Journal of Management Education最新文献_第10页

Starting Engaging Conversations: Introducing the Interview Section 开始引人入胜的对话：介绍面试部分

IF 1.4

Journal of Management Education Pub Date : 2022-04-13 DOI: 10.1177/10525629221090680

Marissa S. Edwards, J. Leigh

{"title":"Starting Engaging Conversations: Introducing the Interview Section","authors":"Marissa S. Edwards, J. Leigh","doi":"10.1177/10525629221090680","DOIUrl":"https://doi.org/10.1177/10525629221090680","url":null,"abstract":"In our (almost) 12 months as JME co-editors, we have had a wonderful time exploring various aspects of the journal and implementing new ideas and ventures to keep JME up-to-date and relevant to the management education community. Some of these initiatives include invigorating our social media presence, offering more hybrid and online workshops in new places around the world, and moving to inviting Special Issue proposals on a rolling basis. We are delighted to see that many of our readers have embraced these opportunities with vigor and we look forward to offering more in future. Another key part of our role as new co-editors has involved reviewing each section of JME and considering whether changes need to be made. As most of our readers will be aware, we publish six main sections—research articles, theoretical and conceptual pieces, essays, rejoinders, instructional innovations, and instructional change in context papers—and each has specific requirements. We believe that the breadth of articles published in JME is one of the journal’s major strengths and one of the reasons that we continue to have such a high submission rate. Although empirical and theoretical pieces continue to comprise most of our manuscripts, it is pleasing to see that we have a healthy number of submissions across all sections.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Disrupting Dominant Narratives and Privilege: Teaching Black Women’s Enterprise and Activism 颠覆主导叙事和特权：教授黑人女性的进取心和激进主义

IF 1.4

Journal of Management Education Pub Date : 2022-03-09 DOI: 10.1177/10525629221082600

Holly Slay Ferraro

引用次数: 0

Teaching Evaluations and Student Grades: That’s Not Fair! 教学评估和学生成绩：这不公平！

IF 1.4

Journal of Management Education Pub Date : 2022-03-09 DOI: 10.1177/10525629221084338

Juliana D. Lilly, Kamphol Wipawayangkool, Michael Pass

{"title":"Teaching Evaluations and Student Grades: That’s Not Fair!","authors":"Juliana D. Lilly, Kamphol Wipawayangkool, Michael Pass","doi":"10.1177/10525629221084338","DOIUrl":"https://doi.org/10.1177/10525629221084338","url":null,"abstract":"University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty responses to teaching evaluations (Study 1) and student responses to course grades (Study 2). The model proposes that group identification influences self-serving bias and self-threat, which then influences procedural justice, and helps explain why teachers and students sometimes criticize decision procedures considered fair by socially accepted standards. Results show full support of the model for faculty responses to evaluations and partial support for student responses to grades. Group identification mitigated self-threat and self-serving bias for the faculty sample but had no influence on the student sample. These findings overall suggest that it is important to reduce the level of self-threat to make negative feedback less threatening to both teachers and students. This may be done either directly via fostering group identification or indirectly by making sure that sensitive performance-based information is not shared to the public.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Role of Students’ Personal Values and Ethical Ideologies in Increasing the Importance of Perceptions of Social Responsibility for Business Students: A PRME Directive 学生的个人价值观和伦理意识在提高商科学生社会责任感的重要性中的作用:一个PRME指令

IF 1.4

Journal of Management Education Pub Date : 2022-02-12 DOI: 10.1177/10525629221077320

Chad Saunders, Barbara L. Marcolin, Jennifer Cherneski

{"title":"The Role of Students’ Personal Values and Ethical Ideologies in Increasing the Importance of Perceptions of Social Responsibility for Business Students: A PRME Directive","authors":"Chad Saunders, Barbara L. Marcolin, Jennifer Cherneski","doi":"10.1177/10525629221077320","DOIUrl":"https://doi.org/10.1177/10525629221077320","url":null,"abstract":"The United Nations Principles for Responsible Management Education (PRME) champion responsible management education and research globally by instilling social responsibility values in students through teaching, research, and service. As investment capital shifts toward sustainable opportunities and companies recognize the limitations of an exclusive focus on shareholders (to the exclusion of broader stakeholders), the demand for social responsibility focused students has increased. How can business schools meet the dual challenge of recognizing those students with strong global sustainability perceptions, while encouraging those without those perceptions to shift? Our empirical approach uses a freed measurement model to offer a holistic understanding of the precursors of students’ perceptions of ethics and social responsibility. We provide actionable steps for business schools in implementing new pedagogical interventions that provide individualized approaches for increasing students’ perceptions of social responsibility. For students without strong prosocial values, we propose improving their perceptions of social responsibility indirectly through changing attitudes or directly via value system rank order change.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Principles for Responsible Management Education: An Axiological Approach 责任管理教育的原则：一种价值论方法

IF 1.4

Journal of Management Education Pub Date : 2022-02-10 DOI: 10.1177/10525629221077148

Luc K. Audebrand, M. Pepin

{"title":"Principles for Responsible Management Education: An Axiological Approach","authors":"Luc K. Audebrand, M. Pepin","doi":"10.1177/10525629221077148","DOIUrl":"https://doi.org/10.1177/10525629221077148","url":null,"abstract":"In this article, we rely on the development of a Massive Open Online Course (MOOC) to show the relevance of a values-based approach to responsible management. To clarify the notion of values, we draw on Heinich’s axiological sociology, which presents values as principles of judgment and action. Building on this approach, we interviewed 35 management scholars to understand the values they attribute to responsible management. Our analysis led to the identification of seven actionable values that can be used to circumscribe responsible management. We also show how three interrelated levels of analysis—namely, individual (micro), organizational (meso), and societal (macro)—allowed us to further organize the interview data to produce rich content for the MOOC. Our contribution is twofold: first, our values-based approach helps overcome the axiological ambiguity of the Principles for Responsible Management Education (PRME), which invoke the importance of incorporating “the values of global social responsibility” (Principle 2), but fail to define and operationalize these values. Second, we provide a rationale and guidance for implementing values-based responsible management education in Business Schools.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Thanks to Reviewers 感谢评审员

IF 1.4

Journal of Management Education Pub Date : 2022-02-01 DOI: 10.1080/13557858.2021.2018566

Adrienne Alang, Sirry Assari, Shervin Ayonrinde, Oyekoya T. Azahar, Nazar Mohd Zabadi, Mohd Baker, D. Choi, E. Choi, Ga-Young Choi, Joon Choi, Tim McKeown, Mick Morey, Brittany Nix, Justin Noel-London, Kemba Nwaozuru, Ucheoma Park, Soohyun Pletcher, M. Rakowski

引用次数: 0

Learning Through Disruptions: Equipping Students to Cope With Challenging Contexts Through a Field-Based Course in Africa 在中断中学习:通过非洲实地课程装备学生应对具有挑战性的环境

IF 1.4

Journal of Management Education Pub Date : 2022-01-29 DOI: 10.1177/10525629211072571

M. Blasco, Thilde Langevang, Søren Jeppesen

{"title":"Learning Through Disruptions: Equipping Students to Cope With Challenging Contexts Through a Field-Based Course in Africa","authors":"M. Blasco, Thilde Langevang, Søren Jeppesen","doi":"10.1177/10525629211072571","DOIUrl":"https://doi.org/10.1177/10525629211072571","url":null,"abstract":"Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students’ taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to “bottom-up” manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing “dissonances”—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What’s So Special About Special Issues? A Discussion of Their Benefits and Challenges 特刊有什么特别之处？关于它们的好处和挑战的讨论

IF 1.4

Journal of Management Education Pub Date : 2022-01-26 DOI: 10.1177/10525629211072315

J. Leigh, Marissa S. Edwards

{"title":"What’s So Special About Special Issues? A Discussion of Their Benefits and Challenges","authors":"J. Leigh, Marissa S. Edwards","doi":"10.1177/10525629211072315","DOIUrl":"https://doi.org/10.1177/10525629211072315","url":null,"abstract":"Welcome to our second issue of the year! As we are all experiencing, living through the COVID-19 crisis has been an emotionally draining time for us all. Now the pandemic continues to present challenges both in and outside of our classrooms due to new variants emerging and swiftly changing lockdowns and border restrictions. As we start our next terms, we recognize that many of our students are similarly exhausted, and they have struggled with numerous challenges throughout the last two years. There are places of hope where countries are sustaining some level of face-to-face instruction, other locations where universities are returning to the classroom, and in other locations, this is not possible yet. Similarly, in our professional lives, many domestic and international conferences will continue in virtual and hybrid mode in the first part of 2022. We remain cautiously optimistic that by midyear at the MOBTS 2022, we will be seeing our friends and colleagues faceto-face again and enjoying rich conversations and debates about important issues in our field. One of these debates includes how we might keep adapting our scholarship of teaching and learning (SoTL) research in these extraordinarily complex times. For decades Special Issues have been one of the key mechanisms for advancing SoTL. This editorial addresses some questions we have received from our readers in the past about Special Issues and we hope to unpack various unknown or opaque editorial processes for authors. Common questions","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic 大规模启动在线商业计划:大流行前破坏性创新的回顾性案例研究

IF 1.4

Journal of Management Education Pub Date : 2022-01-12 DOI: 10.1177/10525629211067229

Raj Echambadi, Arshad Saiyed, Norma I. Scagnoli, M. Viswanathan

引用次数: 1

Interpersonal Mindfulness in Leadership Development: A Delphi Study 人际正念在领导力发展中的作用:德尔菲研究

IF 1.4

Journal of Management Education Pub Date : 2021-12-30 DOI: 10.1177/10525629211067183

E. Donaldson-Feilder, Rachel Lewis, J. Yarker, Lilith A. Whiley

{"title":"Interpersonal Mindfulness in Leadership Development: A Delphi Study","authors":"E. Donaldson-Feilder, Rachel Lewis, J. Yarker, Lilith A. Whiley","doi":"10.1177/10525629211067183","DOIUrl":"https://doi.org/10.1177/10525629211067183","url":null,"abstract":"Mindfulness is increasingly being used within leadership development to enhance managers’ wellbeing and leadership capability. Given the relational nature of leadership, we posit that an interpersonal form of mindfulness has the potential to offer benefits over and above those provided by personal or internal mindfulness. We therefore chose a Delphi research methodology to consult and achieve consensus among expert practitioners, exploring if and how interpersonal mindfulness, in the specific form of the Interpersonal Mindfulness Program (IMP), can contribute to leadership development. Our aims were, firstly, to identify the necessary components of an IMP-based leadership development program and, secondly, to create guidelines for practitioners. Through four phases of data-gathering and feedback, we achieved consensus among 39 experts on guidelines for how to develop a leadership development program based on the IMP, contextual factors that will act as facilitators or barriers, and selection and screening of participants. The intention is that the resulting guidelines will support the implementation of coherent, consistent IMP-based leadership development, sensitive both to its origins and to the context.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46380313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2