some cogent analysis and examples of how to do it. But I’m worried by how this contrast (closed, centralized vs. open, decentralized) has been framed, because closed, centralized control (bad) is equated with “managed” and “management”.

So what’s the problem?

The problem is that the concept of management is one of the all-time great things we humans have come up with. I know that in the post the word “management” is referred to in the context of current learning management systems and their limitations, but unfortunately the edublogosphere has picked up the meme “management = bad“ from this post and I think it’s a mistake for educators to think that way.

Now I’d certainly agree that “bad management = bad”, or that “Dilbert’s clueless yet authoritarian pointy-haired boss = bad” or that “œtop-down, closed, centralized control = bad” (well, usually). And I hope that’s what everyone means. But reading this, I’m not sure:

We’re obsessed with management, I reckon. Managing our finances, managing our workplaces, managing our kids schooling, managing our expectations, managing our knowledge, managing things to such a degree that we have squashed personality, differences, argument and life.

If we understand management as visualizing a desired future, establishing that as a goal (say, the best schooling possible for our kids) then coordinating and scheduling resources and tasks to achieve that vision, then, well, management doesn’t squash “œpersonality, differences, argument and life”, management empowers these things.

So for teachers, management is a pretty important ability to help students be able to achieve, because it helps students to be active, independent, and to have a voice. For school administrators, management allows teachers the freedom to focus on facilitating their students’ learning (bad management, of course, impedes this, as do clueless yet authoritarian pointy-haired bosses).

As a business English teacher/consultant in Latin America, I work with adult learners in multinational companies. The overall success rate of our learning programs is, basically, unacceptable. As a result, thousands of people feel stuck, frustrated, and voiceless within their own organizations, and one of the two main reasons for this is a lack of learning management (I’ll discuss both reasons in upcoming posts). Words have power, so let’s not use the word “management” as a synonym for what’s wrong with learning software or education in general.

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