Zusammenfassung
Die Volkswirtschaftslehre hat von jeher den Menschen bzw. die menschliche Arbeitskraft als wesentlichen Produktionsfaktor angesehen. Trotzdem finden sich in der Wirtschaftstheorie der Vergangenheit nur allgemeine Hinweise auf die Möglichkeiten der Leistungssteigerung durch Ausbildung1). Erst um 1900 tritt die Frage der Ausbildung in den Gedanken Büchers und Marshalls2) stärker in den Vordergrund; letzterer sieht sie bereits als notwendige Investition jeder Volkswirtschaft. Seine Betrachtungsweise bringt aber gegenüber Ricardo und Smith nichts grundsätzlich Neues, sondern betont lediglich die wohlstandssteigernde Bedeutung der Ausbildung3). Die Beschäftigung mit der Ausbildung als wachstumsförderndem Faktor ist erst als Folge der beschleunigten technischen und naturwissenschaftlichen Wissensentwicklung eingetreten und nicht zuletzt durch die Verknappung der Arbeitskräfte gefördert worden.
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Literatur
Smith, A., The Wealth of Nations, führt z. B. an, daß es für die Entwicklung der Wirtschaft notwendig sei, das menschliche Leistungspotential im vollen Umfange einzusetzen. Er vertritt die Auffassung, es sei möglich und notwendig, durch Ausbildung den Wohlstand einer ganzen Nation zu steigern und evtl. dadurch sogar unerwünschte politische Entwicklungen zu verhindern.
Marshall, A., Principles of Economics, 6 ed., London 1910, S. 217.
Mead, M., Why is Education Obsolete? Harvard Business Review, Vol. 36, No. 6, Nov./Dec. 1958, S. 36 „… Industry has the peculiar advantage of understanding the major evil from which our whole educational system is suffering — obsolescence. In fact, industry has already taken the lead — within its own walls — in developing a new type of education that includes all levels of competence and training and that freely faces the need for education at the senior levels of management.“
Korol, A. G., Soviet Education for Science and Technology, New York 1957, S. 131.
Schwitter, J. P., Training Russian Managers, AM-OE, Vol. 2, No. 2, Febr. 1962, S. 15 ff. Siehe dazu auch die Ausführungen unter D, III. S. 66 ff.
Harbison, F. and Myers, C. A., Management in the Industrial World, New York 1959, S. 118: „Managerial resources, moreover, are complementary to capital. Capital intensive industries are nearly always large consumers of managerial manpower, which means, that a country’s capacity to absorb capital for productive purposes is dependent upon its capacity to generate the necessary managerial resources.“
Harbison and Myers, a. a. O., S. 122: „The pace of the march towards industrialism may be accelerated or retarded by certain factors affecting management development. Tenacious patrimonial or political managements may slow down the march or even bring it to a halt, whereas the early development of a dynamic professional element may spur it onward. Likewise the timing, amount, and appropriateness of investments in education are crucial in determining the speed of modern industrialization.“
Harbison and Myers, a. a. O., S. 121, „The general direction of management development in all advancing industrial societies is the same… Management as a resource is likely to be similar in significant aspects in an advanced socialist economy, an advanced market economy, or an advanced totalitarian economy. The initial push to start the economy on the route to industrialism may be by widely differing groups such as an existing dynastic elite in a feudal society, a rising class of proprietory capitalists in a market economy, a colonial administration, a socialistic government, or a communist regime. But they all steer to modern industrialism. And modern industrialism has a uniform prescription for management.“
Harbison and Myers, a. a. O., S. 133, „Although we can see the future industrial society but dimly, with the promise of computors which think and the prospect of the automatic factory, the importance of high-level manpower will increase relatively and the institutions to generate it will have to meet the challenge. The second half of the twentieth century, even more than the first half, will be an era of technical and managerial brain power in the service of an industrial society“.
Ginsberg, E., Human Resources: Wealth of the Nation, Boston 1958, S. 41 ff.
So z. B. Kristensen, T., Targets of Education in Europe 1970, OECD, Conference on Economic Growth and Investment in Education, Paris 1961, S. 19 ff.
Drucker, P., America’s Next Twenty Years, New York 1955, S. 30, „The greatest educational need may well be in management. Of course, there will be always need for intuition, hunch, and experience in business enterprise, at least as long as we eschew state planning. But in an automated business the intuitive manager is obsolete; and experience under Automation will not be a very reliable guide. To be a manager in an automated business… a man need not have a formal education… but, in the sense of being able to handle systematic knowledge, he will have to be highly educated.“
Drucker, P., a. a. O., S. 31, „This educational job will have to be done, to a large extent, in and by business itself; and large companies in particular will have to become educational institutions…“
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Schönfeld, HM. (1967). Die gesamtwirtschaftliche Bedeutung von menschlichem Leistungspotential und Ausbildung. In: Die Führungsausbildung im betrieblichen Funktionsgefüge. Gabler Verlag, Wiesbaden. https://doi.org/10.1007/978-3-322-98794-5_4
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