Pub Date : 2024-05-06DOI: 10.1177/10525629241249764
Steven Hitchcock, Sandra Seno-Alday, Praveena Chandra
Learner engagement, loosely defined as the extent of a student’s cognitive and emotional investment in both academic and co-curricular activities, is argued to make a positive impact on both the student experience at university and student learning outcomes. Universities often implement co-curricular activities and programs to drive learner engagement, yet it continues to be the most lagging metric in nationwide student evaluations of higher education experience in Australia. This raises questions of how to design and deliver effective and engaging co-curricular programs, however, there is scant praxis-oriented knowledge available. This article draws on the experience of a team of academics in an Australian business school tasked with creating a co-curricular program to foster learner engagement amongst an undergraduate cohort. Drawing upon engagement data from 1 year of delivery, as well as a series of semi-structured long-form focus group discussions with participating students at varying stages of their learning journey, this article questions assumptions about learner engagement and co-curricular design and challenges the use of learner engagement as a metric for evaluating educators and educational institutions given the nature of students’ relationship with their education.
{"title":"Missing the Mark: lessons From Failing to Foster Learner Engagement in a Co-Curricular Program","authors":"Steven Hitchcock, Sandra Seno-Alday, Praveena Chandra","doi":"10.1177/10525629241249764","DOIUrl":"https://doi.org/10.1177/10525629241249764","url":null,"abstract":"Learner engagement, loosely defined as the extent of a student’s cognitive and emotional investment in both academic and co-curricular activities, is argued to make a positive impact on both the student experience at university and student learning outcomes. Universities often implement co-curricular activities and programs to drive learner engagement, yet it continues to be the most lagging metric in nationwide student evaluations of higher education experience in Australia. This raises questions of how to design and deliver effective and engaging co-curricular programs, however, there is scant praxis-oriented knowledge available. This article draws on the experience of a team of academics in an Australian business school tasked with creating a co-curricular program to foster learner engagement amongst an undergraduate cohort. Drawing upon engagement data from 1 year of delivery, as well as a series of semi-structured long-form focus group discussions with participating students at varying stages of their learning journey, this article questions assumptions about learner engagement and co-curricular design and challenges the use of learner engagement as a metric for evaluating educators and educational institutions given the nature of students’ relationship with their education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"10 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889803","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 : 2024-04-22DOI: 10.1177/10525629241245671
{"title":"Call For Papers: Management Education in Africa","authors":"","doi":"10.1177/10525629241245671","DOIUrl":"https://doi.org/10.1177/10525629241245671","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"51 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140801700","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 : 2024-04-16DOI: 10.1177/10525629241240757
Tera L. Galloway
While the benefits of experiential learning are well established throughout management and business courses, they are used less often when teaching strategic management. Yet, many concepts in strategy, such as the value chain, are difficult for students to understand. The abstract nature of these topics, coupled with the limited real-life exposure to strategy, make these topics difficult for students to understand and apply. The Golden Ticket exercise is designed to help students correctly apply the VRIO framework and conduct a value chain analysis. This exercise uses redirection as a learning tool, incorporating several independent myopic parts to create ambiguity, where students are initially unable to see how the exercise connects to the “big picture.” It is not until the end of the exercise that students can see how these parts connect (creating the big picture perspective), as they are able to identify the firm’s value creating activities, core competencies, and create the value chain for the firm. This exercise can be used in undergraduate and graduate-level strategy, marketing, and management classes, and can be taught face-to-face or online. Student feedback suggests that this exercise is engaging, practical, and an enlightening way to learn about value chain analysis and core competencies.
{"title":"The Search for the Golden Ticket: A Value Chain and VRIO Experiential Exercise","authors":"Tera L. Galloway","doi":"10.1177/10525629241240757","DOIUrl":"https://doi.org/10.1177/10525629241240757","url":null,"abstract":"While the benefits of experiential learning are well established throughout management and business courses, they are used less often when teaching strategic management. Yet, many concepts in strategy, such as the value chain, are difficult for students to understand. The abstract nature of these topics, coupled with the limited real-life exposure to strategy, make these topics difficult for students to understand and apply. The Golden Ticket exercise is designed to help students correctly apply the VRIO framework and conduct a value chain analysis. This exercise uses redirection as a learning tool, incorporating several independent myopic parts to create ambiguity, where students are initially unable to see how the exercise connects to the “big picture.” It is not until the end of the exercise that students can see how these parts connect (creating the big picture perspective), as they are able to identify the firm’s value creating activities, core competencies, and create the value chain for the firm. This exercise can be used in undergraduate and graduate-level strategy, marketing, and management classes, and can be taught face-to-face or online. Student feedback suggests that this exercise is engaging, practical, and an enlightening way to learn about value chain analysis and core competencies.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"29 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615606","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 : 2024-04-09DOI: 10.1177/10525629241240791
Nancy Forster-Holt, Philip Clark
It is important that students across university disciplines and class years explore their attitudes about ageism, aging, and older adults. Yet few if any ageism interventions in academic settings are directed at business students, instead targeting disciplines such as health sciences. In this paper we offer requisite detail of ageism workshops we developed for use in an undergraduate entrepreneurship course, including discussion of our results. Business curricula at the university level can serve to reinforce age gaps through the study of functional areas such as marketing (target market segmentation) and finance (retirement planning). In entrepreneurship, stories of youthful startups persist despite recent findings strongly reject the notion that youth is a key trait of successful entrepreneurs. In the context of workplace ageism, ageism interventions, and age in entrepreneurship, we modified the Disrupt Aging curriculum offered by A.A.R.P., which facilitates an examination of one’s personal attitude about age and aging. Our twist was to focus the curriculum on entrepreneurship and have our students work in groups with an entrepreneur from the Baby Boom generation. This innovation to our curriculum provides promising evidence of effectiveness as measured in pre- and post-workshop attitudes about ageism and entrepreneurship.
{"title":"I’m Glad I Met You: Ageism Interventions in an Entrepreneurship Course","authors":"Nancy Forster-Holt, Philip Clark","doi":"10.1177/10525629241240791","DOIUrl":"https://doi.org/10.1177/10525629241240791","url":null,"abstract":"It is important that students across university disciplines and class years explore their attitudes about ageism, aging, and older adults. Yet few if any ageism interventions in academic settings are directed at business students, instead targeting disciplines such as health sciences. In this paper we offer requisite detail of ageism workshops we developed for use in an undergraduate entrepreneurship course, including discussion of our results. Business curricula at the university level can serve to reinforce age gaps through the study of functional areas such as marketing (target market segmentation) and finance (retirement planning). In entrepreneurship, stories of youthful startups persist despite recent findings strongly reject the notion that youth is a key trait of successful entrepreneurs. In the context of workplace ageism, ageism interventions, and age in entrepreneurship, we modified the Disrupt Aging curriculum offered by A.A.R.P., which facilitates an examination of one’s personal attitude about age and aging. Our twist was to focus the curriculum on entrepreneurship and have our students work in groups with an entrepreneur from the Baby Boom generation. This innovation to our curriculum provides promising evidence of effectiveness as measured in pre- and post-workshop attitudes about ageism and entrepreneurship.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"30 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575100","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 : 2024-04-05DOI: 10.1177/10525629241244730
Jennifer S. A. Leigh, Melanie A. Robinson
{"title":"On the Road: See You at Sessions, Socials, and On-Screen During Spring and Summer 2024","authors":"Jennifer S. A. Leigh, Melanie A. Robinson","doi":"10.1177/10525629241244730","DOIUrl":"https://doi.org/10.1177/10525629241244730","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"48 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575123","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 : 2024-04-05DOI: 10.1177/10525629241243339
Scott J. Allen, Steven A. Edelson
{"title":"Brave New Classroom: Navigating Educational Technology in Management Education","authors":"Scott J. Allen, Steven A. Edelson","doi":"10.1177/10525629241243339","DOIUrl":"https://doi.org/10.1177/10525629241243339","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575127","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 : 2024-04-04DOI: 10.1177/10525629241242051
Carlos Jonathan Santos, Janette Brunstein, Mark Edward Walvoord
The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students’ reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students’ premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability.
{"title":"Introducing a Problem-Posing Protocol to Encourage Management Students’ Reflections on Sustainability Premises","authors":"Carlos Jonathan Santos, Janette Brunstein, Mark Edward Walvoord","doi":"10.1177/10525629241242051","DOIUrl":"https://doi.org/10.1177/10525629241242051","url":null,"abstract":"The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students’ reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students’ premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"40 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140575102","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 : 2024-03-13DOI: 10.1177/10525629241238090
{"title":"Call for Papers: Preparing Leaders to Tackle Grand Challenges","authors":"","doi":"10.1177/10525629241238090","DOIUrl":"https://doi.org/10.1177/10525629241238090","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"27 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150218","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 : 2024-01-08DOI: 10.1177/10525629231223512
Gergana Todorova, J. Barbuto
Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.
{"title":"Conflict Expression Types: Introducing a New Experiential Exercise","authors":"Gergana Todorova, J. Barbuto","doi":"10.1177/10525629231223512","DOIUrl":"https://doi.org/10.1177/10525629231223512","url":null,"abstract":"Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"53 42","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447261","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 : 2024-01-04DOI: 10.1177/10525629231221540
Peter Smith, L. Callagher, Paul Hibbert, Elisabeth Krull, John Hosking
Based on a study of a postgraduate course, we show how—through the processes associated with applying a strategic tool—students developed the understandings that allowed them to span disciplinary and organizational boundaries. We reveal how the students, working in groups and acting as consultants to industry clients, developed specific boundary-spanning skills learned through observation and practice (mimesis), and reflection. Namely, (1) working with others with different disciplines to establish roles and processes to operate successfully as a group, (2) establishing productive communication with other groups of diverse disciplines as part of project processes, (3) eliciting information from other groups of diverse specialists, and (4) managing an inclusive discussion process among other groups of diverse specialists for agreement. We discuss how these insights about mimesis and reflection add to pedagogic debates about instruction for interdisciplinary and inter-organizational learning and the implications for management education and development practice.
{"title":"Developing Interdisciplinary Learning: Spanning Disciplinary and Organizational Boundaries","authors":"Peter Smith, L. Callagher, Paul Hibbert, Elisabeth Krull, John Hosking","doi":"10.1177/10525629231221540","DOIUrl":"https://doi.org/10.1177/10525629231221540","url":null,"abstract":"Based on a study of a postgraduate course, we show how—through the processes associated with applying a strategic tool—students developed the understandings that allowed them to span disciplinary and organizational boundaries. We reveal how the students, working in groups and acting as consultants to industry clients, developed specific boundary-spanning skills learned through observation and practice (mimesis), and reflection. Namely, (1) working with others with different disciplines to establish roles and processes to operate successfully as a group, (2) establishing productive communication with other groups of diverse disciplines as part of project processes, (3) eliciting information from other groups of diverse specialists, and (4) managing an inclusive discussion process among other groups of diverse specialists for agreement. We discuss how these insights about mimesis and reflection add to pedagogic debates about instruction for interdisciplinary and inter-organizational learning and the implications for management education and development practice.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"86 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139386094","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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