Bangor Business School, Bangor University, Bangor, UK.
J Health Organ Manag. 2009;23(6):656-71. doi: 10.1108/14777260911001662.
Management development programmes available to NHS managers focus on a performance orientation and sustain a culture of managerial and medical domination. This paper aims to question whether it is possible to consider NHS management development from a critical (empowerment culture) perspective. Features of the critical management studies approach (CMS) are identified. A new MSc is evaluated against these characteristics, examining the teaching and learning processes and students' perceptions of the programme. The aim is to develop critical thinkers who can return to their organizations and challenge existing power structures and practices to change local cultures and enhance health services.
DESIGN/METHODOLOGY/APPROACH: Empirical research employed anonymous student questionnaires and a focus group.
Student evaluations suggest the MSc can deliver a critical pedagogy and help managers understand issues of power and empowerment, challenge dominant cultures, innovate and effect small, local changes in the NHS culture.
RESEARCH LIMITATIONS/IMPLICATIONS: There is a need to continue evaluating the programme and include other stakeholders. Longitudinal research should assess the impact of the managers' changed values, attitudes and behaviours on colleagues, clients and the local cultures.
The paper identifies some of the tensions of developing "critical" health service managers, and the problems they encounter back in the "uncritical" NHS context, as well as some of the challenges in "facilitating" a critical curriculum. It questions the ethics of developing (or not) a critical perspective in a local context unfamiliar with CMS.
ORIGINALITY/VALUE: Management development in the NHS largely ignores critical pedagogy. This paper makes a small and unique contribution to understanding how developing "critically thinking" managers can challenge the dominant culture. However, the limitations of such a small-scale study and ethical implications are noted.
可供 NHS 管理人员使用的管理发展计划侧重于绩效导向，并维持管理和医疗主导的文化。本文旨在质疑从批判（赋权文化）的角度考虑 NHS 管理发展是否可行。确定了批判管理研究方法（CMS）的特征。根据这些特点评估了一个新的理学硕士课程，考察了教学和学习过程以及学生对该课程的看法。目的是培养能够回到自己的组织并挑战现有权力结构和实践的批判性思维者，以改变当地文化并增强卫生服务。
设计/方法/方法：采用匿名学生问卷和焦点小组进行实证研究。
学生评估表明，理学硕士课程可以提供批判教育学，并帮助管理人员了解权力和赋权问题，挑战主导文化，创新并在 NHS 文化中实现小范围的局部变革。
研究局限性/影响：需要继续评估该计划并纳入其他利益相关者。纵向研究应评估管理人员价值观、态度和行为变化对同事、客户和当地文化的影响。
本文确定了在发展“批判”卫生服务管理人员方面的一些紧张局势，以及他们在“非批判”NHS 背景下遇到的问题，以及在“促进”批判课程方面面临的一些挑战。它质疑在不熟悉 CMS 的地方背景下培养（或不培养）批判观点的伦理问题。
原创性/价值：NHS 中的管理发展在很大程度上忽略了批判教育学。本文对理解如何培养“批判性思维”的管理人员来挑战主导文化做出了微小而独特的贡献。然而，注意到这种小规模研究的局限性和伦理影响。
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