Maslow: man interrupted: reading management theory in context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This paper aims to build on recent work in the field of management and historiography that argues that management theorizing needs to be understood in its historical context. Design/methodology/approach First, the paper attempts to show how a steady filtering of management theory and of the selection and work of management theorists lends itself to a narrowly focused, managerialist, and functionalist perspective. Second, the paper attempts to show how not only left‐wing ideas, but also even the rich complexity of mainstream ideas, have been “written out” of management accounts. The paper explores these points through an examination of the treatment of Abraham Maslow in management texts over time. Findings The paper's conclusion is a simple one: management theory – whether mainstream or critical – does a disservice to the potential of the field when it oversimplifies to a point where a given theory or theorist is misread because sufficient context, history, and reflection are missing from the presentation/dissemination. Originality/value This paper highlights the importance of reading the original texts, rather than second or third person accounts, and the importance of reading management theory in the context in which it was/is derived.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it