The authors teach Business English courses at the Graduate School of Economics and Business, Zagreb University. By learning about economics and business, the authors have realised how useful management motivation strategies and techniques can be for motivating students to study, do research and prepare for lifelong learning. Management motivation techniques have been very well researched, since they greatly enhance efficiency - THE word in the business world. Managers have long been experimenting with different motivational tools, as these can translate into huge financial gains. Research into the motivation of employees started as early as in the first decade of the 19th century, while motivation theories in teaching started some 150 later. Moreover, there is significantly more money in business than in education, which has enabled a lot more research and experimenting in motivating employees (and managers) than in motivating students (and teachers). Hence this "cross-fertilisation" - using business management techniques and human resource management techniques in education - seems a sound way of improving teaching, particularly of motivating students and developing their self-motivation, so important for lifelong learning (as put in the EC Memorandum on Lifelong Learning, 2000). In the first section of the paper the authors analyse the similarities and differences between motivation theories in teaching on the one hand, and motivation theories in management on the other hand. The paper touches on the range of theories, from those of the classicalists in the field of educational psychology, through behavioural, cognitive, contingency, expectancy theory and some others, to the latest theories of neurological brain satisfaction. The authors compare these with the motivation theories in management, starting with the classicalists: from Fayol to the Gilbreths; behaviouralists: from Mayo to Herzberg; to the contemporaneous theories of reinforcement, expectancy, equity and intrinsic/extrinsic theories, rooted in psychology and widely used in both management and teaching, finishing with the most recent ones, developed in the 1990s. The second part of the paper discusses the Human Resource Management (HRM) model which readily offers itself to be used in teaching with the aim of fostering student motivation. The HRM model emphasises the need to search for new ways of working, managing performance and managing motivation, encouraging employees to consider managers as "partners". Most of its strategies and techniques can be transferred to teaching: "delegating", "adding value", "benchmarking", "Business Process Re-engineering (BPR)", "Continuous Improvement", "Empowerment", "Management-by- Objectives (MBO)", "Multi-skilling", "Outsourcing", "Team- building" and "Total-Quality Management (TQM), to name just the central ones. The attractive thing is that management science has developed steps and designed performance indicators, monitoring and auditing systems, and appraisal schemes. It has researched implications and found ways to hedge risks. These ideas, strategies and techniques can be fruitfully brought into teaching, as the authors will show with examples and illustrations taken from their own practice. The third section of the paper presents and discusses the results of the survey into student motivation conducted by the authors in 2004 and 2005. The sample population encompassed 200 students in the 1st and 2nd year who answered closed and open-ended questions about the motivating factors in studying on the Business English course and the contribution of these factors to their final results. Treating students like "human capital" by using the motivation strategies and techniques of management science could help achieve the common goal of both teaching and management: enhance productivity, increase efficiency, boost quality, prolong the "useful life" of a "final product".