{"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}
{"title":"Teaching Teachers: Commentary on Principles of Effective Course Design","authors":"Jennifer L. Schultz, J. Canchaya","doi":"10.1177/10525629231189775","DOIUrl":"https://doi.org/10.1177/10525629231189775","url":null,"abstract":"Invited commentary on the 2021 Journal of Management Education Lasting Impact Award for Dr. David Whetten 2007 article Principles of Effective Course Design: What I Wish I Had Known about Learning-centered Teaching 30 Years Ago.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600262","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}
M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy
{"title":"Common Methodological Issues in Quantitative Management Education Research and Recommendations for Authors","authors":"M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy","doi":"10.1177/10525629231186158","DOIUrl":"https://doi.org/10.1177/10525629231186158","url":null,"abstract":"In this essay, we focus on methodological issues that reviewers and editors commonly encounter when evaluating empirical articles in scholarship of teaching and learning in management education. We organize our discussion around three stages—design, analysis, and reporting. The essay identifies which types of issues are likely to receive rejection, and which issues can be addressed in the subsequent reviews of the manuscript. We provide authors with some suggestions on how to address these issues in their research.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398200","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}
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}
{"title":"We’re Here for You","authors":"J. Leigh, M. A. Robinson","doi":"10.1177/10525629231187388","DOIUrl":"https://doi.org/10.1177/10525629231187388","url":null,"abstract":"• Some of our faculty, staff and their families have health risks and conditions that contribute not only to poor health and a lower quality of life, but also to higher health costs. Many of these conditions can be improved. The best research estimates indicate that 25-30 percent of these costs are avoidable. • Because most of us spend significant hours at work, workplace wellness programs are a wonderful opportunity for you to impact how you feel so you can be at your very best.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408193","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}
{"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}
{"title":"A Critique of Transmission Communication Models in Introductory Management and Organizational Behavior Textbooks","authors":"K. Getchell, Jim Dubinsky, Paula Lentz","doi":"10.1177/10525629231182156","DOIUrl":"https://doi.org/10.1177/10525629231182156","url":null,"abstract":"Shannon and Weaver’s communication process model is a dominant model used to understand communication between a sender and receiver. The model is used to explain communication in management and organizational behavior textbooks. Despite its proliferation, few studies have examined this model’s role in introductory management and organization behavior texts or critiqued its use in foundational business courses. This paper investigates the role that transmission models such as Shannon and Weaver’s play in communication textbooks and argues that this model, and the way it is used, can be limiting for students when they are trying to understand the dynamic nature of communication in organizations. The authors call for more critical reflection on teaching communication to management students.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42483863","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}
{"title":"2023 Fritz J. Roethlisberger Memorial Award Editorial","authors":"Yifeng Fan","doi":"10.1177/10525629231182955","DOIUrl":"https://doi.org/10.1177/10525629231182955","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496277","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}
{"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}
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}