Journal of Management Education最新文献_第9页

An Exercise for Expanding Privilege Awareness Among Management Students and Faculty 扩大管理专业学生和教师特权意识的练习

IF 1.4

Journal of Management Education Pub Date : 2022-10-11 DOI: 10.1177/10525629221126199

V. C. Rabelo, Robert L. Bonner, O. J. Stewart

{"title":"An Exercise for Expanding Privilege Awareness Among Management Students and Faculty","authors":"V. C. Rabelo, Robert L. Bonner, O. J. Stewart","doi":"10.1177/10525629221126199","DOIUrl":"https://doi.org/10.1177/10525629221126199","url":null,"abstract":"The ability to notice and eliminate organizational inequities begins with privilege awareness: an understanding of how individuals and social groups experience exemption from discrimination as well as access to unearned advantages, such as disproportionate access to resources. Thus, privilege awareness is necessary for noticing, naming, and repairing inequities in our workgroups, organizations, and institutions. Engaging with privilege discourse in the classroom can be a monumental task for both management educators and learners without the requisite level of privilege awareness. We introduce an innovative exercise to develop and assess students’ understanding of privilege. The purpose of this exercise is to help learners identify and reflect on privilege in their personal and organizational lives, and build a shared vocabulary for doing so. Learners begin by mapping and reflecting on their various social identity group memberships, then answer a set of reflection questions. We provide an overview of this exercise including learning outcomes, general implementation guidelines, assessment criteria, and activity modifications. We also analyze the activity’s effectiveness based on responses from 83 students. We conclude with a discussion of how facilitators can respond to participant feedback as a resource for self-reflexivity and intersectional awareness.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65311208","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

Addressing Privilege in Teamwork: Design Tools for Critical Management Education 解决团队合作中的特权:关键管理教育的设计工具

IF 1.4

Journal of Management Education Pub Date : 2022-10-11 DOI: 10.1177/10525629221126067

Florence Villesèche, Stina Teilmann-Lock

{"title":"Addressing Privilege in Teamwork: Design Tools for Critical Management Education","authors":"Florence Villesèche, Stina Teilmann-Lock","doi":"10.1177/10525629221126067","DOIUrl":"https://doi.org/10.1177/10525629221126067","url":null,"abstract":"In this article, we argue that a key diversity issue to be tackled in the classroom is disparity: Some students are more privileged than others, and their inputs are more valued than others’. Therefore, as educators, we need to devise new ways to rebalance benefits and deficits in our classrooms. Complementing critical work on privilege in business schools that has exposed and theorized the problem, we take a practical, By design approach to addressing privilege while avoiding diversity education dilemmas. We propose that such a proactive rather than reactive approach can help mitigate the negative consequences that the exercise of privilege may have on our students’ learning. Specifically, we propose that we can learn from designers how to use tools that help create collaborative, positive-sum environments when conducting team-based activities in the classroom. We present a selection of simple yet powerful design devices: Speaking rules, Problem framing, and Iteration. We discuss how these devices may help address privilege in the classroom with illustrative examples and reflections on the outcomes and limitations of these devices. We thus enrich the underdeveloped conversation on how design methods can be translated and applied to management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43550313","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

Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills 管理教育中的游戏化在线培训，以支持情感参与和问题解决技能

IF 1.4

Journal of Management Education Pub Date : 2022-09-28 DOI: 10.1177/10525629221123287

S. Schöbel, Andreas Janson, J. Leimeister

{"title":"Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills","authors":"S. Schöbel, Andreas Janson, J. Leimeister","doi":"10.1177/10525629221123287","DOIUrl":"https://doi.org/10.1177/10525629221123287","url":null,"abstract":"Online training to improve problem-solving skills has become increasingly important in management learning. In online environments, learners take a more active role which can lead to stressful situations and decreased motivation. Gamification can be applied to support learner motivation and emotionally boost engagement by using game-like elements in a non-game context. However, using gamification does not necessarily result in supporting positive learning outcomes. Our analysis sheds light on these aspects and evaluates the effects of points and badges on engagement and problem-solving outcomes. We used an experimental approach with a fully randomized pre-test/post-test design of a gamified online management training program with 68 participants. The results demonstrate that points and badges do not directly improve problem-solving skills but are mediated by emotional engagement to positively influence problem-solving skills. Additionally, satisfaction with the gamification learning process positively relates to emotional engagement. Thus, when creating online training programs, it is essential to consider how to engage students and to think about the design of the learning environment. By identifying the limitations of gamification elements, the study’s results can provide educators with information about the design implications of online training programs for management learning.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908183","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: 4

A More Relevant MBA: The Role of Across-the-Curriculum Delivery of Intercompetency Coursework in Aligning the Required Curriculum With Required Managerial Competencies 一个更相关的MBA:跨课程交付的跨能力课程在使必修课程与所需管理能力相一致中的作用

IF 1.4

Journal of Management Education Pub Date : 2022-09-02 DOI: 10.1177/10525629221121700

Naveen Amblee, H. Ertl, Deepak Dhayanithy

{"title":"A More Relevant MBA: The Role of Across-the-Curriculum Delivery of Intercompetency Coursework in Aligning the Required Curriculum With Required Managerial Competencies","authors":"Naveen Amblee, H. Ertl, Deepak Dhayanithy","doi":"10.1177/10525629221121700","DOIUrl":"https://doi.org/10.1177/10525629221121700","url":null,"abstract":"Despite their widespread popularity in the United States, MBA programs have received considerable and sustained criticism. The chief complaint is that MBA graduates lack key skills required to be competent managers, and the main suspect has been identified as a less than relevant curriculum. Previous studies determined that the required MBA curriculum did a poor job of delivering the managerial competencies prized by incumbent managers. However, these researchers suspected that across-the-curriculum delivery of managerial competencies could mitigate this misalignment. This study advances the field by implementing an intercompetency approach, by including previously excluded coursework, and by using an updated dataset. The results show that the required curriculum of MBA programs in the United States is on average more closely aligned with the prescribed coverage benchmarks than previously believed, and that across-the-curriculum delivery of content via intercompetency coursework substantially aids in this alignment. The findings have actionable implications for program managers, faculty members, and researchers in the field of graduate management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745472","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

Fifty and Fabulous 五十和难以置信

IF 1.4

Journal of Management Education Pub Date : 2022-08-25 DOI: 10.1177/10525629221114876

J. Leigh

引用次数: 0

Controversy Teaching Approaches: Model, Measure, and Teaching Applications 争议教学法:模式、测量与教学应用

IF 1.4

Journal of Management Education Pub Date : 2022-07-14 DOI: 10.1177/10525629221111829

S. Allen

{"title":"Controversy Teaching Approaches: Model, Measure, and Teaching Applications","authors":"S. Allen","doi":"10.1177/10525629221111829","DOIUrl":"https://doi.org/10.1177/10525629221111829","url":null,"abstract":"Controversies are a potentially powerful teaching tool in the management classroom enabling students to explore different perspectives on an issue and to develop their skills in areas such as critical thinking and communication. Controversy is implicit to learning and to leadership and management roles in workplaces where multiple opposing views inevitably exist. Prior research asserts that constructive controversy resolution skills are important to management students. This multipart study presents a model and measure of controversy teaching approaches and explores evidence of their reliability and validity using confirmatory factor analysis and correlations with relevant outcomes and measures. The three studies, with samples of management and leadership students across several U.S. institutions, provide initial evidence of the validity of the model and measure. Multiple perspectives and avoidance were found to be underlying dimensions of instructors’ observed approaches to teaching controversial topics. The controversy teaching approaches model and measure used in this study have potential to support instructional development for management educators, as well as further research on controversy teaching. This study also has practical implications for how instructors approach controversies in the classroom and may aid effective teaching and learning.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668020","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

Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes 看看我们的旅程：以更高的主观价值推动优势效用边际主义，以激励管理学生的元学习过程

IF 1.4

Journal of Management Education Pub Date : 2022-06-21 DOI: 10.1177/10525629221106873

Paul Cook

引用次数: 1

The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education 管理学研究生混合学习的成本、质量和可扩展性

IF 1.4

Journal of Management Education Pub Date : 2022-06-13 DOI: 10.1177/10525629221103826

M. Soncin, T. Agasisti, F. Frattini, Andrea S. Patrucco, M. Pero

{"title":"The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education","authors":"M. Soncin, T. Agasisti, F. Frattini, Andrea S. Patrucco, M. Pero","doi":"10.1177/10525629221103826","DOIUrl":"https://doi.org/10.1177/10525629221103826","url":null,"abstract":"With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45750646","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 Experience of Manuscript Rejection: Insights From the JME Associate Editors 稿件被拒的经验——来自JME副主编的思考

IF 1.4

Journal of Management Education Pub Date : 2022-06-13 DOI: 10.1177/10525629221104231

Marissa S. Edwards, J. Leigh

{"title":"The Experience of Manuscript Rejection: Insights From the JME Associate Editors","authors":"Marissa S. Edwards, J. Leigh","doi":"10.1177/10525629221104231","DOIUrl":"https://doi.org/10.1177/10525629221104231","url":null,"abstract":"Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879454","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

Ninja Training Meets Management Education: Integrating Taijutsu into an MBA Complexity Leadership Course 忍者训练与管理教育:将太极融入MBA复杂领导力课程

IF 1.4

Journal of Management Education Pub Date : 2022-04-25 DOI: 10.1177/10525629221090343

Julian Norris

引用次数: 0