| 1. |
- Barry, Daved, et al.
(författare)
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Discovering the Business Studio
- 2015
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Ingår i: Journal of Management Education. - : SAGE Publications. - 1052-5629 .- 1552-6658. ; 39:1, s. 153-175
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decade, numerous business schools have begun experimenting with studio-based inquiry, often drawing inspiration from professional studios used within art and design schools and from business and governmental studios used for problem-solving and innovation. Business school studios vary considerably in form, ranging from temporary “pop up” studios to dedicated facilities with full-time staff, with the primary purpose of educating managers in craft, art, and design-based approaches to business problems. The jury on the studio phenomenon is out—can they deliver on their educational promise? To address this question, we pull together 25 years of studio experimentation in multiple settings, visits, and observations of studios around the world and interviews with studio makers from various disciplines. We consider the question of “what is a business studio?” in some detail, conjecture about the value that studios might have for management education, provide examples of four different business studio orientations and how these might translate into practice, and highlight what we believe to be some essentials when starting and running a business studio.
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| 2. |
- Berggren, Christian, 1950-, et al.
(författare)
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Management Education for Practicing Managers : Combining Academic Rigor With Personal Change and Organizational Action
- 2011
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Ingår i: Journal of Management Education. - London, UK : Sage Publications. - 1052-5629 .- 1552-6658. ; 35:3, s. 377-405
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Tidskriftsartikel (refereegranskat)abstract
- For several decades, management educators have discussed the difficulty of accommodating the competing values of academic rigor and organizational relevance. Only a few articles, however, consider approaches for integrating theory and practice in educational programs for working managers. Building on 15 years of experience in executive education, this article presents an approach grounded in experiential and action learning, which combines personal learning and organizational action without compromising academic standards. The following educational practices are discussed and evaluated: reflection reports, personal learning contracts, roundtable examinations, live cases, action-oriented thesis work, and organizational knowledge theaters. Taken together, the approach constitutes a powerful program design to address multiple learning loci and combinations of reflection and action, albeit one with considerable challenges and difficulties, as the authors discuss.
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| 3. |
- Memar, Noushan, et al.
(författare)
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Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game
- 2021
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Ingår i: Journal of Management Education. - : SAGE Publications. - 1052-5629 .- 1552-6658. ; 45:3, s. 438-478
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Tidskriftsartikel (refereegranskat)abstract
- Researchers claim that experiential learning approaches (e.g., gamification) are well-suited to management and entrepreneurship education. However, this research has been conducted mostly in small classroom settings. With the increases in the number of university business students, many business courses have also increased in size. The large classroom setting introduces new pedagogic concerns, in particular regarding the complexity of the teaching–learning environment, as a result of students having diverse educational backgrounds, skills, and learning styles. This article explores this concern in its investigation of the ways in which business higher education can prompt various business behaviors among students in large classrooms.By utilizing the gamification of concepts, we created an experiential learning exercise—the Strategic Business Game. Questionnaire surveys conducted with the 126 university students enrolled into two majors during the game reveal that this educational learning experience prompts the students’ causation and effectuation behaviors. In this educational learning experience, the complexity of the large classroom is seen as an advantage and gives the educators an opportunity to increase the quality of the student interaction. Furthermore, this study emphasizes the appropriateness of experiential learning through gamification on individuals’ business behaviors as revealed in large classes in management and entrepreneurship education.
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| 4. |
- Wallo, Andreas, 1978-, et al.
(författare)
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Balancing “Critique for Improvement” With “Critique for Emancipation” in Management Learning and Education
- 2022
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Ingår i: Journal of Management Education. - : Sage Publications. - 1052-5629 .- 1552-6658. ; 46:3, s. 506-530
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Tidskriftsartikel (refereegranskat)abstract
- Promoting the capacity for critical reflection is a pivotal part of management learning and education. Based on the concept of developmental learning, the purpose of this paper is to explore and outline two types of critical reflection: critique for improvement and critique for emancipation. Critique for improvement is based on a performative intent and is aimed at using critical reflection to improve organizational practices. Critique for emancipation is based on a critical performative intent and focuses on emancipation from repressive ideological and social conditions that place unnecessary restrictions on the development of human consciousness. In this paper, it is argued that managers and leaders enrolled in management education need to be exposed to both critique for improvement and critique for emancipation. A heuristic conceptual framework is therefore proposed, along with strategies for how to balance the two types of critique in management learning and education and propositions to be explored in further research
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