从“如何做”到“为什么做”以电影为中心的当代职业教育教学法

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jennifer Tosti-Kharas, Julie Levinson
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引用次数: 0

摘要

在当代的工作环境中,个体工人越来越多地创造、维持和管理自己的职业生涯。商学院用一种职业的方法让学生进入职业生涯,而忽视了文化的视角,即学生为什么渴望他们所从事的职业,以及随着时间的推移他们如何看待这些职业。在这篇文章中,我们认为职业教育不仅需要评估和发展个人的优势和技能,还需要思考一个人的职业背景、目的和范围。我们建议的教学方法是:(a)跨学科,融合管理学和人文学科的见解;(b)以叙事为中心,特别是电影叙事,这构成了课程的中心组织原则;(c)历史,分析随着时间的推移反复出现的叙事主题和潜台词。我们试图超越“如何做”的方法,专注于学生在最初工作中取得成功所需的技能,而转向“为什么要做?”对工作和职业态度的文化和历史根源的拷问。这种方法要求学生在漫长的职业生涯中,批判性地审视什么是好的职业——对自己和他人都是如此。我们提出了我们提出的方法的一些关键原则,并使用我们共同教授的课程中的例子和证据来说明它们。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers
In the contemporary work landscape, individual workers increasingly create, sustain, and manage their own careers. Business schools prepare students to enter careers using a vocational approach that neglects the cultural lens on why students desire the careers they do and how they perceive those careers over time. In this essay, we argue that career education entails not only assessing and developing individual strengths and skills but also pondering the context, purpose, and scope of one’s career. Our proposed pedagogy is: (a) interdisciplinary, blending insights from management and the humanities; (b) centered in narrative, specifically film narrative, which forms the central organizing principle of the course; and (c) historical, analyzing the narrative themes and subtexts that recur over time. We seek to move beyond a “how-to” approach, focusing on skills students need to succeed in their initial jobs, toward a “why do?” interrogation of the cultural and historical roots of work and career attitudes. This approach challenges students to critically examine ideas about what makes a good career—for themselves and others—over the long arc of their working lives. We present some key tenets of our proposed approach, using examples and evidence from a class we co-taught to illustrate them.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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