{"id":{"repo_id":"brunel","oai_identifier":"oai:bura.brunel.ac.uk:2438/5231"},"canonical_url":"https://search.dev.ndltd.org/etd/brunel/oai:bura.brunel.ac.uk:2438/5231","repository":{"repo_id":"brunel","name":"University of Brunel","base_url":"https://bura.brunel.ac.uk/oai/request"},"display":{"title":"A genetic approach to management education and the science of teaching","abstract":"In this thesis the philosophy and mechanisms of Cybernetics are applied to Management Education. A philosophical analysis of Management Education is developed and the notion of teleology introduced. Change, dynamic stability and a concept of self-renewal are employed in a cybernetic framework for managing conflicting curricula demands from: (A) academics who are concerned with the intellectual good and analytical ability of their students; (B) representatives of industry, commerce and government who ate concerned with manpower demands, and (C) students' demand for freedom to make up their own curricula from a menu of subjects chosen by them. A model of a regulatory system is developed for controlling a teaching/learning situation to achieve a desired level of mastery. Such a system would contribute towards an improvement in the science of teaching. The mechanisms of communication being parts of the study of Cybernetics are directly relevant to the teaching/learning situation. They form a means to an end relationship, between a teacher and students in the transmission of knowledge. A \"black-box\" approach to the processes of learning and problem solving is developed. From this approach evolved five essential phases to designing a protocol on how management students should learn what we (teachers) want them to learn. A case is presented to illustrate a learning process. A reflective approach giving teachers a more realistic view (than that given by Newell, Shaw and Simon (1958) and Newell and Simon (1972) ) of the important components for modelling how management students actually learn what we want them to learn is developed. A curriculum design is presented in section 8 which contains basic forms of knowledge and arrangements for a worthwhile management scheme. SYSTEM TWO is an operations system designed to implement the curriculum. It has advantages over committee arrangements and designed to accommodate co-operative educational programs for Management Education. This research has a positive value in that it demonstrates, among other things that Cybernetics is a worthwhile field of discipline which is needed to improve: the state of Management; pedagogy, and Management Education.","abstract_html":"In this thesis the philosophy and mechanisms of Cybernetics are applied to Management Education. A philosophical analysis of Management Education is developed and the notion of teleology introduced. Change, dynamic stability and a concept of self-renewal are employed in a cybernetic framework for managing conflicting curricula demands from: (A) academics who are concerned with the intellectual good and analytical ability of their students; (B) representatives of industry, commerce and government who ate concerned with manpower demands, and (C) students' demand for freedom to make up their own curricula from a menu of subjects chosen by them. A model of a regulatory system is developed for controlling a teaching/learning situation to achieve a desired level of mastery. Such a system would contribute towards an improvement in the science of teaching. The mechanisms of communication being parts of the study of Cybernetics are directly relevant to the teaching/learning situation. They form a means to an end relationship, between a teacher and students in the transmission of knowledge. A "black-box" approach to the processes of learning and problem solving is developed. From this approach evolved five essential phases to designing a protocol on how management students should learn what we (teachers) want them to learn. A case is presented to illustrate a learning process. A reflective approach giving teachers a more realistic view (than that given by Newell, Shaw and Simon (1958) and Newell and Simon (1972) ) of the important components for modelling how management students actually learn what we want them to learn is developed. A curriculum design is presented in section 8 which contains basic forms of knowledge and arrangements for a worthwhile management scheme. SYSTEM TWO is an operations system designed to implement the curriculum. It has advantages over committee arrangements and designed to accommodate co-operative educational programs for Management Education. This research has a positive value in that it demonstrates, among other things that Cybernetics is a worthwhile field of discipline which is needed to improve: the state of Management; pedagogy, and Management Education.","abstract_has_math":false,"creators":["Lorimer, Kenneth V"],"institution":"Brunel University School of Engineering and Design PhD Theses","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["George, FH"],"committee_chairs":[],"committee_members":[],"year":1976,"date_issued":"1976","date_published":"1976","updated_at":"2026-07-24T01:23:24Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://bura.brunel.ac.uk/handle/2438/5231","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["George, FH"]},{"key":"dc:creator","label":"Author","values":["Lorimer, Kenneth V"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-06-06T14:13:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-06-06T14:13:08Z"]},{"key":"dc:date.issued","label":"Date","values":["1976"]},{"key":"dc:publisher","label":"Institution","values":["Brunel University School of Engineering and Design PhD Theses"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://bura.brunel.ac.uk/handle/2438/5231"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University."]},{"key":"dc:description.abstract","label":"Abstract","values":["In this thesis the philosophy and mechanisms of Cybernetics are applied to Management Education. A philosophical analysis of Management Education is developed and the notion of teleology introduced. Change, dynamic stability and a concept of self-renewal are employed in a cybernetic framework for managing conflicting curricula demands from: (A) academics who are concerned with the intellectual good and analytical ability of their students; (B) representatives of industry, commerce and government who ate concerned with manpower demands, and (C) students' demand for freedom to make up their own curricula from a menu of subjects chosen by them. A model of a regulatory system is developed for controlling a teaching/learning situation to achieve a desired level of mastery. Such a system would contribute towards an improvement in the science of teaching. The mechanisms of communication being parts of the study of Cybernetics are directly relevant to the teaching/learning situation. They form a means to an end relationship, between a teacher and students in the transmission of knowledge. A \"black-box\" approach to the processes of learning and problem solving is developed. From this approach evolved five essential phases to designing a protocol on how management students should learn what we (teachers) want them to learn. A case is presented to illustrate a learning process. A reflective approach giving teachers a more realistic view (than that given by Newell, Shaw and Simon (1958) and Newell and Simon (1972) ) of the important components for modelling how management students actually learn what we want them to learn is developed. A curriculum design is presented in section 8 which contains basic forms of knowledge and arrangements for a worthwhile management scheme. SYSTEM TWO is an operations system designed to implement the curriculum. It has advantages over committee arrangements and designed to accommodate co-operative educational programs for Management Education. This research has a positive value in that it demonstrates, among other things that Cybernetics is a worthwhile field of discipline which is needed to improve: the state of Management; pedagogy, and Management Education."]},{"key":"dc:title","label":"Title","values":["A genetic approach to management education and the science of teaching"]}]}],"canonical_facts":{"dc:contributor.advisor":["George, FH"],"dc:creator":["Lorimer, Kenneth V"],"dc:date.accessioned":["2011-06-06T14:13:08Z"],"dc:date.available":["2011-06-06T14:13:08Z"],"dc:date.issued":["1976"],"dc:description":["This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University."],"dc:description.abstract":["In this thesis the philosophy and mechanisms of Cybernetics are applied to Management Education. A philosophical analysis of Management Education is developed and the notion of teleology introduced. Change, dynamic stability and a concept of self-renewal are employed in a cybernetic framework for managing conflicting curricula demands from: (A) academics who are concerned with the intellectual good and analytical ability of their students; (B) representatives of industry, commerce and government who ate concerned with manpower demands, and (C) students' demand for freedom to make up their own curricula from a menu of subjects chosen by them. A model of a regulatory system is developed for controlling a teaching/learning situation to achieve a desired level of mastery. Such a system would contribute towards an improvement in the science of teaching. The mechanisms of communication being parts of the study of Cybernetics are directly relevant to the teaching/learning situation. They form a means to an end relationship, between a teacher and students in the transmission of knowledge. A \"black-box\" approach to the processes of learning and problem solving is developed. From this approach evolved five essential phases to designing a protocol on how management students should learn what we (teachers) want them to learn. A case is presented to illustrate a learning process. A reflective approach giving teachers a more realistic view (than that given by Newell, Shaw and Simon (1958) and Newell and Simon (1972) ) of the important components for modelling how management students actually learn what we want them to learn is developed. A curriculum design is presented in section 8 which contains basic forms of knowledge and arrangements for a worthwhile management scheme. SYSTEM TWO is an operations system designed to implement the curriculum. It has advantages over committee arrangements and designed to accommodate co-operative educational programs for Management Education. This research has a positive value in that it demonstrates, among other things that Cybernetics is a worthwhile field of discipline which is needed to improve: the state of Management; pedagogy, and Management Education."],"dc:identifier.uri":["http://bura.brunel.ac.uk/handle/2438/5231"],"dc:language.iso":["en"],"dc:publisher":["Brunel University School of Engineering and Design PhD Theses"],"dc:title":["A genetic approach to management education and the science of teaching"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T01:23:24Z"}