Pub Date : 2024-08-22DOI: 10.1177/10525629241269035
Rae André
In this article I review trends in teaching environmental sustainability over 50 years in the Journal of Management Education (JME) to help instructors and institutions develop effective pedagogy for this complex and consequential subject. Given the current planetary emergency many instructors now grapple with how to teach change in societal and global systems. Already they have moved the sustainability field forward by integrating climate science with management topics and enhancing integrative learning that builds individual student autonomy, agency, and leadership. This examination of the JME literature suggests that at least three fundamental challenges remain: (1) applying systems theory to frame change and make meaningful pedagogical choices, (2) balancing traditional and experiential pedagogies in light of the need to teach about macro level systems, and (3) teaching sustainability for the planet in an academic sector that mainly values sustainability for business organizations. These challenges are inspiring critical thinking that is driving the field forward. At the same time, some recent research suggests that business schools may be unlikely to recast their missions to encompass societal change. As a result, concerned educators may turn increasingly to their universities, with their broader educational missions, to develop curricula that will help save the planet.
{"title":"Teaching to Save the Planet: The Challenges Ahead for Instructors, Business Schools, and Universities","authors":"Rae André","doi":"10.1177/10525629241269035","DOIUrl":"https://doi.org/10.1177/10525629241269035","url":null,"abstract":"In this article I review trends in teaching environmental sustainability over 50 years in the Journal of Management Education (JME) to help instructors and institutions develop effective pedagogy for this complex and consequential subject. Given the current planetary emergency many instructors now grapple with how to teach change in societal and global systems. Already they have moved the sustainability field forward by integrating climate science with management topics and enhancing integrative learning that builds individual student autonomy, agency, and leadership. This examination of the JME literature suggests that at least three fundamental challenges remain: (1) applying systems theory to frame change and make meaningful pedagogical choices, (2) balancing traditional and experiential pedagogies in light of the need to teach about macro level systems, and (3) teaching sustainability for the planet in an academic sector that mainly values sustainability for business organizations. These challenges are inspiring critical thinking that is driving the field forward. At the same time, some recent research suggests that business schools may be unlikely to recast their missions to encompass societal change. As a result, concerned educators may turn increasingly to their universities, with their broader educational missions, to develop curricula that will help save the planet.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"12 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225821","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}
Pub Date : 2024-08-05DOI: 10.1177/10525629241269817
Jennifer S. A. Leigh, Melanie A. Robinson
{"title":"Supporting Authors During the Writing Process: JME’s Online Manuscript Development Workshops","authors":"Jennifer S. A. Leigh, Melanie A. Robinson","doi":"10.1177/10525629241269817","DOIUrl":"https://doi.org/10.1177/10525629241269817","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"16 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969576","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}
Pub Date : 2024-07-26DOI: 10.1177/10525629241264548
Priyanka D. Joshi, Chenwei Li, Dayna O. H. Walker
Providing students with concrete opportunities to practice leadership in the classroom can be challenging. We designed a semester-long activity that shares instructor’s leadership functions in the classroom with students. In the Classroom Leadership Roles Activity, student teams were assigned to specific leadership roles (i.e., efficiency managers, participation facilitators, culture creators, energy leaders, connectors, and advisory board members) and tasked with designing, conducting, and evaluating the effectiveness of influence attempts throughout the semester to fulfill responsibilities associated with their roles. We found that the activity can result in a range of positive outcomes, including enhanced leader identity, improved leadership engagement, and increased classroom learning and engagement. In this instructional innovation article, we provide instructions for how instructors can use and adapt the Classroom Leadership Roles Activity, and we provide evidence of its effectiveness in attaining learning outcomes.
{"title":"Classroom Leadership Roles Activity: A Pathway to Sharing Leadership With Student Teams","authors":"Priyanka D. Joshi, Chenwei Li, Dayna O. H. Walker","doi":"10.1177/10525629241264548","DOIUrl":"https://doi.org/10.1177/10525629241264548","url":null,"abstract":"Providing students with concrete opportunities to practice leadership in the classroom can be challenging. We designed a semester-long activity that shares instructor’s leadership functions in the classroom with students. In the Classroom Leadership Roles Activity, student teams were assigned to specific leadership roles (i.e., efficiency managers, participation facilitators, culture creators, energy leaders, connectors, and advisory board members) and tasked with designing, conducting, and evaluating the effectiveness of influence attempts throughout the semester to fulfill responsibilities associated with their roles. We found that the activity can result in a range of positive outcomes, including enhanced leader identity, improved leadership engagement, and increased classroom learning and engagement. In this instructional innovation article, we provide instructions for how instructors can use and adapt the Classroom Leadership Roles Activity, and we provide evidence of its effectiveness in attaining learning outcomes.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"35 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780593","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}
Pub Date : 2024-07-25DOI: 10.1177/10525629241262745
Sarah Jean Woodside
{"title":"2023 Roethlisberger Award for Best Article presented to “An Exercise for Expanding Privilege Awareness Among Management Students and Faculty”","authors":"Sarah Jean Woodside","doi":"10.1177/10525629241262745","DOIUrl":"https://doi.org/10.1177/10525629241262745","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"37 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780595","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}
Pub Date : 2024-07-25DOI: 10.1177/10525629241261313
Sorin Valcea, Maria Riaz Hamdani, Shuai Wang
This essay explores the nuanced impact of generative AI technologies on management and business education, framed through three paradoxes: the Expertise Paradox suggests that AI’s adequate performance at lower-level tasks may weaken students’ development of higher-level thinking; the Innovation Paradox states that AI’s creativity aid could stifle original thinking; and the Equity Paradox highlights AI’s potential to provide immense gains to experts but disproportionately harm novices. We take the position that without “sensible” AI use guidelines in management education, AI is likely to have a net-negative effect on learning. This stance is based on our trials with ChatGPT on various cognitive tasks organized around the revised Bloom’s Taxonomy of learning. We identify areas where AI tools can enhance learning, such as comprehending established subject domains, as well as areas where they exhibit significant limitations, such as logical reasoning and critical thinking. We caution against the potential deskilling in critical thinking due to students’ overreliance on AI for basic tasks. To alleviate these challenges, we recommend sensible AI uses by students that support skill development without fostering overreliance. We also suggest how faculty, administrators, and employers may support students in getting the most out of this new tool.
{"title":"Exploring the Impact of ChatGPT on Business School Education: Prospects, Boundaries, and Paradoxes","authors":"Sorin Valcea, Maria Riaz Hamdani, Shuai Wang","doi":"10.1177/10525629241261313","DOIUrl":"https://doi.org/10.1177/10525629241261313","url":null,"abstract":"This essay explores the nuanced impact of generative AI technologies on management and business education, framed through three paradoxes: the Expertise Paradox suggests that AI’s adequate performance at lower-level tasks may weaken students’ development of higher-level thinking; the Innovation Paradox states that AI’s creativity aid could stifle original thinking; and the Equity Paradox highlights AI’s potential to provide immense gains to experts but disproportionately harm novices. We take the position that without “sensible” AI use guidelines in management education, AI is likely to have a net-negative effect on learning. This stance is based on our trials with ChatGPT on various cognitive tasks organized around the revised Bloom’s Taxonomy of learning. We identify areas where AI tools can enhance learning, such as comprehending established subject domains, as well as areas where they exhibit significant limitations, such as logical reasoning and critical thinking. We caution against the potential deskilling in critical thinking due to students’ overreliance on AI for basic tasks. To alleviate these challenges, we recommend sensible AI uses by students that support skill development without fostering overreliance. We also suggest how faculty, administrators, and employers may support students in getting the most out of this new tool.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780540","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}
Pub Date : 2024-07-25DOI: 10.1177/10525629241263801
Giang Hoang, Tuan Trong Luu
Entrepreneurship education has gained significant attention from scholars and policymakers for its potential to shape students’ entrepreneurial aspirations. However, its effectiveness in influencing entrepreneurial intentions remains inconsistent and controversial. Drawing on social cognitive theory, we investigated the curvilinear impact of entrepreneurship education on entrepreneurial intentions, examining the mediating role of entrepreneurial passion and the moderating role of resilience. We conducted two studies to test these relationships. In Study 1, data from 554 technology students in Vietnamese universities revealed a U-shaped relationship between entrepreneurship education and entrepreneurial intentions. Study 2 expanded these findings with a sample of 721 business students from Vietnamese universities. The results confirmed the mediating role of entrepreneurial passion in the curvilinear relationship between entrepreneurship education and entrepreneurial intentions and showed that resilience significantly moderated the link between entrepreneurial passion and intentions. This research contributes to the literature by addressing existing gaps and highlighting key factors influencing entrepreneurial intentions. It also offers practical implications for educators and policymakers, providing insights to design more effective entrepreneurship education programs to enhance students’ entrepreneurial intentions and foster a vibrant and innovative entrepreneurial ecosystem.
{"title":"The Curvilinear Effect of Entrepreneurship Education on Entrepreneurial Intentions: The Roles of Entrepreneurial Passion and Resilience","authors":"Giang Hoang, Tuan Trong Luu","doi":"10.1177/10525629241263801","DOIUrl":"https://doi.org/10.1177/10525629241263801","url":null,"abstract":"Entrepreneurship education has gained significant attention from scholars and policymakers for its potential to shape students’ entrepreneurial aspirations. However, its effectiveness in influencing entrepreneurial intentions remains inconsistent and controversial. Drawing on social cognitive theory, we investigated the curvilinear impact of entrepreneurship education on entrepreneurial intentions, examining the mediating role of entrepreneurial passion and the moderating role of resilience. We conducted two studies to test these relationships. In Study 1, data from 554 technology students in Vietnamese universities revealed a U-shaped relationship between entrepreneurship education and entrepreneurial intentions. Study 2 expanded these findings with a sample of 721 business students from Vietnamese universities. The results confirmed the mediating role of entrepreneurial passion in the curvilinear relationship between entrepreneurship education and entrepreneurial intentions and showed that resilience significantly moderated the link between entrepreneurial passion and intentions. This research contributes to the literature by addressing existing gaps and highlighting key factors influencing entrepreneurial intentions. It also offers practical implications for educators and policymakers, providing insights to design more effective entrepreneurship education programs to enhance students’ entrepreneurial intentions and foster a vibrant and innovative entrepreneurial ecosystem.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780594","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}
Pub Date : 2024-07-25DOI: 10.1177/10525629241261972
Timothy O’Brien
Scholars have identified reflexivity, the ability to question what one might be taking for granted, as a critical meta-cognitive skill that management schools should cultivate amongst students. Reflexive learning though is a complex and idiosyncratic process. Little is known about how students experience this process, what they learn, or how a range of students representing different degrees of potential for reflexivity experience such a process differently. This article reports on a study using Kegan’s Constructive Developmental Theory to assess how masters students at a professional school studying leadership and representing different developmental stages experience the same teaching methods for cultivating reflexivity. This work illuminates how students at different stages of development experience the same teaching method for cultivating reflexivity quite differently. Results indicate that for students with limited potential for reflexivity, there is profound developmental growth. Other students who began the course with existing reflexive capacity did not initially demonstrate skills of reflexivity. However, this group of students learned to practice reflexivity without actually interrogating their own assumptions in a way that represents developmental growth. I share details of the study and conclude with implications for teaching reflexivity across a diverse range of experience.
{"title":"Looking for Development in Leadership Development: Assessing Learning for Reflexivity Among Graduate Students","authors":"Timothy O’Brien","doi":"10.1177/10525629241261972","DOIUrl":"https://doi.org/10.1177/10525629241261972","url":null,"abstract":"Scholars have identified reflexivity, the ability to question what one might be taking for granted, as a critical meta-cognitive skill that management schools should cultivate amongst students. Reflexive learning though is a complex and idiosyncratic process. Little is known about how students experience this process, what they learn, or how a range of students representing different degrees of potential for reflexivity experience such a process differently. This article reports on a study using Kegan’s Constructive Developmental Theory to assess how masters students at a professional school studying leadership and representing different developmental stages experience the same teaching methods for cultivating reflexivity. This work illuminates how students at different stages of development experience the same teaching method for cultivating reflexivity quite differently. Results indicate that for students with limited potential for reflexivity, there is profound developmental growth. Other students who began the course with existing reflexive capacity did not initially demonstrate skills of reflexivity. However, this group of students learned to practice reflexivity without actually interrogating their own assumptions in a way that represents developmental growth. I share details of the study and conclude with implications for teaching reflexivity across a diverse range of experience.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"82 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780596","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}
Pub Date : 2024-07-25DOI: 10.1177/10525629241262309
Alexander R. Bolinger, Mark T. Bolinger, Kelsey Conner, Jeffrey Morgan, Sophia Perry
Caring has been an animating driver of the scholarship of teaching and learning and the founding of the Journal of Management Education 50 years ago. However, as business schools have moved quickly toward offering more online courses, researchers have not systematically explored the cues that students in online classes use to evaluate whether or not their instructors care. Drawing inspiration from Hawk and Lyons’ classic JME article on student perceptions of faculty caring in face-to-face classes, this study uses concept mapping to identify cues that students use to evaluate whether faculty do or do not care. Our findings suggest that students in online synchronous classes rely on many of the same interpersonal and attributional cues to infer that faculty care (e.g., responsiveness, personalization, faculty enthusiasm, and willingness to invest time) as students in face-to-face classes. In particular, we highlight a distinction between caring for students as people and caring for students’ learning outcomes. We also find, however, that the cues used to perceive that faculty don’t care are qualitatively different from those used to determine that faculty care. We discuss the implications of our findings for equipping management educators to communicate care to students in the 21st century.
{"title":"Cues of Caring: How Students Perceive That Faculty in Online Classes Do (or Don’t) Care","authors":"Alexander R. Bolinger, Mark T. Bolinger, Kelsey Conner, Jeffrey Morgan, Sophia Perry","doi":"10.1177/10525629241262309","DOIUrl":"https://doi.org/10.1177/10525629241262309","url":null,"abstract":"Caring has been an animating driver of the scholarship of teaching and learning and the founding of the Journal of Management Education 50 years ago. However, as business schools have moved quickly toward offering more online courses, researchers have not systematically explored the cues that students in online classes use to evaluate whether or not their instructors care. Drawing inspiration from Hawk and Lyons’ classic JME article on student perceptions of faculty caring in face-to-face classes, this study uses concept mapping to identify cues that students use to evaluate whether faculty do or do not care. Our findings suggest that students in online synchronous classes rely on many of the same interpersonal and attributional cues to infer that faculty care (e.g., responsiveness, personalization, faculty enthusiasm, and willingness to invest time) as students in face-to-face classes. In particular, we highlight a distinction between caring for students as people and caring for students’ learning outcomes. We also find, however, that the cues used to perceive that faculty don’t care are qualitatively different from those used to determine that faculty care. We discuss the implications of our findings for equipping management educators to communicate care to students in the 21st century.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"45 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780778","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}
Pub Date : 2024-06-24DOI: 10.1177/10525629241263804
Jeffery D. Houghton, Jinpei Wu, Jeffrey L. Godwin, Christopher P. Neck, Charles C. Manz
{"title":"Now More Than Ever: Emotional Intelligence, Self-Leadership, and Student Stress Coping Revisited","authors":"Jeffery D. Houghton, Jinpei Wu, Jeffrey L. Godwin, Christopher P. Neck, Charles C. Manz","doi":"10.1177/10525629241263804","DOIUrl":"https://doi.org/10.1177/10525629241263804","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"84 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506400","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}
Pub Date : 2024-05-18DOI: 10.1177/10525629241254552
Amy L. Kenworthy, Joy E. Beatty, Joan V. Gallos
This interview with Dr. Joan V. Gallos, 2023 recipient of the David L. Bradford Outstanding Educator Award from the Management and Organizational Behavior Teaching Society (MOBTS), explores the four components of what Gallos considers the “soul of teaching”—insights she wished she had understood when she began her teaching career more than 50 years ago. Her four insights advise educators to: (1) work with what they’ve got—and own it!, (2) fail in the right way (think progress, not perfection), (3) dive into the magic at the heart of teaching and learning, and (4) relax and take your time: becoming the best educator you can be is a journey of never arriving. The interview is presented to encourage others to both find the soul of their teaching and guide their individual and collective discovery of the connection, authenticity, and magic at the heart of all teaching and learning.
{"title":"The Soul of Teaching: Insights From 50 Years of Experience in Management Education","authors":"Amy L. Kenworthy, Joy E. Beatty, Joan V. Gallos","doi":"10.1177/10525629241254552","DOIUrl":"https://doi.org/10.1177/10525629241254552","url":null,"abstract":"This interview with Dr. Joan V. Gallos, 2023 recipient of the David L. Bradford Outstanding Educator Award from the Management and Organizational Behavior Teaching Society (MOBTS), explores the four components of what Gallos considers the “soul of teaching”—insights she wished she had understood when she began her teaching career more than 50 years ago. Her four insights advise educators to: (1) work with what they’ve got—and own it!, (2) fail in the right way (think progress, not perfection), (3) dive into the magic at the heart of teaching and learning, and (4) relax and take your time: becoming the best educator you can be is a journey of never arriving. The interview is presented to encourage others to both find the soul of their teaching and guide their individual and collective discovery of the connection, authenticity, and magic at the heart of all teaching and learning.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141060971","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}
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