Journal of Management Education最新文献_第2页

Missing the Mark: lessons From Failing to Foster Learner Engagement in a Co-Curricular Program 失误：培养学生参与联合课程的失败教训

IF 1.4

Journal of Management Education Pub Date : 2024-05-06 DOI: 10.1177/10525629241249764

Steven Hitchcock, Sandra Seno-Alday, Praveena Chandra

{"title":"Missing the Mark: lessons From Failing to Foster Learner Engagement in a Co-Curricular Program","authors":"Steven Hitchcock, Sandra Seno-Alday, Praveena Chandra","doi":"10.1177/10525629241249764","DOIUrl":"https://doi.org/10.1177/10525629241249764","url":null,"abstract":"Learner engagement, loosely defined as the extent of a student’s cognitive and emotional investment in both academic and co-curricular activities, is argued to make a positive impact on both the student experience at university and student learning outcomes. Universities often implement co-curricular activities and programs to drive learner engagement, yet it continues to be the most lagging metric in nationwide student evaluations of higher education experience in Australia. This raises questions of how to design and deliver effective and engaging co-curricular programs, however, there is scant praxis-oriented knowledge available. This article draws on the experience of a team of academics in an Australian business school tasked with creating a co-curricular program to foster learner engagement amongst an undergraduate cohort. Drawing upon engagement data from 1 year of delivery, as well as a series of semi-structured long-form focus group discussions with participating students at varying stages of their learning journey, this article questions assumptions about learner engagement and co-curricular design and challenges the use of learner engagement as a metric for evaluating educators and educational institutions given the nature of students’ relationship with their education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"10 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889803","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

Call For Papers: Management Education in Africa 征集论文：非洲的管理教育

IF 1.4

Journal of Management Education Pub Date : 2024-04-22 DOI: 10.1177/10525629241245671

引用次数: 0

The Search for the Golden Ticket: A Value Chain and VRIO Experiential Exercise 寻找金奖券：价值链和 VRIO 体验活动

IF 1.4

Journal of Management Education Pub Date : 2024-04-16 DOI: 10.1177/10525629241240757

Tera L. Galloway

{"title":"The Search for the Golden Ticket: A Value Chain and VRIO Experiential Exercise","authors":"Tera L. Galloway","doi":"10.1177/10525629241240757","DOIUrl":"https://doi.org/10.1177/10525629241240757","url":null,"abstract":"While the benefits of experiential learning are well established throughout management and business courses, they are used less often when teaching strategic management. Yet, many concepts in strategy, such as the value chain, are difficult for students to understand. The abstract nature of these topics, coupled with the limited real-life exposure to strategy, make these topics difficult for students to understand and apply. The Golden Ticket exercise is designed to help students correctly apply the VRIO framework and conduct a value chain analysis. This exercise uses redirection as a learning tool, incorporating several independent myopic parts to create ambiguity, where students are initially unable to see how the exercise connects to the “big picture.” It is not until the end of the exercise that students can see how these parts connect (creating the big picture perspective), as they are able to identify the firm’s value creating activities, core competencies, and create the value chain for the firm. This exercise can be used in undergraduate and graduate-level strategy, marketing, and management classes, and can be taught face-to-face or online. Student feedback suggests that this exercise is engaging, practical, and an enlightening way to learn about value chain analysis and core competencies.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"29 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615606","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

I’m Glad I Met You: Ageism Interventions in an Entrepreneurship Course 很高兴遇见你创业课程中的年龄歧视干预措施

IF 1.4

Journal of Management Education Pub Date : 2024-04-09 DOI: 10.1177/10525629241240791

Nancy Forster-Holt, Philip Clark

{"title":"I’m Glad I Met You: Ageism Interventions in an Entrepreneurship Course","authors":"Nancy Forster-Holt, Philip Clark","doi":"10.1177/10525629241240791","DOIUrl":"https://doi.org/10.1177/10525629241240791","url":null,"abstract":"It is important that students across university disciplines and class years explore their attitudes about ageism, aging, and older adults. Yet few if any ageism interventions in academic settings are directed at business students, instead targeting disciplines such as health sciences. In this paper we offer requisite detail of ageism workshops we developed for use in an undergraduate entrepreneurship course, including discussion of our results. Business curricula at the university level can serve to reinforce age gaps through the study of functional areas such as marketing (target market segmentation) and finance (retirement planning). In entrepreneurship, stories of youthful startups persist despite recent findings strongly reject the notion that youth is a key trait of successful entrepreneurs. In the context of workplace ageism, ageism interventions, and age in entrepreneurship, we modified the Disrupt Aging curriculum offered by A.A.R.P., which facilitates an examination of one’s personal attitude about age and aging. Our twist was to focus the curriculum on entrepreneurship and have our students work in groups with an entrepreneur from the Baby Boom generation. This innovation to our curriculum provides promising evidence of effectiveness as measured in pre- and post-workshop attitudes about ageism and entrepreneurship.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"30 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575100","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

On the Road: See You at Sessions, Socials, and On-Screen During Spring and Summer 2024 在路上：2024 年春夏，我们在会议、社交和屏幕上见

IF 1.4

Journal of Management Education Pub Date : 2024-04-05 DOI: 10.1177/10525629241244730

Jennifer S. A. Leigh, Melanie A. Robinson

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Brave New Classroom: Navigating Educational Technology in Management Education 勇敢的新课堂管理教育中的教育技术导航

IF 1.4

Journal of Management Education Pub Date : 2024-04-05 DOI: 10.1177/10525629241243339

Scott J. Allen, Steven A. Edelson

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Introducing a Problem-Posing Protocol to Encourage Management Students’ Reflections on Sustainability Premises 引入 "提出问题协议"，鼓励管理专业学生反思可持续性前提

IF 1.4

Journal of Management Education Pub Date : 2024-04-04 DOI: 10.1177/10525629241242051

Carlos Jonathan Santos, Janette Brunstein, Mark Edward Walvoord

{"title":"Introducing a Problem-Posing Protocol to Encourage Management Students’ Reflections on Sustainability Premises","authors":"Carlos Jonathan Santos, Janette Brunstein, Mark Edward Walvoord","doi":"10.1177/10525629241242051","DOIUrl":"https://doi.org/10.1177/10525629241242051","url":null,"abstract":"The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students’ reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students’ premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"40 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575102","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

Call for Papers: Preparing Leaders to Tackle Grand Challenges 征集论文：培养应对重大挑战的领导者

IF 1.4

Journal of Management Education Pub Date : 2024-03-13 DOI: 10.1177/10525629241238090

引用次数: 0

Conflict Expression Types: Introducing a New Experiential Exercise 冲突表达类型：引入新的体验练习

IF 1.4

Journal of Management Education Pub Date : 2024-01-08 DOI: 10.1177/10525629231223512

Gergana Todorova, J. Barbuto

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Developing Interdisciplinary Learning: Spanning Disciplinary and Organizational Boundaries 发展跨学科学习：跨越学科和组织界限

IF 1.4

Journal of Management Education Pub Date : 2024-01-04 DOI: 10.1177/10525629231221540

Peter Smith, L. Callagher, Paul Hibbert, Elisabeth Krull, John Hosking

引用次数: 0