Pub Date : 2023-11-07DOI: 10.1177/10525629231208892
Jennifer Tosti-Kharas, Julie Levinson
In the contemporary work landscape, individual workers increasingly create, sustain, and manage their own careers. Business schools prepare students to enter careers using a vocational approach that neglects the cultural lens on why students desire the careers they do and how they perceive those careers over time. In this essay, we argue that career education entails not only assessing and developing individual strengths and skills but also pondering the context, purpose, and scope of one’s career. Our proposed pedagogy is: (a) interdisciplinary, blending insights from management and the humanities; (b) centered in narrative, specifically film narrative, which forms the central organizing principle of the course; and (c) historical, analyzing the narrative themes and subtexts that recur over time. We seek to move beyond a “how-to” approach, focusing on skills students need to succeed in their initial jobs, toward a “why do?” interrogation of the cultural and historical roots of work and career attitudes. This approach challenges students to critically examine ideas about what makes a good career—for themselves and others—over the long arc of their working lives. We present some key tenets of our proposed approach, using examples and evidence from a class we co-taught to illustrate them.
{"title":"From “How-To” to “Why Do?” A Film-Centered Pedagogy for Teaching Contemporary Careers","authors":"Jennifer Tosti-Kharas, Julie Levinson","doi":"10.1177/10525629231208892","DOIUrl":"https://doi.org/10.1177/10525629231208892","url":null,"abstract":"In the contemporary work landscape, individual workers increasingly create, sustain, and manage their own careers. Business schools prepare students to enter careers using a vocational approach that neglects the cultural lens on why students desire the careers they do and how they perceive those careers over time. In this essay, we argue that career education entails not only assessing and developing individual strengths and skills but also pondering the context, purpose, and scope of one’s career. Our proposed pedagogy is: (a) interdisciplinary, blending insights from management and the humanities; (b) centered in narrative, specifically film narrative, which forms the central organizing principle of the course; and (c) historical, analyzing the narrative themes and subtexts that recur over time. We seek to move beyond a “how-to” approach, focusing on skills students need to succeed in their initial jobs, toward a “why do?” interrogation of the cultural and historical roots of work and career attitudes. This approach challenges students to critically examine ideas about what makes a good career—for themselves and others—over the long arc of their working lives. We present some key tenets of our proposed approach, using examples and evidence from a class we co-taught to illustrate them.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"13 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480265","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 : 2023-10-31DOI: 10.1177/10525629231205484
Jason A. Colquitt, David M. Long, Richard J. Gentry
Discussions about the status of scholarly journals in management have tended to revolve around impact factor and standing on relevant lists—cues whose validity has been oft-debated. We introduce a new metric for gauging the status of scholarly journals. Syllabus share represents the proportion of doctoral seminar syllabi comprised of articles from a given journal. We introduce this metric by drawing on a content analysis of 179 management doctoral syllabi (90 micro seminars, 89 macro seminars) from 53 business schools in North America, Europe, and Asia. Our results showed that syllabus share was distinct from impact factor and standing on relevant ranking and advisory lists. Moreover, syllabus share was correlated with perceptions of journal status on the part of both junior and senior scholars. Syllabus share provides a more continuous view of journal status (in contrast to lists) while allowing results to be contextualized (in contrast to impact factor). Our discussion focuses on the value of syllabus share for a more pluralistic conceptualization of journal status and its contributions to the scholarship of management education.
{"title":"Syllabus Share: A New Metric for Gauging Journal Status","authors":"Jason A. Colquitt, David M. Long, Richard J. Gentry","doi":"10.1177/10525629231205484","DOIUrl":"https://doi.org/10.1177/10525629231205484","url":null,"abstract":"Discussions about the status of scholarly journals in management have tended to revolve around impact factor and standing on relevant lists—cues whose validity has been oft-debated. We introduce a new metric for gauging the status of scholarly journals. Syllabus share represents the proportion of doctoral seminar syllabi comprised of articles from a given journal. We introduce this metric by drawing on a content analysis of 179 management doctoral syllabi (90 micro seminars, 89 macro seminars) from 53 business schools in North America, Europe, and Asia. Our results showed that syllabus share was distinct from impact factor and standing on relevant ranking and advisory lists. Moreover, syllabus share was correlated with perceptions of journal status on the part of both junior and senior scholars. Syllabus share provides a more continuous view of journal status (in contrast to lists) while allowing results to be contextualized (in contrast to impact factor). Our discussion focuses on the value of syllabus share for a more pluralistic conceptualization of journal status and its contributions to the scholarship of management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"30 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863867","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 : 2023-10-28DOI: 10.1177/10525629231208186
Ahmad Timsal, Uzair Shah, Vivien Hodgson
Assumptions regarding digital technologies in business schools have become part of the hidden curriculum. It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an alienating experience of digital technologies which for most transitions to either an engaged or instrumental experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.
{"title":"Socio-Digital Disadvantage Within Management Education: A Study of MBA Students’ Experiences of Digital Technologies","authors":"Ahmad Timsal, Uzair Shah, Vivien Hodgson","doi":"10.1177/10525629231208186","DOIUrl":"https://doi.org/10.1177/10525629231208186","url":null,"abstract":"Assumptions regarding digital technologies in business schools have become part of the hidden curriculum. It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an alienating experience of digital technologies which for most transitions to either an engaged or instrumental experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158363","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 : 2023-10-21DOI: 10.1177/10525629231206182
Barbara A. Ritter, Shalini S. Gopalkrishnan, Caitlin E. Smith Sockbeson
Technology has changed rapidly in recent years and higher education has struggled to keep up. This article draws upon the expertise of three leaders in the Educational Technology (EdTech) industry to better understand how technology can be infused at the course level and at the curricular level to improve student learning. Best practices in teaching and learning are considered through the filter of EdTech to better understand where faculty can start to implement change. It is also suggested that faculty reconsider their notions of personal development to include not just keeping up with content, but also keeping up with how technology can maximize the student learning experience.
{"title":"The Next Generation of Pedagogy: Reflections from EdTech Leaders","authors":"Barbara A. Ritter, Shalini S. Gopalkrishnan, Caitlin E. Smith Sockbeson","doi":"10.1177/10525629231206182","DOIUrl":"https://doi.org/10.1177/10525629231206182","url":null,"abstract":"Technology has changed rapidly in recent years and higher education has struggled to keep up. This article draws upon the expertise of three leaders in the Educational Technology (EdTech) industry to better understand how technology can be infused at the course level and at the curricular level to improve student learning. Best practices in teaching and learning are considered through the filter of EdTech to better understand where faculty can start to implement change. It is also suggested that faculty reconsider their notions of personal development to include not just keeping up with content, but also keeping up with how technology can maximize the student learning experience.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"17 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512185","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 : 2023-10-21DOI: 10.1177/10525629231205604
Yifeng Fan, Bahar Javadizadeh, Mariya Gavrilova Aguilar
In the constantly evolving career landscape, knowledge about human resource management practices could prove very beneficial for undergraduate college students who want to construct protean careers. With its broad content coverage, the introductory HR course is best suited to teach students about key HR functions and practices instrumental to their career outcomes. The current introductory HR course at the undergraduate level may fall short of this promise as it primarily caters to aspiring HR professionals. We propose to re-imagine the undergraduate introductory HR course from the perspective of students as future employees instead and illustrate the role of HR functions in career progression and how students could use HR knowledge to advance their careers that align with their values. We offer a detailed framework with updated learning goals and sample experiential activities for each major HR topic. We believe that the new approach will make the course more relevant to all students, which could improve learning outcomes and help students construct and manage their protean careers.
{"title":"Human Resource Management Reimagined: A New Perspective on HR Courses for Contemporary Careers","authors":"Yifeng Fan, Bahar Javadizadeh, Mariya Gavrilova Aguilar","doi":"10.1177/10525629231205604","DOIUrl":"https://doi.org/10.1177/10525629231205604","url":null,"abstract":"In the constantly evolving career landscape, knowledge about human resource management practices could prove very beneficial for undergraduate college students who want to construct protean careers. With its broad content coverage, the introductory HR course is best suited to teach students about key HR functions and practices instrumental to their career outcomes. The current introductory HR course at the undergraduate level may fall short of this promise as it primarily caters to aspiring HR professionals. We propose to re-imagine the undergraduate introductory HR course from the perspective of students as future employees instead and illustrate the role of HR functions in career progression and how students could use HR knowledge to advance their careers that align with their values. We offer a detailed framework with updated learning goals and sample experiential activities for each major HR topic. We believe that the new approach will make the course more relevant to all students, which could improve learning outcomes and help students construct and manage their protean careers.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511592","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 : 2023-10-16DOI: 10.1177/10525629231201843
Isabel Fischer, Kerry Dobbins
At a time when emerging technologies increasingly transform the workplace and society overall, management educators seem reluctant to fully embrace emerging transformative technologies in their teaching. In this conceptual essay, we argue that this reluctance stems from paradoxical tensions of identity of management educators and students. The case is made that, currently, management educators tend to display their expertise to meet students’ reductionist curiosity. We recommend that management educators move beyond an initial reductionist curriculum to harness the opposing forces created by the paradoxical tensions of identity, which means embracing vulnerability at the same time as stimulating students’ expansionist curiosity. Our pedagogic recommendations are based on our experience of integrating generative and non-generative artificial intelligence, as well as esports and virtual reality as a preparation for the metaverse, into our curriculum. The essay concludes by proposing a sequence of three steps that might guide management educators in their preparation to integrate emerging technologies in the classroom in a way that empowers students to envision shaping the unknown future in an innovative and responsible way.
{"title":"Is it Worth it? How Paradoxical Tensions of Identity Shape the Readiness of Management Educators to Embrace Transformative Technologies in their Teaching","authors":"Isabel Fischer, Kerry Dobbins","doi":"10.1177/10525629231201843","DOIUrl":"https://doi.org/10.1177/10525629231201843","url":null,"abstract":"At a time when emerging technologies increasingly transform the workplace and society overall, management educators seem reluctant to fully embrace emerging transformative technologies in their teaching. In this conceptual essay, we argue that this reluctance stems from paradoxical tensions of identity of management educators and students. The case is made that, currently, management educators tend to display their expertise to meet students’ reductionist curiosity. We recommend that management educators move beyond an initial reductionist curriculum to harness the opposing forces created by the paradoxical tensions of identity, which means embracing vulnerability at the same time as stimulating students’ expansionist curiosity. Our pedagogic recommendations are based on our experience of integrating generative and non-generative artificial intelligence, as well as esports and virtual reality as a preparation for the metaverse, into our curriculum. The essay concludes by proposing a sequence of three steps that might guide management educators in their preparation to integrate emerging technologies in the classroom in a way that empowers students to envision shaping the unknown future in an innovative and responsible way.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112490","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 : 2023-10-11DOI: 10.1177/10525629231205268
Melanie A. Robinson, Jennifer S. A. Leigh
{"title":"What JME Section Is the Right Fit for My Manuscript?","authors":"Melanie A. Robinson, Jennifer S. A. Leigh","doi":"10.1177/10525629231205268","DOIUrl":"https://doi.org/10.1177/10525629231205268","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211201","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 : 2023-09-30DOI: 10.1177/10525629231200206
Fabian Alexander Müller, Torsten Wulf
The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners’ cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.
{"title":"Differences in Learning Effectiveness Across Management Learning Environments: A Cognitive Load Theory Perspective","authors":"Fabian Alexander Müller, Torsten Wulf","doi":"10.1177/10525629231200206","DOIUrl":"https://doi.org/10.1177/10525629231200206","url":null,"abstract":"The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners’ cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280684","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 : 2023-09-30DOI: 10.1177/10525629231203405
Jennifer L. Eury, Thomas F. Hawk
In this essay, we offer two personal narratives of how we innovated in our approaches to teaching and learning—our pedagogical epiphanies. The first narrative, triggered by the COVID-19 pandemic, focuses on innovating and moving from the use of a single learning process to the use of a portfolio of learning approaches that align with the learning objectives for the course. The second narrative, triggered by the instructor’s inner dissatisfaction with the level of student preparation and engagement, focuses on innovating and moving from the use of a different case each class session—a surface approach to learning—to the use of two cases for the entire semester and eventually just one—a deep approach to learning. We describe the temporal and experimental character of the caring and innovating relational processes in each narrative, the insights gained across the narratives, and the implications for pedagogical practices and pedagogical research in management education. We ground our narratives in the conceptual literatures on a process-relational ontological view of teaching and learning, pedagogical caring, and innovating. We conclude with our desire to encourage others to embrace their own pedagogical epiphanies.
{"title":"Our Pedagogical Epiphanies: Moments of Clarity in Our Teaching Practice That Created Windows for Change","authors":"Jennifer L. Eury, Thomas F. Hawk","doi":"10.1177/10525629231203405","DOIUrl":"https://doi.org/10.1177/10525629231203405","url":null,"abstract":"In this essay, we offer two personal narratives of how we innovated in our approaches to teaching and learning—our pedagogical epiphanies. The first narrative, triggered by the COVID-19 pandemic, focuses on innovating and moving from the use of a single learning process to the use of a portfolio of learning approaches that align with the learning objectives for the course. The second narrative, triggered by the instructor’s inner dissatisfaction with the level of student preparation and engagement, focuses on innovating and moving from the use of a different case each class session—a surface approach to learning—to the use of two cases for the entire semester and eventually just one—a deep approach to learning. We describe the temporal and experimental character of the caring and innovating relational processes in each narrative, the insights gained across the narratives, and the implications for pedagogical practices and pedagogical research in management education. We ground our narratives in the conceptual literatures on a process-relational ontological view of teaching and learning, pedagogical caring, and innovating. We conclude with our desire to encourage others to embrace their own pedagogical epiphanies.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341603","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 : 2023-09-09DOI: 10.1177/10525629231197219
Luke A. Pittaway, Maha M. Tantawy, Andrew C. Corbett, Candida Brush
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.
{"title":"Improving Doctoral Educator Development: A Scaffolding Approach","authors":"Luke A. Pittaway, Maha M. Tantawy, Andrew C. Corbett, Candida Brush","doi":"10.1177/10525629231197219","DOIUrl":"https://doi.org/10.1177/10525629231197219","url":null,"abstract":"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.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192493","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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