Several years ago, I designed an MBA programme to run as part of the UK Government’s apprenticeship scheme for senior leaders. As of 2025 it is now on its eighth cohort and has a loyal following with several local employers. The aim was to bring relational critical thinking alive in a programme of practice-based learning.

In looking at other MBAs on the market I was concerned that many did not treat leadership and management as a practice that people do as part of their day to day lives. For example, there would be discreet subjects like HR, finance, strategy and the like. As a manager I knew that they did not sit in isolation, instead leadership/management was a holistic practice that included intellect, emotion, artistry, communication and so on in the practical real world of unfolding and unpredictable events. I became sceptical of the ‘case study’ that put students on the touchline of experience that encouraged them to think ‘why on earth would anyone …’, a privileged position that was divorced from their reality. I was also concerned by the focus of treating leadership and management as an academic subject, as opposed to a practice. For example, whilst I enjoy reading critical management studies papers, with their sharp critical theory and post-modern analysis, I do wonder how these insights help.
In building a masters programme up from scratch I had the opportunity to weave relational critical thinking into the entire fabric. I must admit, I did not call it ‘relational critical thinking,’ or the methods ‘practice-based learning’ at the time. The words and practice followed in working with students, colleagues and particularly James Traeger on various organisation development programmes, research and books. I therefore do not take credit, but this is an explanation of my practice.