Journal of Management Education最新文献_第8页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

The 2022 Roethlisberger Award: Experiential Learning and Large Class Size as Themes of the Year 2022年罗斯利斯伯格奖:体验式学习和大班教学作为年度主题

IF 1.4

Journal of Management Education Pub Date : 2022-10-20 DOI: 10.1177/10525629221115629

B. Polin

{"title":"The 2022 Roethlisberger Award: Experiential Learning and Large Class Size as Themes of the Year","authors":"B. Polin","doi":"10.1177/10525629221115629","DOIUrl":"https://doi.org/10.1177/10525629221115629","url":null,"abstract":"The Journal of Management Education (JME) has been a leader in the scholarship of teaching and learning (SoTL) of management and organizational disciplines for decades. Through the journal’s theoretical and conceptional articles, essays, instructional innovations, and interviews, it has assisted academics and professionals in producing exceptional, contemporary learning experiences for students. Authors and readers alike can attest to the journal’s commitment to the growth and development of its contributors and those who seek to have a positive impact in the classroom. With this mission, it is easy to recognize the value of all JME’s publications; selecting one article that has made a remarkably meaningful impact, then, is no simple feat. But this is the opportunity presented by the Fritz Roethlisberger Memorial Award, an honor cosponsored by the Management and Organizational Behavior Teaching Society (MOBTS) and Sage Publications. Just as Fritz Roethlisberger was passionate about inquiry and learning in the classroom, the award is granted to the published manuscript in JME from the previous year (i.e., 2021 in this case) that is identified, after an extensive peer-review process, as having contributed the best paper on the teaching of management and organizational behavior. It is an honor to announce Stephanie Black, Sandra DeGrassi, and Kenneth Sweet as the","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329788","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

Disrupting Privilege as Power and Control: Re-Imagining Business and the Appreciation of Indigenous Stewardship in Management Education Curricula 颠覆特权作为权力和控制：管理教育课程中对商业的重新想象与本土管理的欣赏

IF 1.4

Journal of Management Education Pub Date : 2022-10-19 DOI: 10.1177/10525629221127648

Anna Young-Ferris, R. Voola

{"title":"Disrupting Privilege as Power and Control: Re-Imagining Business and the Appreciation of Indigenous Stewardship in Management Education Curricula","authors":"Anna Young-Ferris, R. Voola","doi":"10.1177/10525629221127648","DOIUrl":"https://doi.org/10.1177/10525629221127648","url":null,"abstract":"We explore privilege and its systemic intertwining with management education curricula. We take the view that privilege as power and control is intimately bound up with shareholder primacy as a foundation of mainstream management education (Lund Dean & Forray, 2021). In an attempt to tackle this, we provide a single case study of how we appreciate a broad concept of Indigenous stewardship in a brand-new foundation unit called “Responsible Business Mindset,” as part of a Master of Commerce program at a large Australian university. By proactively engaging with Indigenous stewardship to tackle privilege we contribute to the literature on engaging with privilege in management education curricula. We highlight how a concept of Indigenous stewardship may help us to reimagine business, where business no longer ignores the interconnections and interdependencies it has with the communities and natural environments within which it operates. Such a concept may also be a means to bolster alternative narratives to shareholder primacy that currently exclude a meaningful debate about privilege. At the same time, the entire exercise of introducing a new concept into the curricula has brought about a deep and critical self-reflection of our own privilege and how we as educators can respectfully and meaningfully introduce such concepts with a sense of appreciation rather than appropriation.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728856","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

Bringing “Class” into the Classroom: Addressing Social Class Privilege Through Management Education 把“阶级”带入课堂：通过管理教育解决社会阶级特权

IF 1.4

Journal of Management Education Pub Date : 2022-10-19 DOI: 10.1177/10525629221126129

Kristie J. N. Moergen, Jennifer J. Kish-Gephart

引用次数: 4