值得吗?身份的矛盾张力如何塑造管理教育者在教学中接受变革技术的准备

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2023-10-16 DOI:10.1177/10525629231201843
Isabel Fischer, Kerry Dobbins
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引用次数: 0

摘要

在新兴技术日益改变工作场所和整个社会的时候,管理教育者似乎不愿意在他们的教学中完全接受新兴的变革性技术。在这篇概念性文章中,我们认为这种不情愿源于管理教育者和学生身份的矛盾紧张。目前的情况是,管理教育工作者倾向于展示他们的专业知识,以满足学生的还原论好奇心。我们建议管理教育工作者超越最初的简化主义课程,利用由矛盾的身份紧张所产生的对立力量,这意味着在接受脆弱性的同时激发学生的扩张主义好奇心。我们的教学建议是基于我们将生成和非生成人工智能,以及电子竞技和虚拟现实作为虚拟世界的准备整合到我们的课程中的经验。文章最后提出了一系列的三个步骤,可以指导管理教育工作者准备将新兴技术融入课堂,使学生能够以创新和负责任的方式设想塑造未知的未来。
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Is it Worth it? How Paradoxical Tensions of Identity Shape the Readiness of Management Educators to Embrace Transformative Technologies in their Teaching
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.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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