“Of what value is the study of management?
The study of management has been omitted from the student's training until comparatively recently, for a very different reason than was psychology. It was never doubted that a knowledge of management would be of great value to anyone and everyone, and many were the queer schemes for obtaining that knowledge after graduation. It was doubted that management could be studied otherwise than by observation and practice. Few teachers, if any, believed in the existence, or possibility, of a teaching science of management. Management was assumed by many to be an art, by even more it was thought to be a divinely bestowed gift or talent, rather than an acquired accomplishment. It was common belief that one could learn to manage only by going out on the work and watching other managers, or by trying to manage, and not by studying about management in a class room or in a text book; that watching a good manager might help one, but no one could hope really to succeed who had not " the knack born in him."”

Source: Psychology of management, 1914, p. 2-3

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Lillian Gilbreth4

American psychologist and industrial engineer 1878–1972

George R. Terry (1909–1979)

Source: Principles of Management, 1960, p. 6 (6th ed. 1971)

“… what is there in the subject of psychology to demand the attention of the manager?
Psychology, in the popular phrase, is " the study of the mind." It has for years been included in the training of all teachers, and has been one of the first steps for the student of philosophy; but it has not, usually, been included among the studies of the young scientific or engineering student, or of any students in other lines than Philosophy and Education. This, not because its value as a " culture subject " was not understood, but because the course of the average student is so crowded with technical preparation necessary to his life work, and because the practical value of psychology has not been recognized. It is well recognized that the teacher must understand the working of the mind in order best to impart his information in that way that will enable the student to grasp it most readily. It was not recognized that every man going out into the world needs all the knowledge that he can get as to the working of the human mind in order not only to give but to receive information with the least waste and expenditure of energy, nor was it recognized that in the industrial, as well as the academic world, almost every man is a teacher.”

Lillian Gilbreth (1878–1972) American psychologist and industrial engineer

Source: Psychology of management, 1914, p. 1-2

“This book undertakes the study of management by utilizing analysis of the basic managerial functions as a framework for organizing knowledge and techniques in the field. Managing is defined here as the creation and maintenance of an internal environment in an enterprise where individuals, working together in groups, can perform efficiently and effectively towards the attainment of group goals. Managing could, then, be called ""performance environment design."" Essentially, managing is the art of doing, and management is the body of organized knowledge which underlies the art.
Each of the managerial functions is analyzed and described in a systematic way. As this is done, both the distilled experience of practicing managers and the findings of scholars are presented., This is approached in such a way that the reader may grasp the relationships between each of the functions, obtain a clear view of the major principles underlying them, and be given the means of organizing existing knowledge in the field.
Part 1 is an introduction to the basis of management through a study of the nature and operation of management principles (Chapter 1), a description of the various schools and approaches of management theory (Chapter 2), the functions of the manager (Chapter 3), an analytical inquiry into the total environment in which a manager must work (Chapter 4), and an introduction to comparative management in which approaches are presented for separating external environmental forces and nonmanagerial enterprise functions from purely managerial knowledge (Chapter 5)…”

Harold Koontz (1909–1984)

Source: Principles of management, 1968, p. 1 (1972 edition)

“I see too many academics forgetting what I think our job is in management, and that is to organize available knowledge; develop new knowledge, of course, but organize it in such a way that it can be useful to practicing managers to underpin management. I am surprised as I watch the literature, that some people are discovering what we’ve known for years. For example, some things like this: that technology affects management organization. I found that out when I was in the airline industry a few years ago and I never thought it was anything very surprising. Another, that the actual managing depends on the situation… I thought, my gosh, there must be something new there. Only to find, after spending a lot of time reading, that there wasn’t anything, and I don’t know any practicing manager who doesn’t manage in light of the situation. I think we have to agree that management theory and science should underpin practice, otherwise why develop it?”

Harold Koontz (1909–1984)

Harold Koontz in: Ronald G. Greenwood. Harold Koontz: A Reminiscence Presented at the meetings of the Academy of Management, Boston, August 14, 1984; as cited in Wren & Bedeian (2009;419-420)

“Empirical School; A second approach to management I refer to as the "empirical" school. In this, I include those scholars who identify management as a study of experience, sometimes with intent to draw generalizations but usually merely as a means of teaching experience and transferring it to the practitioner or student. Typical of this school are those who see management or "policy" as the study and analysis of cases and those with such approaches as Ernest Dale's "comparative approach."”

Harold Koontz (1909–1984)

Source: "The Management Theory Jungle," 1961, p. 177

“Although the Gordon and Howell report noted the diversity of approaches to the study of management, it was Harold Koontz who delineated the differences and applied the catchy label ‘‘management theory jungle.”

Daniel A. Wren (1932) American business theorist

Source: The evolution of management thought, 1972, p. 413

“If graduates do not get relevant experience in their field of study after graduation, they will forget what they learned and, in a few years, their knowledge may be completely lost”

Nigel Cumberland (1967) British author and leadership coach

Quoted in Hong Kong's Career Times newspaper (February 6th 2004) http://www.ctgoodjobs.hk/english/article/show_article.asp?category_id=1070&article_id=12825&title=is-hong-kong-investing-enough-in-its-future&listby=date&listby_id=&page=4 <br class="br">Miscellaneous Quotes in the Press (2002-Present)

“Real knowledge, like every thing else of the highest value, is not to be obtained easily. It must be worked for, — studied for, — thought for, — and, more than all, it must be prayed for.”

Thomas Arnold (1795–1842) English headmaster of Rugby School

Quotes reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895). p. 364.

“Business System Planning (BSP) and Business Information Control Study (BICS) are two information system planning study methodologies that specifically employ enterprise analysis techniques in the course of their analysis. Underlying the BSP and BICS analysis are the data management problems that result from systems design approaches that optimize the management of technology at the expense of managing the data.”

John Zachman (1934) American computer scientist

Source: Business Systems Planning and Business Information Control Study: A comparison, 1982, p. 31

“It seems strange that so many generations of Old Testament scholars, trained in Greek as well as Hebrew literature, have managed to keep their Greek and Hebrew studies rigidly compartmentalised.”

Cyrus H. Gordon (1908–2001) American linguist

Introduction
The Common Background of Greek and Hebrew Civilizations (1965 [1962])

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Lillian Gilbreth4

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