摘要
The previous studies have outlined the major theoretical perspectives that have been developed within the global education of planning development. They have explored the application of these perspectives to the central substantive theme emerging from global educational analysis of planning organisation and behaviour, that is, the process of managerial control. This study focuses upon the global educational environment within global management of knowledge and substantive parameters set by the previous studies. It carries out this task in a number of respects. First, it reviews the various explanations that have been offered for the historical development of modern planning--both as a unique organisational form and as a distinctive educational worldview. Second, it considers various conceptions of managerial work that have evolved within educational analysis since the inception of the corporate system enters into global education societies during the early years of the 21st century. Third, it assesses the implications of empirical research on the three major levels of planning that haw： crystallised within contemporary corporate hierarchies. These are made up by the elite group of staffs and senior lecturers, and the middle strata of line workers, who are the superintendents of production. A concluding section evaluates the general contribution educational analysis has made to our understanding of the nature of managerial work.
