Journal of Management Education最新文献_第6页

The MOOC Post-Mortem: Bibliometric and Systematic Analyses of Research on Massive Open Online Courses (MOOCs), 2009 to 2022 MOOC后期：2009年至2022年大规模在线开放课程研究的文献计量学和系统分析

IF 1.4

Journal of Management Education Pub Date : 2023-08-07 DOI: 10.1177/10525629231190840

J. Billsberry, I. Alony

{"title":"The MOOC Post-Mortem: Bibliometric and Systematic Analyses of Research on Massive Open Online Courses (MOOCs), 2009 to 2022","authors":"J. Billsberry, I. Alony","doi":"10.1177/10525629231190840","DOIUrl":"https://doi.org/10.1177/10525629231190840","url":null,"abstract":"Massive open online courses (MOOCs) are online-based teaching programs designed to accommodate thousands of students without charging any fees. They began appearing in 2009 and 2010, became popular for a while, but are in decline now. This paper contains bibliometric and systematic reviews of research on MOOCs to see what can be learned from the innovation. The primary goals of these reviews are (1) to bibliometrically chart the research conducted on MOOCs and highlight significant milestones, (2) to reveal themes in MOOC research and discover key lessons, and (3) to surface any management education-specific lessons. The results show an increasing interest in scholarly work on MOOCs that demonstrates an enduring interest in reducing drop-out rates, although remedies have not yet been found. Studies demonstrate the importance of increasing opportunities for engagement and interaction. Few studies have explored MOOCs related to business and management. As universities have sought to monetize MOOCs, they have become less massive and less open as key components like credit and certification have been placed behind pay walls. The paper concludes with a critical discussion of MOOC research that suggests that they were a fad whose time has come and gone.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45231136","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

Teaching Teachers: Commentary on Principles of Effective Course Design 教师：有效课程设计原则述评

IF 1.4

Journal of Management Education Pub Date : 2023-07-25 DOI: 10.1177/10525629231189775

Jennifer L. Schultz, J. Canchaya

引用次数: 0

Common Methodological Issues in Quantitative Management Education Research and Recommendations for Authors 定量管理教育研究中常见的方法论问题及对作者的建议

IF 1.4

Journal of Management Education Pub Date : 2023-07-25 DOI: 10.1177/10525629231186158

M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy

引用次数: 0

Transforming Learners: A Programmatic Approach to Helping Students Find “The Right Work” 转变学习者:帮助学生找到“合适工作”的程序化方法

IF 1.4

Journal of Management Education Pub Date : 2023-07-21 DOI: 10.1177/10525629231187515

Jaclyn K. Brandhorst, Keira Solon, Chris M. Opatrny-Yazell, D. Jensen

{"title":"Transforming Learners: A Programmatic Approach to Helping Students Find “The Right Work”","authors":"Jaclyn K. Brandhorst, Keira Solon, Chris M. Opatrny-Yazell, D. Jensen","doi":"10.1177/10525629231187515","DOIUrl":"https://doi.org/10.1177/10525629231187515","url":null,"abstract":"Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on “the right work” are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the “right work” and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392874","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

We’re Here for You 我们在这里等你

IF 1.4

Journal of Management Education Pub Date : 2023-07-12 DOI: 10.1177/10525629231187388

J. Leigh, M. A. Robinson

引用次数: 2

How Fun Overcame Fear: The Gamification of a Graduate-Level Statistics Course 乐趣如何战胜恐惧：研究生水平统计学课程的游戏化

IF 1.4

Journal of Management Education Pub Date : 2023-06-30 DOI: 10.1177/10525629231181120

Mai P. Trinh, Robert J. Chico, Rachel M. Reed

{"title":"How Fun Overcame Fear: The Gamification of a Graduate-Level Statistics Course","authors":"Mai P. Trinh, Robert J. Chico, Rachel M. Reed","doi":"10.1177/10525629231181120","DOIUrl":"https://doi.org/10.1177/10525629231181120","url":null,"abstract":"Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students’ learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004815","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

A Critique of Transmission Communication Models in Introductory Management and Organizational Behavior Textbooks 管理与组织行为学导论教科书中对传递与沟通模式的批判

IF 1.4

Journal of Management Education Pub Date : 2023-06-27 DOI: 10.1177/10525629231182156

K. Getchell, Jim Dubinsky, Paula Lentz

引用次数: 0

2023 Fritz J. Roethlisberger Memorial Award Editorial 2023弗里茨J.罗伊斯伯格纪念奖社论

IF 1.4

Journal of Management Education Pub Date : 2023-06-26 DOI: 10.1177/10525629231182955

Yifeng Fan

引用次数: 0

A Selected Review of Exemplary Diversity Articles Published in the Journal of Management Education 《管理教育杂志》多元化文章选刊

IF 1.4

Journal of Management Education Pub Date : 2023-06-13 DOI: 10.1177/10525629231178798

Alison M. Dachner, J. Beatty

{"title":"A Selected Review of Exemplary Diversity Articles Published in the Journal of Management Education","authors":"Alison M. Dachner, J. Beatty","doi":"10.1177/10525629231178798","DOIUrl":"https://doi.org/10.1177/10525629231178798","url":null,"abstract":"Issues related to diversity, equity, and inclusion (DEI) are timely topics in business, education, and politics. As Associate Editors for the Journal of Management Education (JME) we recognize the journal’s ability to contribute to these conversations. In this article, we take stock of DEI research in JME and review 17 exemplary articles published since 2000. A common theme in these articles is that management educators play an important role in creating inclusive classrooms to educate the next generation of leaders of multicultural organizations and that this task should be done proactively. Yet, even the most well-intentioned faculty members may be worried or lack the confidence to handle DEI-related challenges and conversations in the classroom. This collection of articles is intended to help guide business faculty through the unprecedented challenges associated with teaching DEI or having difficult discussions about diversity. The articles in this collection (1) advance the way we think about DEI by offering frameworks, reviews, and new perspectives, (2) address some of the most pressing and prevalent issues related to cultural-diversity and gender, and (3) provide activities and exercises to be implemented in the classroom to increase student sensitivity.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49011533","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

Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory 评估不同商业科目在线学习的效果:来自分布式实践和社会学习理论的经验教训

IF 1.4

Journal of Management Education Pub Date : 2023-06-09 DOI: 10.1177/10525629231178916

Richard S. Reed, Hunter Phoenix Van Wagoner, R. Cropanzano, Tracy M. Jennings

{"title":"Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory","authors":"Richard S. Reed, Hunter Phoenix Van Wagoner, R. Cropanzano, Tracy M. Jennings","doi":"10.1177/10525629231178916","DOIUrl":"https://doi.org/10.1177/10525629231178916","url":null,"abstract":"For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471556","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