Pub Date : 2022-06-13DOI: 10.1177/10525629221103826
M. Soncin, T. Agasisti, F. Frattini, Andrea S. Patrucco, M. Pero
With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.
{"title":"The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education","authors":"M. Soncin, T. Agasisti, F. Frattini, Andrea S. Patrucco, M. Pero","doi":"10.1177/10525629221103826","DOIUrl":"https://doi.org/10.1177/10525629221103826","url":null,"abstract":"With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"1052 - 1085"},"PeriodicalIF":1.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45750646","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 : 2022-06-13DOI: 10.1177/10525629221104231
Marissa S. Edwards, J. Leigh
Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they
{"title":"The Experience of Manuscript Rejection: Insights From the JME Associate Editors","authors":"Marissa S. Edwards, J. Leigh","doi":"10.1177/10525629221104231","DOIUrl":"https://doi.org/10.1177/10525629221104231","url":null,"abstract":"Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"611 - 621"},"PeriodicalIF":1.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42879454","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 : 2022-04-25DOI: 10.1177/10525629221090343
Julian Norris
In this paper I describe the integration of taijutsu, a martial art emerging from the Japanese ninja tradition, into an MBA complexity leadership course. There is broad consensus amongst leadership scholars that intangible qualities such as humility, courage, and uncertainty tolerance are particularly important in complex contexts. There is, however, little consensus as to how such qualities can be effectively cultivated. I review the literature related to martial arts training in management education and discuss the pedagogical challenges of developing both the competencies and capacities required to lead in complexity. I introduce taijutsu and describe several training drills and a facilitation methodology intended to help students develop practical fluency with systems thinking and its implications for leadership and decision-making. Student reflections highlight increased engagement along with potential perspectival and behavioral shifts as promising areas for further investigation. I close by making a case for deeper integration of informational and transformational learning within management education.
{"title":"Ninja Training Meets Management Education: Integrating Taijutsu into an MBA Complexity Leadership Course","authors":"Julian Norris","doi":"10.1177/10525629221090343","DOIUrl":"https://doi.org/10.1177/10525629221090343","url":null,"abstract":"In this paper I describe the integration of taijutsu, a martial art emerging from the Japanese ninja tradition, into an MBA complexity leadership course. There is broad consensus amongst leadership scholars that intangible qualities such as humility, courage, and uncertainty tolerance are particularly important in complex contexts. There is, however, little consensus as to how such qualities can be effectively cultivated. I review the literature related to martial arts training in management education and discuss the pedagogical challenges of developing both the competencies and capacities required to lead in complexity. I introduce taijutsu and describe several training drills and a facilitation methodology intended to help students develop practical fluency with systems thinking and its implications for leadership and decision-making. Student reflections highlight increased engagement along with potential perspectival and behavioral shifts as promising areas for further investigation. I close by making a case for deeper integration of informational and transformational learning within management education.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"951 - 974"},"PeriodicalIF":1.4,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170877","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 : 2022-04-13DOI: 10.1177/10525629221090680
Marissa S. Edwards, J. Leigh
In our (almost) 12 months as JME co-editors, we have had a wonderful time exploring various aspects of the journal and implementing new ideas and ventures to keep JME up-to-date and relevant to the management education community. Some of these initiatives include invigorating our social media presence, offering more hybrid and online workshops in new places around the world, and moving to inviting Special Issue proposals on a rolling basis. We are delighted to see that many of our readers have embraced these opportunities with vigor and we look forward to offering more in future. Another key part of our role as new co-editors has involved reviewing each section of JME and considering whether changes need to be made. As most of our readers will be aware, we publish six main sections—research articles, theoretical and conceptual pieces, essays, rejoinders, instructional innovations, and instructional change in context papers—and each has specific requirements. We believe that the breadth of articles published in JME is one of the journal’s major strengths and one of the reasons that we continue to have such a high submission rate. Although empirical and theoretical pieces continue to comprise most of our manuscripts, it is pleasing to see that we have a healthy number of submissions across all sections.
{"title":"Starting Engaging Conversations: Introducing the Interview Section","authors":"Marissa S. Edwards, J. Leigh","doi":"10.1177/10525629221090680","DOIUrl":"https://doi.org/10.1177/10525629221090680","url":null,"abstract":"In our (almost) 12 months as JME co-editors, we have had a wonderful time exploring various aspects of the journal and implementing new ideas and ventures to keep JME up-to-date and relevant to the management education community. Some of these initiatives include invigorating our social media presence, offering more hybrid and online workshops in new places around the world, and moving to inviting Special Issue proposals on a rolling basis. We are delighted to see that many of our readers have embraced these opportunities with vigor and we look forward to offering more in future. Another key part of our role as new co-editors has involved reviewing each section of JME and considering whether changes need to be made. As most of our readers will be aware, we publish six main sections—research articles, theoretical and conceptual pieces, essays, rejoinders, instructional innovations, and instructional change in context papers—and each has specific requirements. We believe that the breadth of articles published in JME is one of the journal’s major strengths and one of the reasons that we continue to have such a high submission rate. Although empirical and theoretical pieces continue to comprise most of our manuscripts, it is pleasing to see that we have a healthy number of submissions across all sections.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"431 - 438"},"PeriodicalIF":1.4,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486552","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 : 2022-03-09DOI: 10.1177/10525629221082600
Holly Slay Ferraro
This article deals with my experience of teaching a course on Black women’s enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and amplify their experience to critique systems of economic power based on race, class, and gender. Finally, I share a call for epistemologies of racialized people to combat privilege in business school classrooms.
{"title":"Disrupting Dominant Narratives and Privilege: Teaching Black Women’s Enterprise and Activism","authors":"Holly Slay Ferraro","doi":"10.1177/10525629221082600","DOIUrl":"https://doi.org/10.1177/10525629221082600","url":null,"abstract":"This article deals with my experience of teaching a course on Black women’s enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and amplify their experience to critique systems of economic power based on race, class, and gender. Finally, I share a call for epistemologies of racialized people to combat privilege in business school classrooms.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"40 - 55"},"PeriodicalIF":1.4,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42695240","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 : 2022-03-09DOI: 10.1177/10525629221084338
Juliana D. Lilly, Kamphol Wipawayangkool, Michael Pass
University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty responses to teaching evaluations (Study 1) and student responses to course grades (Study 2). The model proposes that group identification influences self-serving bias and self-threat, which then influences procedural justice, and helps explain why teachers and students sometimes criticize decision procedures considered fair by socially accepted standards. Results show full support of the model for faculty responses to evaluations and partial support for student responses to grades. Group identification mitigated self-threat and self-serving bias for the faculty sample but had no influence on the student sample. These findings overall suggest that it is important to reduce the level of self-threat to make negative feedback less threatening to both teachers and students. This may be done either directly via fostering group identification or indirectly by making sure that sensitive performance-based information is not shared to the public.
{"title":"Teaching Evaluations and Student Grades: That’s Not Fair!","authors":"Juliana D. Lilly, Kamphol Wipawayangkool, Michael Pass","doi":"10.1177/10525629221084338","DOIUrl":"https://doi.org/10.1177/10525629221084338","url":null,"abstract":"University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty responses to teaching evaluations (Study 1) and student responses to course grades (Study 2). The model proposes that group identification influences self-serving bias and self-threat, which then influences procedural justice, and helps explain why teachers and students sometimes criticize decision procedures considered fair by socially accepted standards. Results show full support of the model for faculty responses to evaluations and partial support for student responses to grades. Group identification mitigated self-threat and self-serving bias for the faculty sample but had no influence on the student sample. These findings overall suggest that it is important to reduce the level of self-threat to make negative feedback less threatening to both teachers and students. This may be done either directly via fostering group identification or indirectly by making sure that sensitive performance-based information is not shared to the public.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"994 - 1023"},"PeriodicalIF":1.4,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379275","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 : 2022-02-12DOI: 10.1177/10525629221077320
Chad Saunders, Barbara L. Marcolin, Jennifer Cherneski
The United Nations Principles for Responsible Management Education (PRME) champion responsible management education and research globally by instilling social responsibility values in students through teaching, research, and service. As investment capital shifts toward sustainable opportunities and companies recognize the limitations of an exclusive focus on shareholders (to the exclusion of broader stakeholders), the demand for social responsibility focused students has increased. How can business schools meet the dual challenge of recognizing those students with strong global sustainability perceptions, while encouraging those without those perceptions to shift? Our empirical approach uses a freed measurement model to offer a holistic understanding of the precursors of students’ perceptions of ethics and social responsibility. We provide actionable steps for business schools in implementing new pedagogical interventions that provide individualized approaches for increasing students’ perceptions of social responsibility. For students without strong prosocial values, we propose improving their perceptions of social responsibility indirectly through changing attitudes or directly via value system rank order change.
{"title":"The Role of Students’ Personal Values and Ethical Ideologies in Increasing the Importance of Perceptions of Social Responsibility for Business Students: A PRME Directive","authors":"Chad Saunders, Barbara L. Marcolin, Jennifer Cherneski","doi":"10.1177/10525629221077320","DOIUrl":"https://doi.org/10.1177/10525629221077320","url":null,"abstract":"The United Nations Principles for Responsible Management Education (PRME) champion responsible management education and research globally by instilling social responsibility values in students through teaching, research, and service. As investment capital shifts toward sustainable opportunities and companies recognize the limitations of an exclusive focus on shareholders (to the exclusion of broader stakeholders), the demand for social responsibility focused students has increased. How can business schools meet the dual challenge of recognizing those students with strong global sustainability perceptions, while encouraging those without those perceptions to shift? Our empirical approach uses a freed measurement model to offer a holistic understanding of the precursors of students’ perceptions of ethics and social responsibility. We provide actionable steps for business schools in implementing new pedagogical interventions that provide individualized approaches for increasing students’ perceptions of social responsibility. For students without strong prosocial values, we propose improving their perceptions of social responsibility indirectly through changing attitudes or directly via value system rank order change.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"920 - 950"},"PeriodicalIF":1.4,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969994","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 : 2022-02-10DOI: 10.1177/10525629221077148
Luc K. Audebrand, M. Pepin
In this article, we rely on the development of a Massive Open Online Course (MOOC) to show the relevance of a values-based approach to responsible management. To clarify the notion of values, we draw on Heinich’s axiological sociology, which presents values as principles of judgment and action. Building on this approach, we interviewed 35 management scholars to understand the values they attribute to responsible management. Our analysis led to the identification of seven actionable values that can be used to circumscribe responsible management. We also show how three interrelated levels of analysis—namely, individual (micro), organizational (meso), and societal (macro)—allowed us to further organize the interview data to produce rich content for the MOOC. Our contribution is twofold: first, our values-based approach helps overcome the axiological ambiguity of the Principles for Responsible Management Education (PRME), which invoke the importance of incorporating “the values of global social responsibility” (Principle 2), but fail to define and operationalize these values. Second, we provide a rationale and guidance for implementing values-based responsible management education in Business Schools.
{"title":"Principles for Responsible Management Education: An Axiological Approach","authors":"Luc K. Audebrand, M. Pepin","doi":"10.1177/10525629221077148","DOIUrl":"https://doi.org/10.1177/10525629221077148","url":null,"abstract":"In this article, we rely on the development of a Massive Open Online Course (MOOC) to show the relevance of a values-based approach to responsible management. To clarify the notion of values, we draw on Heinich’s axiological sociology, which presents values as principles of judgment and action. Building on this approach, we interviewed 35 management scholars to understand the values they attribute to responsible management. Our analysis led to the identification of seven actionable values that can be used to circumscribe responsible management. We also show how three interrelated levels of analysis—namely, individual (micro), organizational (meso), and societal (macro)—allowed us to further organize the interview data to produce rich content for the MOOC. Our contribution is twofold: first, our values-based approach helps overcome the axiological ambiguity of the Principles for Responsible Management Education (PRME), which invoke the importance of incorporating “the values of global social responsibility” (Principle 2), but fail to define and operationalize these values. Second, we provide a rationale and guidance for implementing values-based responsible management education in Business Schools.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"888 - 919"},"PeriodicalIF":1.4,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867431","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 : 2022-02-01DOI: 10.1080/13557858.2021.2018566
Adrienne Alang, Sirry Assari, Shervin Ayonrinde, Oyekoya T. Azahar, Nazar Mohd Zabadi, Mohd Baker, D. Choi, E. Choi, Ga-Young Choi, Joon Choi, Tim McKeown, Mick Morey, Brittany Nix, Justin Noel-London, Kemba Nwaozuru, Ucheoma Park, Soohyun Pletcher, M. Rakowski
{"title":"Thanks to Reviewers","authors":"Adrienne Alang, Sirry Assari, Shervin Ayonrinde, Oyekoya T. Azahar, Nazar Mohd Zabadi, Mohd Baker, D. Choi, E. Choi, Ga-Young Choi, Joon Choi, Tim McKeown, Mick Morey, Brittany Nix, Justin Noel-London, Kemba Nwaozuru, Ucheoma Park, Soohyun Pletcher, M. Rakowski","doi":"10.1080/13557858.2021.2018566","DOIUrl":"https://doi.org/10.1080/13557858.2021.2018566","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"440 - 441"},"PeriodicalIF":1.4,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102743","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 : 2022-01-29DOI: 10.1177/10525629211072571
M. Blasco, Thilde Langevang, Søren Jeppesen
Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students’ taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to “bottom-up” manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing “dissonances”—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.
{"title":"Learning Through Disruptions: Equipping Students to Cope With Challenging Contexts Through a Field-Based Course in Africa","authors":"M. Blasco, Thilde Langevang, Søren Jeppesen","doi":"10.1177/10525629211072571","DOIUrl":"https://doi.org/10.1177/10525629211072571","url":null,"abstract":"Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students’ taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to “bottom-up” manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing “dissonances”—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"46 1","pages":"853 - 887"},"PeriodicalIF":1.4,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765170","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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