Pub Date : 2023-08-24DOI: 10.1177/10525629231193094
S. Middleton, S. Alday
{"title":"Learning To Not Teach","authors":"S. Middleton, S. Alday","doi":"10.1177/10525629231193094","DOIUrl":"https://doi.org/10.1177/10525629231193094","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42079918","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 : 2023-08-17DOI: 10.1177/10525629231190841
A. Dunn, S. Fallah
Searching for jobs is a stressful process for students. When faced with unknowns of the future, many students avoid proactively planning their job search. This article describes an exercise, rooted in scenario planning, which is a tool widely used during an organization’s strategy development process. To help students prepare for the job search process, we apply this tool to help with their current job searching. In a set of steps, students brainstorm forces affecting their job search process, develop a range of possible futures for these forces, and analyze the implications of each. This exercise helps students build resilience capacity by directing them to make sense of their future job search and reduce the uncertainty around it. Based on pretest-posttest data, students ( N = 71) report that the exercise significantly reduced stress about their own job searches and increased positive mood. Most students also agreed that scenario planning can help with understanding how to prepare and approach different job search situations and can be a useful tool for dealing with future unknowns. Exercise materials, detailed directions for implementation, and suggestions for debriefing are included in this article to allow instructors to implement the exercise in their own classes.
{"title":"The Future Is Scary!: A Job Search Scenario Planning Exercise to Encourage Student Resilience Capacity and Reduce Stress","authors":"A. Dunn, S. Fallah","doi":"10.1177/10525629231190841","DOIUrl":"https://doi.org/10.1177/10525629231190841","url":null,"abstract":"Searching for jobs is a stressful process for students. When faced with unknowns of the future, many students avoid proactively planning their job search. This article describes an exercise, rooted in scenario planning, which is a tool widely used during an organization’s strategy development process. To help students prepare for the job search process, we apply this tool to help with their current job searching. In a set of steps, students brainstorm forces affecting their job search process, develop a range of possible futures for these forces, and analyze the implications of each. This exercise helps students build resilience capacity by directing them to make sense of their future job search and reduce the uncertainty around it. Based on pretest-posttest data, students ( N = 71) report that the exercise significantly reduced stress about their own job searches and increased positive mood. Most students also agreed that scenario planning can help with understanding how to prepare and approach different job search situations and can be a useful tool for dealing with future unknowns. Exercise materials, detailed directions for implementation, and suggestions for debriefing are included in this article to allow instructors to implement the exercise in their own classes.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43722514","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 : 2023-08-07DOI: 10.1177/10525629231190840
J. Billsberry, I. Alony
Massive open online courses (MOOCs) are online-based teaching programs designed to accommodate thousands of students without charging any fees. They began appearing in 2009 and 2010, became popular for a while, but are in decline now. This paper contains bibliometric and systematic reviews of research on MOOCs to see what can be learned from the innovation. The primary goals of these reviews are (1) to bibliometrically chart the research conducted on MOOCs and highlight significant milestones, (2) to reveal themes in MOOC research and discover key lessons, and (3) to surface any management education-specific lessons. The results show an increasing interest in scholarly work on MOOCs that demonstrates an enduring interest in reducing drop-out rates, although remedies have not yet been found. Studies demonstrate the importance of increasing opportunities for engagement and interaction. Few studies have explored MOOCs related to business and management. As universities have sought to monetize MOOCs, they have become less massive and less open as key components like credit and certification have been placed behind pay walls. The paper concludes with a critical discussion of MOOC research that suggests that they were a fad whose time has come and gone.
{"title":"The MOOC Post-Mortem: Bibliometric and Systematic Analyses of Research on Massive Open Online Courses (MOOCs), 2009 to 2022","authors":"J. Billsberry, I. Alony","doi":"10.1177/10525629231190840","DOIUrl":"https://doi.org/10.1177/10525629231190840","url":null,"abstract":"Massive open online courses (MOOCs) are online-based teaching programs designed to accommodate thousands of students without charging any fees. They began appearing in 2009 and 2010, became popular for a while, but are in decline now. This paper contains bibliometric and systematic reviews of research on MOOCs to see what can be learned from the innovation. The primary goals of these reviews are (1) to bibliometrically chart the research conducted on MOOCs and highlight significant milestones, (2) to reveal themes in MOOC research and discover key lessons, and (3) to surface any management education-specific lessons. The results show an increasing interest in scholarly work on MOOCs that demonstrates an enduring interest in reducing drop-out rates, although remedies have not yet been found. Studies demonstrate the importance of increasing opportunities for engagement and interaction. Few studies have explored MOOCs related to business and management. As universities have sought to monetize MOOCs, they have become less massive and less open as key components like credit and certification have been placed behind pay walls. The paper concludes with a critical discussion of MOOC research that suggests that they were a fad whose time has come and gone.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45231136","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 : 2023-07-25DOI: 10.1177/10525629231189775
Jennifer L. Schultz, J. Canchaya
Invited commentary on the 2021 Journal of Management Education Lasting Impact Award for Dr. David Whetten 2007 article Principles of Effective Course Design: What I Wish I Had Known about Learning-centered Teaching 30 Years Ago.
David Whetten博士2007年的文章《有效课程设计的原则：我希望30年前我对以学习为中心的教学有所了解》，受邀为2021年《管理教育杂志》持久影响奖发表评论。
{"title":"Teaching Teachers: Commentary on Principles of Effective Course Design","authors":"Jennifer L. Schultz, J. Canchaya","doi":"10.1177/10525629231189775","DOIUrl":"https://doi.org/10.1177/10525629231189775","url":null,"abstract":"Invited commentary on the 2021 Journal of Management Education Lasting Impact Award for Dr. David Whetten 2007 article Principles of Effective Course Design: What I Wish I Had Known about Learning-centered Teaching 30 Years Ago.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"454 - 457"},"PeriodicalIF":1.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600262","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 : 2023-07-25DOI: 10.1177/10525629231186158
M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy
In this essay, we focus on methodological issues that reviewers and editors commonly encounter when evaluating empirical articles in scholarship of teaching and learning in management education. We organize our discussion around three stages—design, analysis, and reporting. The essay identifies which types of issues are likely to receive rejection, and which issues can be addressed in the subsequent reviews of the manuscript. We provide authors with some suggestions on how to address these issues in their research.
{"title":"Common Methodological Issues in Quantitative Management Education Research and Recommendations for Authors","authors":"M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy","doi":"10.1177/10525629231186158","DOIUrl":"https://doi.org/10.1177/10525629231186158","url":null,"abstract":"In this essay, we focus on methodological issues that reviewers and editors commonly encounter when evaluating empirical articles in scholarship of teaching and learning in management education. We organize our discussion around three stages—design, analysis, and reporting. The essay identifies which types of issues are likely to receive rejection, and which issues can be addressed in the subsequent reviews of the manuscript. We provide authors with some suggestions on how to address these issues in their research.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398200","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 : 2023-07-21DOI: 10.1177/10525629231187515
Jaclyn K. Brandhorst, Keira Solon, Chris M. Opatrny-Yazell, D. Jensen
Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on “the right work” are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the “right work” and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.
{"title":"Transforming Learners: A Programmatic Approach to Helping Students Find “The Right Work”","authors":"Jaclyn K. Brandhorst, Keira Solon, Chris M. Opatrny-Yazell, D. Jensen","doi":"10.1177/10525629231187515","DOIUrl":"https://doi.org/10.1177/10525629231187515","url":null,"abstract":"Research suggests the current generation of learners (called Zoomers or Gen-Z) takes a values-driven approach to their careers. Increasingly, this generation seeks out workplaces that center issues of sustainability, social responsibility, diversity, equity and inclusion. The preferences of Gen-Z suggest that building business programs that focus on “the right work” are both relevant and necessary to meet the expectations of this generation. It is unsurprising, then, that leading business education associations like AACSB have placed emphasis on building education programs that have a positive societal impact. In this article, we outline our programmatic approach to help learners engage in the “right work” and to address calls for building business programs that engage in more responsible, ethical, and sustainable models of management education. In sharing our approach, we 1) emphasize the value of using a programmatic design to facilitate curricular change, and 2) demonstrate how transformative learning theory can provide a practical way of reenvisioning business programs that address the concerns of Zoomers.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392874","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 : 2023-07-12DOI: 10.1177/10525629231187388
J. Leigh, M. A. Robinson
• Some of our faculty, staff and their families have health risks and conditions that contribute not only to poor health and a lower quality of life, but also to higher health costs. Many of these conditions can be improved. The best research estimates indicate that 25-30 percent of these costs are avoidable. • Because most of us spend significant hours at work, workplace wellness programs are a wonderful opportunity for you to impact how you feel so you can be at your very best.
{"title":"We’re Here for You","authors":"J. Leigh, M. A. Robinson","doi":"10.1177/10525629231187388","DOIUrl":"https://doi.org/10.1177/10525629231187388","url":null,"abstract":"• Some of our faculty, staff and their families have health risks and conditions that contribute not only to poor health and a lower quality of life, but also to higher health costs. Many of these conditions can be improved. The best research estimates indicate that 25-30 percent of these costs are avoidable. • Because most of us spend significant hours at work, workplace wellness programs are a wonderful opportunity for you to impact how you feel so you can be at your very best.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"451 - 453"},"PeriodicalIF":1.4,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408193","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 : 2023-06-30DOI: 10.1177/10525629231181120
Mai P. Trinh, Robert J. Chico, Rachel M. Reed
Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students’ learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.
{"title":"How Fun Overcame Fear: The Gamification of a Graduate-Level Statistics Course","authors":"Mai P. Trinh, Robert J. Chico, Rachel M. Reed","doi":"10.1177/10525629231181120","DOIUrl":"https://doi.org/10.1177/10525629231181120","url":null,"abstract":"Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students’ learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004815","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 : 2023-06-27DOI: 10.1177/10525629231182156
K. Getchell, Jim Dubinsky, Paula Lentz
Shannon and Weaver’s communication process model is a dominant model used to understand communication between a sender and receiver. The model is used to explain communication in management and organizational behavior textbooks. Despite its proliferation, few studies have examined this model’s role in introductory management and organization behavior texts or critiqued its use in foundational business courses. This paper investigates the role that transmission models such as Shannon and Weaver’s play in communication textbooks and argues that this model, and the way it is used, can be limiting for students when they are trying to understand the dynamic nature of communication in organizations. The authors call for more critical reflection on teaching communication to management students.
{"title":"A Critique of Transmission Communication Models in Introductory Management and Organizational Behavior Textbooks","authors":"K. Getchell, Jim Dubinsky, Paula Lentz","doi":"10.1177/10525629231182156","DOIUrl":"https://doi.org/10.1177/10525629231182156","url":null,"abstract":"Shannon and Weaver’s communication process model is a dominant model used to understand communication between a sender and receiver. The model is used to explain communication in management and organizational behavior textbooks. Despite its proliferation, few studies have examined this model’s role in introductory management and organization behavior texts or critiqued its use in foundational business courses. This paper investigates the role that transmission models such as Shannon and Weaver’s play in communication textbooks and argues that this model, and the way it is used, can be limiting for students when they are trying to understand the dynamic nature of communication in organizations. The authors call for more critical reflection on teaching communication to management students.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"477 - 504"},"PeriodicalIF":1.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42483863","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 : 2023-06-26DOI: 10.1177/10525629231182955
Yifeng Fan
{"title":"2023 Fritz J. Roethlisberger Memorial Award Editorial","authors":"Yifeng Fan","doi":"10.1177/10525629231182955","DOIUrl":"https://doi.org/10.1177/10525629231182955","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496277","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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