Journal of Management Education最新文献_第7页

Conference to Journal Article Pipeline: Myth or Muscle? 会议到期刊文章管道:神话还是肌肉?

IF 1.4

Journal of Management Education Pub Date : 2023-03-04 DOI: 10.1177/10525629231154896

J. Leigh, Melanie A. Robinson

引用次数: 0

Grand Challenges and the MBA 大挑战和MBA

IF 1.4

Journal of Management Education Pub Date : 2023-02-21 DOI: 10.1177/10525629231154891

Amanda Shantz, M. Sayer, Janice Byrne, Kiera Dempsey-Brench

引用次数: 1

Aging Well in Management Education: An Interview 管理教育中的老龄化:一个访谈

IF 1.4

Journal of Management Education Pub Date : 2023-01-21 DOI: 10.1177/10525629221150794

Stephen D. Risavy, G. Deszca

{"title":"Aging Well in Management Education: An Interview","authors":"Stephen D. Risavy, G. Deszca","doi":"10.1177/10525629221150794","DOIUrl":"https://doi.org/10.1177/10525629221150794","url":null,"abstract":"With an unprecedently aging population and the abolition of mandatory retirement in many countries, management educators are remaining in their jobs longer than ever before; thus, it has never been more important to ask the question of: how can management educators remain effective and engaged while avoiding burnout throughout a career in the academy? The issue of aging well in management education is relatively under-acknowledged in the literature and we sought to move this topic into focus for higher education institutions and management educators. The interview we present focuses on the experiences of an accomplished management scholar and educator: Professor Emeritus and Full Professor, Gene Deszca. Dr. Deszca aged well as a management educator during his 37-year career at his institution until his retirement at the age of 69 and a half. The major themes from the interview suggest the benefits of interactions and relationships, autonomy, institutional support, and a willingness and ability to change. Based on these major themes, we provide implications for higher education institutions and management educators. It is our hope that management educators will engage with this interview and reflect on their own experiences while considering how they can age well throughout their career in the academy.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"239 - 255"},"PeriodicalIF":1.4,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43555026","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

Complementing Intersectionality Pedagogy With a Missing Component—Positionality 用缺失的组成部分——位置性来补充交叉教育学

IF 1.4

Journal of Management Education Pub Date : 2023-01-20 DOI: 10.1177/10525629221150029

Terry A. Nelson

引用次数: 1

Reflect, Rethink, and Redesign: Responses to Privilege in Management Education 反思、反思与再设计:对管理教育特权的回应

IF 1.4

Journal of Management Education Pub Date : 2023-01-07 DOI: 10.1177/10525629221145800

Jennifer Susan Anne Leigh, C. Rivers

{"title":"Reflect, Rethink, and Redesign: Responses to Privilege in Management Education","authors":"Jennifer Susan Anne Leigh, C. Rivers","doi":"10.1177/10525629221145800","DOIUrl":"https://doi.org/10.1177/10525629221145800","url":null,"abstract":"“We are privileged in our role as management educators.”—A sentence that we hear often at conferences and business school gatherings. Rarely do we think about what the privilege we talk about might mean and it certainly means different things to different people. It depends on how our relationship with privilege was formed and developed, whether awareness of privilege exists, and what one’s experience with privilege has been. The lived experience of being privileged and living a privileged life is a complex social construct. Mostly, the term privilege is attached to wealth and high status (Petriglieri, 2012), yet there are many other ways of perceiving and experiencing privilege or the non-existence of it, although some might argue that we all have some kind of privilege (Jourdan, 2021). “Whether you have a little or a great amount, privilege gives you power to be heard, to shape norms, to give means and opportunities to others. That is, power to give access to privilege” (Petriglieri, 2012, para. 13). In this editorial, we offer some context for the standing conversations within management education and our wider society related to privilege. Additionally, we highlight two areas for our growth and professional development as management educators—namely self-awareness and systems’ knowledge. We conclude with brief descriptions of the seven articles in this special issue.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"3 - 10"},"PeriodicalIF":1.4,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44486835","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: 2

Who Says It’s Common? Rethink Our Assumptions About Common Sense in Teaching 谁说这很常见?重新思考我们对教学常识的假设

IF 1.4

Journal of Management Education Pub Date : 2022-12-13 DOI: 10.1177/10525629221143758

Yifeng Fan, T. Hogan

{"title":"Who Says It’s Common? Rethink Our Assumptions About Common Sense in Teaching","authors":"Yifeng Fan, T. Hogan","doi":"10.1177/10525629221143758","DOIUrl":"https://doi.org/10.1177/10525629221143758","url":null,"abstract":"There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"117 - 134"},"PeriodicalIF":1.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48533155","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

Contextual and Experiential Understandings of Privilege as Intersectional 背景和经验的理解作为交叉的特权

IF 1.4

Journal of Management Education Pub Date : 2022-12-10 DOI: 10.1177/10525629221142556

Kevin D. Lo

引用次数: 1

Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs 协调领导教育:将人际交往能力发展与商业需求联系起来

IF 1.4

Journal of Management Education Pub Date : 2022-11-13 DOI: 10.1177/10525629221133369

J. Fulmore, Jude Olson, Rosemary Maellaro

{"title":"Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs","authors":"J. Fulmore, Jude Olson, Rosemary Maellaro","doi":"10.1177/10525629221133369","DOIUrl":"https://doi.org/10.1177/10525629221133369","url":null,"abstract":"A disconnect has long existed between what is typically taught in management education programs and what real-world organizations seek in their leadership candidates, particularly regarding interpersonal skills. Primary complaints from the business community revolve around issues of curriculum relevance and delivery methodologies that do not facilitate the transfer of skills learned in the classroom to the workplace. A review of the literature yields very few examples of business programs that have added courses, or topics within existing courses, that address interpersonal skills. We describe a graduate-level course designed to intentionally develop interpersonal skills to meet the needs of local hiring managers, maximize organizational outcomes, and enhance leaders’ career opportunities. The course is delivered via active, experiential instructional methodologies to facilitate the transfer of new knowledge and skills to the workplace. A pre- and post-test comparison of students’ results on a competency-based behavioral model of emotional intelligence showed an increase in students’ scores, indicating that the course has been effective in developing students’ practical interpersonal skills. This article describes the fundamental design and delivery elements of this successful leadership course that can be replicated and implemented at other universities to more effectively align what students learn with what organizations need.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"263 - 291"},"PeriodicalIF":1.4,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220796","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

Reflections on “Behind and Beyond Kolb’s Learning Cycle” 关于“科尔布学习周期的背后与超越”的思考

IF 1.4

Journal of Management Education Pub Date : 2022-10-20 DOI: 10.1177/10525629221114040

R. Vince

{"title":"Reflections on “Behind and Beyond Kolb’s Learning Cycle”","authors":"R. Vince","doi":"10.1177/10525629221114040","DOIUrl":"https://doi.org/10.1177/10525629221114040","url":null,"abstract":"“Behind and Beyond Kolb’s Learning Cycle” first saw the light of day as a conference paper. It was presented at the “New Directions in Management Education” conference at Leeds University, UK in January 1995. I still have a strong visual image in my mind of my presentation. The room was full of people. Laptops and PowerPoint were not widely used at this time, so in the previous week I had prepared a transparency of Figure 1 to use on the Overhead Projector in the classroom. (An Overhead Projector or “OHP” and associated transparencies were standard classroom equipment at that time.) When the presentation was over, I was surprised at how many people wanted to talk with me about the paper. The ideas that informed the paper emerged from my use of experiential learning with public sector middle managers in two UK County Councils between 1989 and 1993. Kolb’s Learning Cycle helped me to explain my approach to the participants in my module. Working through various interlinked experiential exercises showed me that managers’ opportunities for development mobilized strong emotions, particularly anxieties, that had the potential to both promote and prevent learning. Breaking free from the constraints of existing knowledge meant letting go of secure, tried, and tested ways of thinking and behaving. Anxiety (the expectation that things would go wrong and reflect badly on the person) was an integral part of managers’ attempts to do things differently. It was also what inhibited managers’ learning because it underpinned their reluctance to","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"983 - 989"},"PeriodicalIF":1.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43693504","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: 2

Extra, Extra, Read All About It—New JME Co-Editor is Announced! Extra，Extra，Read All About It——新的JME联合编辑宣布！

IF 1.4

Journal of Management Education Pub Date : 2022-10-20 DOI: 10.1177/10525629221129617

J. Leigh, Melanie A. Robinson

引用次数: 0