Between 1945 and 1970, North American business schools experienced a remarkable transformation that fundamentally altered their character and future potential. This period can be seen as a minor revolution, where institutions shifted toward a more academic, analytical, and quantitative approach. In The Roots, Rituals, and Rhetorics of Change, we delve into these significant changes and explore their origins.

This text traces the quiet revolution that took place during this era, highlighting how these shifts reshaped discussions about management education. Notably, the focus transitioned from experiential knowledge and business cases to a more robust support for a professionalism concept that applied specifically to management.

The discourse surrounding these changes revolves around three pivotal questions: Should business schools prioritize experiential knowledge or academic knowledge? What vision should be adopted for managers and management within business schools? Additionally, how can managerial education effectively connect its teachings to a version of reality that resonates with students and the business world?

Throughout this period, the rhetoric of change was not merely theoretical; it had practical implications for how business schools operated and how they prepared future managers. The emphasis on analytical frameworks and quantitative methodologies began to redefine curriculums, moving away from traditional case studies that prioritized experiential learning.

As we analyze the roots of these changes, it becomes clear that they were not isolated events but rather part of a broader movement within education. The transformation reflected a growing recognition of the importance of rigorous academic standards in preparing managers for the complexities of modern business environments.

Furthermore, the text examines how these changes impacted the perception of business education among stakeholders, including students, faculty, and the corporate world. The evolving narrative surrounding management education highlighted the need for schools to adapt to the realities of a changing economic landscape, emphasizing the importance of aligning teaching with real-world business challenges.

In conclusion, The Roots, Rituals, and Rhetorics of Change provides an insightful exploration of a critical period in the evolution of North American business schools. It invites readers to reflect on the ongoing debates surrounding the role of business education and its connection to the practical demands of managerial roles in today’s dynamic business environment.