Journal of Management Education最新文献_第4页

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":"13 7","pages":"0"},"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

Socio-Digital Disadvantage Within Management Education: A Study of MBA Students’ Experiences of Digital Technologies 管理教育中的社会数字劣势:MBA学生对数字技术体验的研究

Journal of Management Education Pub Date : 2023-10-28 DOI: 10.1177/10525629231208186

Ahmad Timsal, Uzair Shah, Vivien Hodgson

{"title":"Socio-Digital Disadvantage Within Management Education: A Study of MBA Students’ Experiences of Digital Technologies","authors":"Ahmad Timsal, Uzair Shah, Vivien Hodgson","doi":"10.1177/10525629231208186","DOIUrl":"https://doi.org/10.1177/10525629231208186","url":null,"abstract":"Assumptions regarding digital technologies in business schools have become part of the hidden curriculum. It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an alienating experience of digital technologies which for most transitions to either an engaged or instrumental experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158363","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

The Next Generation of Pedagogy: Reflections from EdTech Leaders 下一代教学法:教育科技领袖的思考

Journal of Management Education Pub Date : 2023-10-21 DOI: 10.1177/10525629231206182

Barbara A. Ritter, Shalini S. Gopalkrishnan, Caitlin E. Smith Sockbeson

引用次数: 0

Human Resource Management Reimagined: A New Perspective on HR Courses for Contemporary Careers 重新构想的人力资源管理:当代职业人力资源课程的新视角

Journal of Management Education Pub Date : 2023-10-21 DOI: 10.1177/10525629231205604

Yifeng Fan, Bahar Javadizadeh, Mariya Gavrilova Aguilar

引用次数: 0

Is it Worth it? How Paradoxical Tensions of Identity Shape the Readiness of Management Educators to Embrace Transformative Technologies in their Teaching 值得吗?身份的矛盾张力如何塑造管理教育者在教学中接受变革技术的准备

Journal of Management Education Pub Date : 2023-10-16 DOI: 10.1177/10525629231201843

Isabel Fischer, Kerry Dobbins

{"title":"Is it Worth it? How Paradoxical Tensions of Identity Shape the Readiness of Management Educators to Embrace Transformative Technologies in their Teaching","authors":"Isabel Fischer, Kerry Dobbins","doi":"10.1177/10525629231201843","DOIUrl":"https://doi.org/10.1177/10525629231201843","url":null,"abstract":"At a time when emerging technologies increasingly transform the workplace and society overall, management educators seem reluctant to fully embrace emerging transformative technologies in their teaching. In this conceptual essay, we argue that this reluctance stems from paradoxical tensions of identity of management educators and students. The case is made that, currently, management educators tend to display their expertise to meet students’ reductionist curiosity. We recommend that management educators move beyond an initial reductionist curriculum to harness the opposing forces created by the paradoxical tensions of identity, which means embracing vulnerability at the same time as stimulating students’ expansionist curiosity. Our pedagogic recommendations are based on our experience of integrating generative and non-generative artificial intelligence, as well as esports and virtual reality as a preparation for the metaverse, into our curriculum. The essay concludes by proposing a sequence of three steps that might guide management educators in their preparation to integrate emerging technologies in the classroom in a way that empowers students to envision shaping the unknown future in an innovative and responsible way.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112490","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 JME Section Is the Right Fit for My Manuscript? 什么样的JME章节适合我的手稿?

Journal of Management Education Pub Date : 2023-10-11 DOI: 10.1177/10525629231205268

Melanie A. Robinson, Jennifer S. A. Leigh

引用次数: 0

Differences in Learning Effectiveness Across Management Learning Environments: A Cognitive Load Theory Perspective 管理学习环境中学习效能的差异:认知负荷理论的视角

Journal of Management Education Pub Date : 2023-09-30 DOI: 10.1177/10525629231200206

Fabian Alexander Müller, Torsten Wulf

{"title":"Differences in Learning Effectiveness Across Management Learning Environments: A Cognitive Load Theory Perspective","authors":"Fabian Alexander Müller, Torsten Wulf","doi":"10.1177/10525629231200206","DOIUrl":"https://doi.org/10.1177/10525629231200206","url":null,"abstract":"The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners’ cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280684","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

Our Pedagogical Epiphanies: Moments of Clarity in Our Teaching Practice That Created Windows for Change 我们的教学顿悟:我们教学实践中的清晰时刻，为变革创造了窗口

Journal of Management Education Pub Date : 2023-09-30 DOI: 10.1177/10525629231203405

Jennifer L. Eury, Thomas F. Hawk

{"title":"Our Pedagogical Epiphanies: Moments of Clarity in Our Teaching Practice That Created Windows for Change","authors":"Jennifer L. Eury, Thomas F. Hawk","doi":"10.1177/10525629231203405","DOIUrl":"https://doi.org/10.1177/10525629231203405","url":null,"abstract":"In this essay, we offer two personal narratives of how we innovated in our approaches to teaching and learning—our pedagogical epiphanies. The first narrative, triggered by the COVID-19 pandemic, focuses on innovating and moving from the use of a single learning process to the use of a portfolio of learning approaches that align with the learning objectives for the course. The second narrative, triggered by the instructor’s inner dissatisfaction with the level of student preparation and engagement, focuses on innovating and moving from the use of a different case each class session—a surface approach to learning—to the use of two cases for the entire semester and eventually just one—a deep approach to learning. We describe the temporal and experimental character of the caring and innovating relational processes in each narrative, the insights gained across the narratives, and the implications for pedagogical practices and pedagogical research in management education. We ground our narratives in the conceptual literatures on a process-relational ontological view of teaching and learning, pedagogical caring, and innovating. We conclude with our desire to encourage others to embrace their own pedagogical epiphanies.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341603","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

Improving Doctoral Educator Development: A Scaffolding Approach 促进博士教育工作者的发展:一种脚手架式的方法

Journal of Management Education Pub Date : 2023-09-09 DOI: 10.1177/10525629231197219

Luke A. Pittaway, Maha M. Tantawy, Andrew C. Corbett, Candida Brush

{"title":"Improving Doctoral Educator Development: A Scaffolding Approach","authors":"Luke A. Pittaway, Maha M. Tantawy, Andrew C. Corbett, Candida Brush","doi":"10.1177/10525629231197219","DOIUrl":"https://doi.org/10.1177/10525629231197219","url":null,"abstract":"In response to a need for improved training of business school teaching, this research explores US doctoral programs in management and finds a need to purposefully embed scaffolding—the process of gradually enabling the doctoral student to take on more challenging aspects of teaching—into doctoral program design. We also recommend a more influential role to be played by professional organizations to address doctoral educator development. As we followed a grounded theory approach, our methodology started with an analysis of program marketing documents and materials followed by behavioral event interviews (BEIs) and perceptual interviews (PIs) with doctoral students in management. Following coding, we reviewed the literature on doctoral education to explore how our emergent data mapped against prior research. By also taking into consideration the lived experience of students, the study data provides evidence that doctoral programs are not properly designed to support educator development. We discuss our findings related to what programs do to support students and what students do to support themselves. Theorizing from our data, we present our model that illustrates how programs could embed scaffolding to support programs’ commitment to develop future educators.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192493","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