Journal of Management Education最新文献_第4页

An Instructional Innovation That Embeds Group Learning in Case Teaching: The Table Case Method 在案例教学中融入小组学习的教学创新：桌案教学法

IF 1.4

Journal of Management Education Pub Date : 2023-12-18 DOI: 10.1177/10525629231216642

April L. Wright, Gemma L. Irving, Sandra Pereira, J. Staggs

引用次数: 0

Playful Approaches to Leadership Development: Three Innovative Uses of Games in the Classroom 领导力培养的游戏方法：游戏在课堂中的三种创新应用

IF 1.4

Journal of Management Education Pub Date : 2023-12-07 DOI: 10.1177/10525629231215065

Karen Schrier, Anne Zahradnik, David Shaenfield

引用次数: 0

Promoting a Contemporary Image of Entrepreneurial Careers: A Course Concept to Address Gender Role Stereotypes Through Entrepreneurship Education 宣传创业职业的现代形象：通过创业教育消除性别角色定型观念的课程理念

IF 1.4

Journal of Management Education Pub Date : 2023-12-04 DOI: 10.1177/10525629231215798

Janina Sundermeier, Conny Steenblock

{"title":"Promoting a Contemporary Image of Entrepreneurial Careers: A Course Concept to Address Gender Role Stereotypes Through Entrepreneurship Education","authors":"Janina Sundermeier, Conny Steenblock","doi":"10.1177/10525629231215798","DOIUrl":"https://doi.org/10.1177/10525629231215798","url":null,"abstract":"Students who seemingly do not fit the masculine ideal of an entrepreneur rarely consider entrepreneurship as a suitable career path due to a lack of identification and perceived feasibility. To challenge the masculinization of entrepreneurship, we drew from contemporary literature on gender role stereotypes to design a course that enables business and management educators to foster entrepreneurial aspirations among all genders. To that end, we introduce and evaluate a variety of pedagogical nudges that help raise awareness of and dismantle the stereotypical beliefs that deem masculine characteristics necessary to succeed in an entrepreneurial career. Results from 122 students and scientists who participated in the course show that these nudges, including the androgynous representation of entrepreneurship and the creation of safe spaces, help participants transform their views on who and what is involved in entrepreneurship. Our discussion underscores the importance of addressing gender role stereotypes in entrepreneurship education as a means to increase the pool of individuals who can identify with the role of a startup founder and to de-bias the allocation of resources in venture creation processes.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602120","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

Looking to the Year Ahead 展望未来一年

IF 1.4

Journal of Management Education Pub Date : 2023-11-18 DOI: 10.1177/10525629231214797

Jennifer S. A. Leigh, Melanie A. Robinson

引用次数: 0

The Structure-Culture Alignment Activity: Aligning Organizational Structure Elements With Diversity, Equity, and Inclusion Cultural Values 结构-文化调整活动：将组织结构要素与 "多样性、公平和包容 "文化价值观相统一

IF 1.4

Journal of Management Education Pub Date : 2023-11-15 DOI: 10.1177/10525629231211798

Rebecca L. Wyland, Nancy Hanson-Rasmussen, Frazier Clark

{"title":"The Structure-Culture Alignment Activity: Aligning Organizational Structure Elements With Diversity, Equity, and Inclusion Cultural Values","authors":"Rebecca L. Wyland, Nancy Hanson-Rasmussen, Frazier Clark","doi":"10.1177/10525629231211798","DOIUrl":"https://doi.org/10.1177/10525629231211798","url":null,"abstract":"The purpose of this article is to present an instructional innovation called the Structure-Culture Alignment Activity, which leads students through the process of aligning cultural values pertaining to diversity, equity, and inclusiveness (DEI) to two important structural elements, formalization and centralization. Using decision making, team cooperation, reflection of preferences, and practice in decision-making skills, students create a part of a strategic plan for a new organization. In this article, we offer detailed instructions, learning objectives, debrief questions, extensions, and variations for the Structure-Culture Alignment Activity. We also offer our suggestions from lived experience in running the Structure-Culture Alignment Activity as well as the findings from our statistical analysis. Our findings contribute to management education literature and suggest that participation in the Structure-Culture Alignment Activity improves knowledge pertaining to structural elements, diversity value attitudes, and attitudes towards aligning organizational structural elements with DEI cultural values in an undergraduate management class.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272752","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

How Might I change the world? Enriching Social Impact and Career Aspirations With a Global Experiential Instructional Innovation 我怎样才能改变世界?通过全球体验式教学创新丰富社会影响和职业抱负

Journal of Management Education Pub Date : 2023-11-12 DOI: 10.1177/10525629231209682

Christine H. Mooney, Bethany S. Cockburn

引用次数: 0

Stress Training in the Classroom: Evidence of Learning Transfer and Psychological Gains 课堂压力训练:学习迁移和心理收益的证据

Journal of Management Education Pub Date : 2023-11-12 DOI: 10.1177/10525629231210532

Carol Flinchbaugh, Whitney Moore, Shammi Gandhi

{"title":"Stress Training in the Classroom: Evidence of Learning Transfer and Psychological Gains","authors":"Carol Flinchbaugh, Whitney Moore, Shammi Gandhi","doi":"10.1177/10525629231210532","DOIUrl":"https://doi.org/10.1177/10525629231210532","url":null,"abstract":"Stress is ubiquitous in life and creates a need for effective responses in any domain. In this exploratory study, our goal was to understand better how business students learn and use stress management techniques in the classroom context and how this learning applies to different domains. We used thematic coding and textual analysis of weekly student journal reflections about their use of different stress management techniques over 12 weeks. Moving beyond their use of stress techniques in the classroom, students’ comments suggest that their broad use of tools, led to improved well-being (i.e., increased positive affect, reduced stress, and negative affect) beyond the classroom into other life domains. An analysis of student statements further showed increases in their present-focused cognitive orientation, the key dimension of mindfulness, over time. Their heightened present-focused cognitive orientation seems to stem from their practice of the deep breathing stress management technique. Thus, the results suggest that an explicit focus on students’ stress reduction in the classroom may have important implications for how educators can better prepare students for addressing stress and improving psychological and cognitive gains through applied learning across multiple life experiences.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037309","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

Radicalizing Managers’ Climate Education: Getting Beyond the Bull**** Fairy Tale of Eternal Economic Growth 激进管理人员的气候教育:超越牛市****永恒经济增长的童话

Journal of Management Education Pub Date : 2023-11-12 DOI: 10.1177/10525629231210524

Oliver Laasch

{"title":"Radicalizing Managers’ Climate Education: Getting Beyond the Bull**** Fairy Tale of Eternal Economic Growth","authors":"Oliver Laasch","doi":"10.1177/10525629231210524","DOIUrl":"https://doi.org/10.1177/10525629231210524","url":null,"abstract":"In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and “realize” better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements’ civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037637","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

From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers 从“如何做”到“为什么做”以电影为中心的当代职业教育教学法

Journal of Management Education Pub Date : 2023-11-07 DOI: 10.1177/10525629231208892

Jennifer Tosti-Kharas, Julie Levinson

{"title":"From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers","authors":"Jennifer Tosti-Kharas, Julie Levinson","doi":"10.1177/10525629231208892","DOIUrl":"https://doi.org/10.1177/10525629231208892","url":null,"abstract":"In the contemporary work landscape, individual workers increasingly create, sustain, and manage their own careers. Business schools prepare students to enter careers using a vocational approach that neglects the cultural lens on why students desire the careers they do and how they perceive those careers over time. In this essay, we argue that career education entails not only assessing and developing individual strengths and skills but also pondering the context, purpose, and scope of one’s career. Our proposed pedagogy is: (a) interdisciplinary, blending insights from management and the humanities; (b) centered in narrative, specifically film narrative, which forms the central organizing principle of the course; and (c) historical, analyzing the narrative themes and subtexts that recur over time. We seek to move beyond a “how-to” approach, focusing on skills students need to succeed in their initial jobs, toward a “why do?” interrogation of the cultural and historical roots of work and career attitudes. This approach challenges students to critically examine ideas about what makes a good career—for themselves and others—over the long arc of their working lives. We present some key tenets of our proposed approach, using examples and evidence from a class we co-taught to illustrate them.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480265","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

Syllabus Share: A New Metric for Gauging Journal Status 教学大纲分享:衡量期刊地位的新指标

Journal of Management Education Pub Date : 2023-10-31 DOI: 10.1177/10525629231205484

Jason A. Colquitt, David M. Long, Richard J. Gentry

引用次数: 0