Enhancing business education: neurodiversity informed faculty development practices

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jeffrey W. Alstete, John P. Meyer, Nicholas J. Beutell
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引用次数: 0

Abstract

Purpose

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

Design/methodology/approach

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

Findings

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Practical implications

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

Originality/value

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

加强商业教育:了解神经多样性的教师发展实践
目的本文旨在探讨为神经多元化商业教育工作者量身定制的教师发展的重要性。设计/方法/途径本文的概念方法采用了自述学的元素,为之前的理论和实证工作提供信息和支持。本文阐述了如何将神经多样性融入教职员工的发展工作中,并强调了个性化的支持系统、感同身受的指导以及定制化的教学和研究支持策略,以充分利用通常未被认可的能力。研究结果研究发现,神经类型的教职员工拥有某些优势,如更强的解决问题的能力和对细节的关注,如果得到支持,这些优势可以极大地丰富学术环境。然而,对这些教师缺乏有针对性的支持机制和普遍认识。本文提出了对现有教师发展活动的修改建议,强调采用通用和个性化的方法,以更好地利用神经多样性教育工作者的才能。实践意义实施建议的策略将营造一种包容性的教育氛围,同时提高学术创造力、创新力和生产力。这种方法也符合多样性和包容性的重要趋势,能促进更公平、更有活力的学术环境。原创性/价值这项研究将高等教育中神经多样性的讨论范围从以学生为中心扩展到教师发展,从而为该领域做出了贡献。它提供了可操作的策略,以创建包容性环境,利用神经多样性教师的认知优势,这是商业教育中一个相对未开发的领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of International Education in Business
Journal of International Education in Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
6.70%
发文量
19
期刊介绍: The journal of International Education in Business (JIEB) is a peer reviewed journal concerned with theoretical and pedagogic aspects of international education in business schools and its flow-on implications for the workplace. The journal publishes papers that are concerned with: - international education, - cross- and inter-cultural aspects of internationalisation, - internationalisation of business schools, - business school teaching and learning, - academic and social engagement of students, - recruitment and marketing of business education in international contexts, - quality processes with respect to internationalisation, and - global organisations as stakeholders of internationalisation. Theoretical and empirical papers (qualitative and quantitative) as well as case analyses are invited. Papers that explore micro- and macro-perspectives in business and international education are also included.
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