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Business Education (business + education)
Selected AbstractsCapturing Flow in the Business ClassroomDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2008Yi Maggie Guo ABSTRACT This study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made. [source] Design in business education, A square peg in a round world?DESIGN MANAGEMENT REVIEW, Issue 3 2002Thomas Lockwood Studying curricula and interviewing selected deans and faculty at some of America's most respected business schools, Tom Lockwood reluctantly concludes that design is simply not on the MBA map. Higher-priority subject matter, accreditation criteria, and theories of education that make it hard to focus on design contribute to this reality. Fortunately, Lockwood identifies trends that suggest things may be better in the years to come. [source] Transnational communities and business systemsGLOBAL NETWORKS, Issue 2 2001Glenn Morgan The paper examines the concept of ,transnational communities' as a way of understanding globalization practices in business and management. It argues that ,transnational communities' are emergent properties of the internationalizing of economic activity. Three specific aspects of this process are considered in detail: the development of multinational companies; the development of international regulatory bodies; and the development of cognitive and normative frameworks through the practices of business education, management consultancies and other global professional service firms. It is argued that in each case, transnational spaces are emerging; within these spaces, transnational communities are developing. The article calls for more research into the diverse nature of these spaces and communities as a way of avoiding the sterile polarities of what Held et al. (1999) refer to as the ,hyperglobalists' and the ,sceptics'. [source] Organizing intelligence: Development of behavioral science and the research based model of business educationJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 3 2009William P. Bottom Conventional history of the predominant, research-based model of business education (RBM) traces its origins to programs initiated by the Ford Foundation after World War II. This paper maps the elite network responsible for developing behavioral science and the Ford Foundation agenda. Archival records of the actions taken by central nodes in the network permit identification of the original vision statement for the model. Analysis also permits tracking progress toward realizing that vision over several decades. Behavioral science was married to business education from the earliest stages of development. The RBM was a fundamental promise made by advocates for social science funding. Appraisals of the model and recommendations for reform must address its full history, not the partial, distorted view that is the conventional account. Implications of this more complete history for business education and for behavioral theory are considered. © 2009 Wiley Periodicals, Inc. [source] Business Ethics and Business History: Neglected Dimensions in Management EducationBRITISH JOURNAL OF MANAGEMENT, Issue 3 2002R. Warren This article highlights two large gaps in the business school curriculum: the neglect of historical and ethical dimensions. An overview is provided of progress made so far in the UK in the evolution of business history as an academic discipline; and also of the take,up of business ethics in university teaching. Both have had some success, but overall the response to these areas has been somewhat lacklustre , at least in the UK. A justification is provided for adding both components to a fully relevant business education. When the two are combined, the result can be a highly rewarding combination that provides insights that may not be possible for management writers, who work only in the present. Corporate ethics, the social responsibility of companies, disclosure, the environment, the actions of multinational companies overseas, the dilemmas of whistle,blowing, the impact of lobby groups and health and safety issues can all be understood more fully by students if they approach these subjects from an ethical and historical standpoint. [source] | ||||||||||