管理教育中的老龄化:一个访谈

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Stephen D. Risavy, G. Deszca
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引用次数: 0

摘要

随着人口老龄化空前加剧,许多国家取消了强制退休制度,管理教育工作者的工作时间比以往任何时候都长;因此,提出这样一个问题从来没有像现在这样重要:管理教育工作者如何在整个学术生涯中保持高效和敬业,同时避免倦怠?管理教育中的老龄化问题在文献中相对较少得到承认,我们试图将这一主题转移到高等教育机构和管理教育者的关注中。我们现在的采访集中在一个有成就的管理学者和教育家的经历:荣誉教授和全职教授,吉恩·德斯卡。Deszca博士在他37年的职业生涯中担任管理教育工作者,直到他在69岁半退休。访谈的主要主题是互动和关系、自主、机构支持以及改变的意愿和能力的好处。基于这些主要主题,我们为高等教育机构和管理教育者提供了启示。我们希望管理教育工作者能够参与这次采访,反思他们自己的经历,同时考虑如何在学院的职业生涯中很好地变老。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Aging Well in Management Education: An Interview
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.
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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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