I articulate a sequence of epistemological inquiries for arts management students to use to frame solid responses to management challenges. I argue that four different dimensions of management knowledge are embodied in management teaching and should be recognized independently with their own learning outcomes and appropriate pedagogies. I label these variants: Normative, Positivist, Diagnostic, and Prescriptive, which should be evaluated in sequence for given issues and stakeholders. Normative analysis highlights issues of principles and values; Positivist analysis addresses empirical observation of data in light of principal explanatory theories; Diagnostic analysis embodies cause-and-effect evaluation of past data, and evaluation of possible future scenarios. Prescriptive analysis is a stage for proposing management action.
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