促进博士教育工作者的发展:一种脚手架式的方法

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Luke A. Pittaway, Maha M. Tantawy, Andrew C. Corbett, Candida Brush
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引用次数: 0

摘要

为了应对商学院教学培训的改进需求,本研究探讨了美国的管理学博士课程,并发现有必要在博士课程设计中有意地嵌入脚手架-逐渐使博士生能够承担更具挑战性的教学方面的过程。我们还建议专业组织在解决博士教育工作者发展问题上发挥更有影响力的作用。由于我们遵循扎根理论的方法,我们的方法首先是对项目营销文件和材料进行分析,然后是对管理学博士生进行行为事件访谈(BEIs)和感知访谈(pi)。在编码之后,我们回顾了关于博士教育的文献,以探索我们的新兴数据如何与先前的研究相对应。通过考虑学生的生活经历,研究数据提供了证据,表明博士课程的设计并不适合支持教育工作者的发展。我们讨论了我们的发现,这些发现与哪些项目支持学生以及学生如何支持自己有关。根据我们的数据,我们提出了我们的模型,说明了项目如何嵌入脚手架来支持项目对培养未来教育工作者的承诺。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving Doctoral Educator Development: A Scaffolding Approach
In response to a need for improved training of business school teaching, this research explores US doctoral programs in management and finds a need to purposefully embed scaffolding—the process of gradually enabling the doctoral student to take on more challenging aspects of teaching—into doctoral program design. We also recommend a more influential role to be played by professional organizations to address doctoral educator development. As we followed a grounded theory approach, our methodology started with an analysis of program marketing documents and materials followed by behavioral event interviews (BEIs) and perceptual interviews (PIs) with doctoral students in management. Following coding, we reviewed the literature on doctoral education to explore how our emergent data mapped against prior research. By also taking into consideration the lived experience of students, the study data provides evidence that doctoral programs are not properly designed to support educator development. We discuss our findings related to what programs do to support students and what students do to support themselves. Theorizing from our data, we present our model that illustrates how programs could embed scaffolding to support programs’ commitment to develop future educators.
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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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