Pub Date : 2022-01-26DOI: 10.1177/10525629211072315
J. Leigh, Marissa S. Edwards
Welcome to our second issue of the year! As we are all experiencing, living through the COVID-19 crisis has been an emotionally draining time for us all. Now the pandemic continues to present challenges both in and outside of our classrooms due to new variants emerging and swiftly changing lockdowns and border restrictions. As we start our next terms, we recognize that many of our students are similarly exhausted, and they have struggled with numerous challenges throughout the last two years. There are places of hope where countries are sustaining some level of face-to-face instruction, other locations where universities are returning to the classroom, and in other locations, this is not possible yet. Similarly, in our professional lives, many domestic and international conferences will continue in virtual and hybrid mode in the first part of 2022. We remain cautiously optimistic that by midyear at the MOBTS 2022, we will be seeing our friends and colleagues faceto-face again and enjoying rich conversations and debates about important issues in our field. One of these debates includes how we might keep adapting our scholarship of teaching and learning (SoTL) research in these extraordinarily complex times. For decades Special Issues have been one of the key mechanisms for advancing SoTL. This editorial addresses some questions we have received from our readers in the past about Special Issues and we hope to unpack various unknown or opaque editorial processes for authors. Common questions
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Pub Date : 2022-01-12DOI: 10.1177/10525629211067229
Raj Echambadi, Arshad Saiyed, Norma I. Scagnoli, M. Viswanathan
How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.
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Pub Date : 2021-12-30DOI: 10.1177/10525629211067183
E. Donaldson-Feilder, Rachel Lewis, J. Yarker, Lilith A. Whiley
Mindfulness is increasingly being used within leadership development to enhance managers’ wellbeing and leadership capability. Given the relational nature of leadership, we posit that an interpersonal form of mindfulness has the potential to offer benefits over and above those provided by personal or internal mindfulness. We therefore chose a Delphi research methodology to consult and achieve consensus among expert practitioners, exploring if and how interpersonal mindfulness, in the specific form of the Interpersonal Mindfulness Program (IMP), can contribute to leadership development. Our aims were, firstly, to identify the necessary components of an IMP-based leadership development program and, secondly, to create guidelines for practitioners. Through four phases of data-gathering and feedback, we achieved consensus among 39 experts on guidelines for how to develop a leadership development program based on the IMP, contextual factors that will act as facilitators or barriers, and selection and screening of participants. The intention is that the resulting guidelines will support the implementation of coherent, consistent IMP-based leadership development, sensitive both to its origins and to the context.
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Pub Date : 2021-12-28DOI: 10.1177/10525629211062591
Marissa S. Edwards, J. Leigh
We are excited to welcome you to our first issue of 2022! We hope that all our readers (and reviewers!) have enjoyed a restful break over the holiday season. As we discussed in our closing editorial last year, 2021 was a challenging year for everyone, and we hope that the coming 12 months will be relatively less stressful as we continue to adjust to “the new normal.” As we move toward more face-to-face interactions, we are looking forward to seeing more of you in person at conferences and workshops throughout the year, especially at the MOBTS meetings in Mannheim, Germany, and Cal Poly Pomona in the United States in June. If you are interested in publishing in JME, our “Meet The Editors” workshops held at various conferences are an excellent way to meet members of the editorial team and discuss manuscript ideas. Building on this point, in this editorial, we wanted to revisit a question that we receive most frequently at such workshops: What can authors do to increase the likelihood that their manuscript will be accepted for publication? Previous JME editor Jon Billsberry addressed a slightly different (related) question in one of the most popular JME editorials to date entitled, “Desk-Rejects: Top 10 Tips to Avoid the Cull.” We encourage all authors to review this article while preparing their manuscripts for submission, as Jon included some excellent suggestions to help manuscripts “survive” the initial review process. As a reminder, the JME Co-Editors review all submissions 1062591 JMEXXX10.1177/10525629211062591Journal of Management EducationEdwards and Leigh editorial2021
我们很高兴地欢迎您来到我们2022年的第一期!我们希望我们所有的读者(和评论家!)在假期里度过了一个宁静的假期。正如我们在去年的结束语中所讨论的那样，2021年对每个人来说都是充满挑战的一年，我们希望未来12个月的压力相对较小，因为我们将继续适应“新常态”。随着我们越来越多地进行面对面的交流，我们期待着在全年的会议和研讨会上看到更多的人，特别是在6月份在德国曼海姆和美国加州波莫纳分校举行的MOBTS会议上。如果您有兴趣在JME发表文章，我们在各种会议上举办的“与编辑见面”研讨会是与编辑团队成员见面并讨论手稿想法的绝佳方式。基于这一点，在这篇社论中，我们想重新审视我们在此类研讨会上最常收到的一个问题:作者可以做些什么来增加他们的手稿被接受发表的可能性?之前的JME编辑Jon Billsberry在JME最受欢迎的一篇社论中提出了一个稍微不同(相关)的问题，题为“办公桌拒绝:避免淘汰的十大建议”。我们鼓励所有作者在准备提交稿件的同时审查这篇文章，因为Jon包含了一些很好的建议，以帮助稿件“生存”最初的审查过程。作为提醒，JME共同编辑审查所有提交的1062591 JMEXXX10.1177/10525629211062591Journal of Management EducationEdwards and Leigh editorial2021
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Pub Date : 2021-12-17DOI: 10.1177/10525629211065623
M. Maloni, D. Gligor, Tim Blumentritt, Nichole Gligor
Immigration is an important and contemporary topic in management education given its impact on labor, wages, innovation, and diversity. However, extant research offers few insights into the antecedents to student immigration attitudes. Survey data from undergraduate students taking business courses at two large public universities in the southeast U.S. reveal that while student attitudes toward immigration are more moderate than the general U.S. population, these attitudes differ by gender, political affiliation, and immigration background. Following realistic conflict theory and social identity theory, these student immigration attitudes are a function of both fear and competition. First, their attitudes are confounded by conflicting antecedents in perceived personal competition for resources with immigrants (e.g., jobs, wages) versus immigration benefits (e.g., costs, labor base, innovation). Second, xenophobia (fear of immigrants) is a remarkably powerful influencer of one’s immigration attitude and its antecedents. With these points, management educators must engage students in critical thinking about immigration to prepare them to effectively work with diverse colleagues and business partners while leading global organizations. We, therefore, present four cross-disciplinary areas of intersection between immigration and management education, including diversity and cultural intelligence, human resource management and ethics, entrepreneurship and innovation, and finally, economic and socioeconomic impacts.
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Pub Date : 2021-12-12DOI: 10.1177/10525629211062108
Nizar Becheikh, Maha Mourad, A. Tolba
The case method has made inroads as a pedagogical tool that can sharpen students’ analytical skills and better prepare them for the reality awaiting them professionally. Despite its deep-seated origins in the West, the case method remains underused in the Middle East and North Africa (MENA) region. The purpose of this study is to explore the main challenges that MENA business higher education institutions face in effecting case-based learning and the key initiatives that may help in addressing them. Building on our extensive experience with case studies production and teaching in the MENA context, and a pioneering exploratory research involving 40 instructors, students, and administrators from three leading business schools in Egypt, Morocco, and Tunisia, we shed new light on the skills and contextual challenges that MENA business higher education institutions encounter when implementing the case method. We also propose a framework that integrates a wide range of initiatives to promote case-based learning in MENA. At the heart of this framework is the “community building” effort advocated as a catalyst to support case writing, teaching, solving, and publishing, as well as the development of a culture conducive to an effective deployment of the case method in the specific MENA context.
{"title":"Promoting Case-Based Learning in Business Higher Education in the Middle East and North Africa Region","authors":"Nizar Becheikh, Maha Mourad, A. Tolba","doi":"10.1177/10525629211062108","DOIUrl":"https://doi.org/10.1177/10525629211062108","url":null,"abstract":"The case method has made inroads as a pedagogical tool that can sharpen students’ analytical skills and better prepare them for the reality awaiting them professionally. Despite its deep-seated origins in the West, the case method remains underused in the Middle East and North Africa (MENA) region. The purpose of this study is to explore the main challenges that MENA business higher education institutions face in effecting case-based learning and the key initiatives that may help in addressing them. Building on our extensive experience with case studies production and teaching in the MENA context, and a pioneering exploratory research involving 40 instructors, students, and administrators from three leading business schools in Egypt, Morocco, and Tunisia, we shed new light on the skills and contextual challenges that MENA business higher education institutions encounter when implementing the case method. We also propose a framework that integrates a wide range of initiatives to promote case-based learning in MENA. At the heart of this framework is the “community building” effort advocated as a catalyst to support case writing, teaching, solving, and publishing, as well as the development of a culture conducive to an effective deployment of the case method in the specific MENA context.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"778 - 808"},"PeriodicalIF":1.4,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45900083","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 : 2021-11-02DOI: 10.1177/10525629211056077
M. Roldan
Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students’ transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs.
{"title":"Contrasting 4 Year Outcomes Associated With Introduction to Management Courses","authors":"M. Roldan","doi":"10.1177/10525629211056077","DOIUrl":"https://doi.org/10.1177/10525629211056077","url":null,"abstract":"Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students’ transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"685 - 714"},"PeriodicalIF":1.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42234302","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 : 2021-11-01DOI: 10.1177/10525629211056316
C. Craig, Elizabeth L. Petrun Sayers, S. Gilbertz, R. Karam, Song Feng
To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided.
{"title":"The Role of STEM-Based Sustainability in Business and Management Curricula: Exploring Cognitive and Affective Outcomes in University Students","authors":"C. Craig, Elizabeth L. Petrun Sayers, S. Gilbertz, R. Karam, Song Feng","doi":"10.1177/10525629211056316","DOIUrl":"https://doi.org/10.1177/10525629211056316","url":null,"abstract":"To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"656 - 684"},"PeriodicalIF":1.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49125264","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 : 2021-10-26DOI: 10.1177/10525629211015706
Marina Iskhakova, A. Bradly
Short-term study abroad (STSA) programs are the fastest growing segment of experiential learning programs in management education and the least studied. This is the first systematic review of STSA research, which focuses on 156 studies on STSA published between 2000 and 2019 and proposes a conceptual model to guide STSA research scholars. Through this detailed review, we provide a greater understanding of the scale, scope, key themes, and methodology of STSA research. Our article identifies the four key groups of theories used to inform STSA research, and provides insight into the variables and characteristics of STSA research, and the role of STSA in management education. Our review identifies 85 thematic outcomes found in the STSA literature and gives a particular focus to the 29 cross-cultural outcomes that characterize this literature. The review provides the first systematic analysis of cross-cultural outcomes within STSA research and identifies behavioral attributes as among the most studied. Cultural and learning theories were found to be the dominant theories that informed the underlying concepts in the STSA literature. Our review also provides a comprehensive agenda and directions for future STSA research, discussion on its impact, and its place in management education.
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Pub Date : 2021-10-13DOI: 10.1177/10525629211051067
J. Leigh, Marissa S. Edwards
As we start to round out 2021, we know that many people will be feeling a sense of exhaustion, both physically and emotionally. The last 18 months, as one colleague aptly put it, has felt like drowning; a constant swimming against the tide; an endless battle to keep our heads above water. As our readers will be aware, the COVID-19 pandemic has had a profound impact on higher education around the world and all individuals who are part of the system. Although vaccination rates are increasing in many countries around the world, and restrictions are being lifted gradually, we still face a great deal of uncertainty. Some of our students and colleagues are mourning the loss of loved ones. Others are recovering from COVID-19, and some are dealing with the long-term effects of the disease. Both students and faculty are facing high levels of burnout and psychological distress, with no clear end in sight. While some universities require masks and vaccinations to attend campus, others do not. As such, the pandemic can be viewed as “a chronic and unpredictable form of stress” (Hellemans et al., 2020) and “an unfolding process, a series of traumatic events with no clear end” (Greenberg & Hibbert, 2020, p. 124) that will continue to affect us for the foreseeable future. Despite the losses we have each experienced and the uncertainty of what lies ahead, we believe it is important to recognize and celebrate those who
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