{'fraction_non_alphanumeric': 0.01786777843954735, 'fraction_numerical': 0.004466944609886838, 'mean_word_length': 5.434865900383142, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Management and Higher Education Since 1940: The Influence of America and Japan on West Germany, Great Britain and France. By Robert R. Locke. New York: Cambridge University Press, 1989. Pp. xiii, 328. $59.50

Robert Locke has written an interesting and very detailed history of the development of management education in West Germany, Great Britain, and France. The book should attract scholars and educators with an interest in the historical evolution of higher education, the development of management education, and the development of the three leading industrial nations of Europe. The subtitle is misleading: very little deals with the influence of America and Japan on the development of management education in West Germany, Great Britain, and France. To be sure, several references support the notion that the German approach to business education resembled the Japanese approach and that the French and British more closely followed the lead of the Americans. These cross-cultural relationships, however, do not appear to be very strong, and most of the book is devoted to explaining the differences in management education in West Germany, Britain, and France. Locke shows how the approach to and development of management education were rooted in the culture and institutions of each of the three leading industrial nations. While using the same basic paradigm of managerial science formulated in America, each nation developed a unique approach to management education, differences largely reflecting cultural and institutional factors. Higher education in Germany emphasized scientific research; in Britain universities sought to educate gentlemen; and in France the main function of universities was to train public servants. The sharp differences in culture and institutional purpose led to very different approaches to management education. Locke traces the development of engineering education in the three nations to dramatize the impact of cultural forces. Germany developed a strong engineering program by combining formal scientific education and lengthy on-the-job training. The British never really saw much need for engineering and therefore accomplished very little. The French were moderately successful and developed grandes ecoles for the elite and lower-level schools for the masses. These same basic patterns were followed in developing formal programs of study in business and management. The Germans implemented the new management science paradigm quickly by combining strong educational programs with practical technical competence. According to Locke, the emphasis on practical experience in Germany was similar to the Japanese model. In contrast, British universities were prejudiced against management education because the culture emphasized the school one attended rather than the subject one studied. The French were also very status conscious about schools. Locke contends that the French and British approaches to management education were modeled roughly after the system found in American business schools. The similarities in approach to management education in the leading European nations, Japan, and America are easily overemphasized. Locke's careful research makes it clear that differences in cultural and institutional factors created a unique approach to management and management education in each nation.