1-3 of 3 Results

  • Keywords: management learning x
Clear all

Article

Management education (ME) is a research field in which scholars employ a plurality of theoretical and methodological approaches to critically examine the people, practices, processes and institutions engaged in facilitating and improving learning and development of current and aspiring managers in a variety of contexts. Although research in the field has grown considerably in terms of both quantity and quality, ME scholars have yet to establish consensus regarding a strong theoretical foundation for their work. This foundation is important to both enable progress through cumulative scholarship and to provide directions for future research. This future research should focus on how students learn, as well as effective approaches to facilitating and assessing student learning. Strengthening the theoretical basis and research methods used in this research will enable evidence-based practice and enhance the legitimacy of this important field.

Article

Over the last three decades, service-learning has become a well-known experiential learning pedagogy in both management education and higher education more broadly. This popularity is observed in the increasing number of peer-reviewed publications on service-learning in management and business education journals, and on management education topics within higher education journals focused on civic engagement and community-based teaching and learning. In this field of study, it is known that service-learning can result in positive outcomes for students, faculty, and community members. In particular, for students, positive results are related to mastery of course content and group process skills like teamwork and communication, leadership, and diversity awareness. Despite the rise in scholarship, service-learning instructors still face several challenges in the area of best practice standards, fostering deep and cohesive partnerships, and managing institutional pressures that disincentivize engaged teaching practices. With constantly evolving challenges in management education, continued research is needed to understand a variety of service-learning facets such as platforms (face-to-face, hybrid, and virtual learning), populations (graduate vs. undergraduate populations and adult vs. traditional college-age learners), measurement (how to assess university-community partnerships and faculty instruction), and which institutional policies and procedures can enable and reward community-engaged teaching and learning approach.

Article

The arts have played a major role in the development of management theory, practice, and education; and artists’ competencies like creativity, inventiveness, aesthetic appreciation, and a design mindset are increasingly vital for individual and organizational success in a competitive global world. The arts have long been used in teaching to: (a) explore human nature and social structures; (b) facilitate cognitive, socioemotional, and behavioral growth; (c) translate theory into action; (d) provide opportunities for professional development; and (e) enhance individual and systemic creativity and capacities for change. Use of literature and films are curricular mainstays. A review of the history of the arts in management teaching and learning illustrates how the arts have expanded our ways of knowing and defining managerial and leadership effectiveness—and the competencies and training necessary for them. The scholarship of management teaching is large, primarily ‘how-to’ teaching designs and the assessments of them. There is a clear need to expand the research on how and why the arts are and can be used more effectively to educate professionals, enable business growth and new product development, facilitate collaboration and team building, and bring innovative solutions to complex ideas. Research priorities include: the systematic assessments of the state of arts-based management teaching and learning; explorations of stakeholder attitudes and of environmental forces contributing to current educational models and practices; analyses of the learning impact of various pedagogical methods and designs; examining the unique role of the arts in professional education and, especially, in teaching for effective action; mining critical research from education, psychology, creativity studies, and other relevant disciplines to strengthen management teaching and learning; and probing how to teach complex skills like innovative thinking and creativity. Research on new roles and uses for the arts provide a foundation for a creative revisiting of 21st-century management education and training.