Re-imagining management education in post-WWII Britain: Views from government and business

This paper explores the role of government and business in establishing two business schools in Britain in the 1960s. Partly in response to the Robbins Report of 1963, business leaders and politicians re-imagined management education and formed a new type of management education institution to operate alongside and ultimately compete a variety of other methods of management preparation. These two groups collaborated to create the London Graduate School of Business and Manchester Business School as national centers of excellence for management education. Using both archival and published sources, the paper’s contribution is to analyze perspectives expressed by businesspeople and political advocates involved with the business school project. It concludes that these advocates sought to create a body of educated, productive, yet socially-minded managers to lead Britain forward into the next phase of its economic development

Standards, learning, and growth in Britain, 1901-2009

This article considers the model of voluntary, consensus based standardization as developed through the British Standards Institution (BSI) and its contribution to learning and productivity growth. It discusses the significant role played by professional engineers in the model’s introduction, its extension at home, and its imitation overseas. It is argued that by 1931 the BSI catalogue of standards represented a considerable stock of codified knowledge whose growth reflected underlying aggregate technological opportunities, assisting in their transformation into technological advance. To help validate this claim, a measure of the size of the BSI catalogue of standards is incorporated into an econometric model of aggregate productivity growth in Britain. Findings show that the growth of the standards catalogue is associated with a substantial proportion of labour productivity growth over the period 1931–2009. Estimates relating to the short-run dynamics involved are consistent with the idea that there are causal linkages running from standards to growth. When interpreting these findings, it is argued that the overall weight of historical evidence points to standardization—coordinated through the BSI—as providing an important path of learning for the British economy over the period considered