Showing papers in "Academy of Management Learning and Education in 2014"
TL;DR: This paper used a quasi-experimental design, comparing a MSc entrepreneurship program with a comparison group from a MSC supply-chain management program to test the effectiveness of entrepreneurship education, relying on the theory of planned behavior (TPB).
Abstract: The growing attention to entrepreneurship education has caused a debate about whether entrepreneurship education can affect entrepreneurial behavior. We use a quasi-experimental design, comparing a MSc entrepreneurship program with a comparison group from a MSc supply-chain management program to test the effectiveness of entrepreneurship education, relying on the theory of planned behavior (TPB). The findings suggest that entrepreneurship education is effective. Specifically, students participating in entrepreneurship education show an increase in attitudes and perceived behavioral control. Furthermore, they have higher entrepreneurial intentions at the end of the program. Finally, entrepreneurial intentions mediate the effect of entrepreneurship education on subsequent behavior associated with the creation of new business ventures. These results suggest that entrepreneurship education emphasizes increasing antecedents of intentions and behavior.
493 citations
TL;DR: Design thinking is an iterative, exploratory process involving visualizing, experimenting, creating, and prototyping of models, and gathering feedback as discussed by the authors, which is a particularly apt method for addressing innovation and messy, ill-structured situations.
Abstract: The demands placed on today’s organizations and their managers suggest that we have to develop pedagogies combining analytic reasoning with a more exploratory skill set that design practitioners have embraced and business schools have traditionally neglected. Design thinking is an iterative, exploratory process involving visualizing, experimenting, creating, and prototyping of models, and gathering feedback. It is a particularly apt method for addressing innovation and messy, ill-structured situations. We discuss key characteristics of design thinking, link design-thinking characteristics to recent studies of cognition, and note how the repertoire of skills and methods that embody design thinking can address deficits in business school education.
196 citations
180 citations
TL;DR: In this paper, a common approach to scholarly impact that relies almost exclusively on a single stakeholder (i.e., other academics) is criticised, arguing that this approach is narrow and insufficient.
Abstract: We critically assess a common approach to scholarly impact that relies almost exclusively on a single stakeholder (i.e., other academics). We argue that this approach is narrow and insufficient, an...
167 citations
TL;DR: In this paper, the authors provide an example of translating a theory into an evidence-based intervention by developing action principles; moreover, they seek to contribute to evidence based teaching for management.
Abstract: We seek to contribute to evidence-based teaching for management by providing an example of translating a theory into an evidence-based intervention by developing action principles; moreover, our wo...
148 citations
145 citations
TL;DR: The authors explore the process through which people in organizations, especially those in leadership positions, in circumstances marked by ambiguity, surprise, and conflicting values, come to, or arrive at, judgment.
Abstract: We explore the process through which people in organizations, especially those in leadership positions, in circumstances marked by ambiguity, surprise, and conflicting values, come to, or arrive at, judgment. Briefly reviewing the (somewhat limited) literature on judgment in management studies, we conclude that its mainly rationalist orientation prevents us (scholars and practitioners alike) from properly grasping important features of the hermeneutical–developmental process involved in coming to a judgment. In particular, the role of emotions, moral agency, language use, and, especially, the selective and integrative nature of perceptual processes, are far too easily ignored. We make the case for a particular notion of judgment understood as Aristotelian “phronesis” (practical wisdom). Phronetic leaders, we argue, are people who, in their search for a way out of their difficulties, have developed a refined capacity to intuitively grasp salient features of ambiguous situations and to constitute a “landscape” of possible paths of response, while driven by the pursuit of the notion of the common good. We seek to shed light on how this is accomplished, by drawing on neo-Aristotelian, phenomenological, and Wittgensteinian philosophy.
142 citations
TL;DR: Employees' participation in informal learning activities benefits their workplace performance, and ultimately their long-term career development as discussed by the authors, while research has identified several individual-individual-aided learning activities.
Abstract: Employees' participation in informal learning activities benefits their workplace performance, and ultimately their long-term career development. While research has identified several individual- a...
137 citations
TL;DR: Interpersonal skills (IPS) are crucial in today's business environment as discussed by the authors and as collaboration is the foundation of business operations, executives consistently rank interpersonal skills as a critical co-...
Abstract: Interpersonal skills (IPS) are crucial in today's business environment. As collaboration is the foundation of business operations, executives consistently rank interpersonal skills as a critical co...
132 citations
TL;DR: The authors provide an overview of cognitive and socio-emotional changes associated with aging and propose ways that these changes can be accommodated in a technology-based train-in-adaptation system.
Abstract: Our purpose here is to provide an overview of the cognitive and socioemotional changes associated with aging and to propose ways that these changes can be accommodated in a technology-based trainin...
100 citations
TL;DR: In recent years, many scholars have argued that business schools have jeopardized their legitimacy and identity as mentioned in this paper, however, business education has also been praised as a success story of higher education.
Abstract: In recent years, many scholars have argued that business schools have jeopardized their legitimacy and identity. However, business schools have also been praised as a success story of higher educat...
TL;DR: In this paper, the authors argue that educating integrated catalysts is necessary to meet current sustainability challenges, and make the practice of genuine dialogue focal as core interpersonal method for educating management students.
Abstract: Joining the sharpening critique of conventional University-based business school education, we argue that educating integrated catalysts is necessary to meet current sustainability challenges. The key feature of moving toward the integration required at the individual level is focusing on developing students' capacity for moral and cognitive maturity. Practically, this makes the practice of genuine dialogue focal as core interpersonal method for educating management students. In supporting such education, business schools must however first transform themselves. Acting as transformative social enterprises, they can demonstrate being a part in critically questioning and improving the impact and relevance of management on the flourishing of wider society and the practice of an ethically oriented economy. We offer practical suggestions and implications for future business education reform.
TL;DR: In this article, a critique of the dominant functionalist discourse in authentic leadership theory is presented, which shapes the manner in which we perceive authentic leadership development and thus shapes the way we perceive leadership development.
Abstract: This paper is a critique of the dominant functionalist discourse in authentic leadership theory, which shapes the manner in which we perceive authentic leadership development. As an alternative, I ...
TL;DR: In this article, the authors discuss the need for culturally adept employees in the classroom and how to develop these employees in order to meet the increasing globalization, workforce mobility, and international assignments.
Abstract: Increasing globalization, workforce mobility, and international assignments are creating demand for culturally adept employees. While developing these employees begins in the classroom, educators a...
TL;DR: One of the four sources of evidence used in evidence-based management (EBMgt) is academic research as mentioned in this paper, rather than taking evidence from single studies or arbitrarily selected studies, EBMgt u...
Abstract: One of the four sources of evidence used in evidence-based management (EBMgt) is academic research. However, rather than taking evidence from single studies or arbitrarily selected studies, EBMgt u...
TL;DR: In this paper, a study among newly formed student teams (N 209 teams; n 644 persons) working on a complex task that exceeded their current skill level, found support for this idea.
Abstract: Although it is often assumed that team member’s tendency to social loaf is detrimental to team performance, I propose that this relationship is not always negative. Drawing from theories on social loafing, social compensation, and trait activation, I propose that both the level of conscientiousness and agreeableness in teams could compensate for social loafing tendencies, in terms of team performance. In a study among newly formed student teams (N 209 teams; n 644 persons) working on a complex task that exceeded their current skill level, I found support for this idea. Consistent with predictions, social loafing tendencies were positively related to team performance when the level of conscientiousness was high rather than low. A significant 3-way interaction between social loafing tendencies, conscientiousness, and agreeableness in predicting team performance indicated that especially if there is a high degree of conscientiousness and agreeableness within the team, team members will compensate for social loafing tendencies, and performance will stay up to par. If there is little tendency to social loaf, the level of conscientiousness becomes less important, while agreeableness stays important for team performance. Given the extensive use of team projects in business schools, the implications of these findings are discussed.
TL;DR: The promise of evidence-based management (EBMgt) is that educators and practitioners can access cumulative scientific information to guide their teaching and decision-making as mentioned in this paper, but the promise of EBMgt is not yet fulfilled.
Abstract: The promise of evidence-based management (EBMgt) is that educators and practitioners can access cumulative scientific information to guide their teaching and decision making. We argue that the EBMg...
TL;DR: Problem-based learning (PBL) is an approach to education focused on skills development as discussed by the authors, and it has been widely used in medical education, particularly in the area of professional education.
Abstract: The call for greater emphasis on relevant skills in the preparation of business and management majors spans several decades, but progress remains elusive. For example, the Porter and McKibbin report (1988) was accepted as ground shaking at the time; however, it seems that the ground has not shaken very much since. Critics suggest the need for greater emphasis on development of relevant management skills appears just as evident today as it was decades ago (Mintzberg, 2004; Rubin & Dierdorff, 2009). Problem-based learning (PBL) is an approach to education focused on skills development (Savery, 2006). In an effort to understand PBL’s potential as a pedagogy, the first part of this article briefly reviews its use in medical schools, the arena of professional education in which PBL has its longest and most widespread use. In the second part, we draw upon medical school experience, research literature, and personal experience with PBL to identify and discuss seven critical challenges in applying this approach t...
TL;DR: This paper assess the alignment of oral communication skills between the workplace and business schools, drawing on theory related to communication interactivity, they find that the alignment between the two domains is not always optimal.
Abstract: Our purpose in this study was to assess the alignment of oral communication (OC) skills between the workplace and business schools. Drawing on theory related to communication interactivity, we diff...
TL;DR: In this paper, student mobility is highly popular among the educational efforts directed at developing global competencies in management education. Yet, research that corroborates the assumed learning outcomes, p...
Abstract: Student mobility is highly popular among the educational efforts directed at developing global competencies in management education. Yet, research that corroborates the assumed learning outcomes, p...
TL;DR: An archival history of the relationship between the U.S. Ford Foundation and Brazil's preeminent business school, EAESP (the Sao Paulo School of Business Administration) is presented in this article.
Abstract: This article presents an archival history of the relationship between the U.S. Ford Foundation (FF), and Brazil’s preeminent business school, EAESP (the Sao Paulo School of Business Administration)...
TL;DR: In this paper, the authors argue that learning by younger family members who are to be involved as steward-like owners, board members, or managers of their firms is a process that occurs in large part via senior family members.
Abstract: We argue that learning by younger family members who are to be involved as steward-like owners, board members, or managers of their firms is a process that occurs in large part via senior family me...
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TL;DR: This paper address the nature of crisis management teams and their capabilities in crisis management education, however, management education generally does not address neither the nature nor the capabilities of such teams nor their capabilities.
Abstract: Crisis management teams occupy central roles in many normative models of crisis management; however, management education generally addresses neither the nature of such teams nor the capabilities n...
TL;DR: This paper explored how positive and negative role models (PRMs and NRMs) of business affect students' attitudes, expectations, and behavioral intentions relating to their future business behavior, and found that positive role models affect student attitudes, behaviors, and expectations.
Abstract: This study explores how positive and negative role models (PRMs and NRMs) of business affect students' attitudes, expectations, and behavioral intentions relating to their future business behavior....
TL;DR: The dual forces of work that increasingly span international boundaries and a rapidly diversifying domestic workforce require workers to develop skills to successfully negotiate the nuances and co-dependencies of work as discussed by the authors.
Abstract: The dual forces of work that increasingly spans international boundaries and a rapidly diversifying domestic workforce require workers to develop skills to successfully negotiate the nuances and co...
TL;DR: The authors investigated the factors that affect students' knowledge-withholding intention in the context of undergraduate management education by integrating the concepts of the Big Five personality traits, social identity theory, and social exchange theory.
Abstract: Students' knowledge-withholding behavior is an obstacle to social knowledge construction in the context of management education. Although prior studies have explored the factors that influence knowledge-sharing intention, few studies have investigated the factors that affect the intention to withhold knowledge. This study aims to investigate the factors that affect students' knowledge-withholding intention in the context of undergraduate management education by integrating the concepts of the Big Five personality traits, social identity theory, and social exchange theory. Data collected from 365 undergraduate management students in Taiwanese universities were tested against the research model using the structural equation modeling approach. The results indicate that perceived social identity, expected rewards, and expected associations directly affect knowledge-withholding intention, and that extraversion, conscientiousness, neuroticism, and openness to experience indirectly influence knowledge-withholdin...
TL;DR: In this paper, the authors propose that entrepreneurship education might be particularly valuable for prisoners because self-employment as an occupational career path can help overcome potential employers' discriminatory attitudes toward ex-prisoners, and by developing an entrepreneurial mind-set, individuals whose career paths have been terminated can begin to form an attitudinal foundation from which to rebuild a future.
Abstract: Although the number of prisoners has risen globally, educational efforts to help them return to society as productive members have yielded only mixed results. We propose that entrepreneurship education might be particularly valuable for prisoners because self-employment as an occupational career path can help overcome potential employers' discriminatory attitudes toward ex-prisoners, and by developing an entrepreneurial mind-set, individuals whose career paths have been terminated can begin to form an attitudinal foundation from which to rebuild a future. Using a multiple case study method to analyze 12 participants of a European prison entrepreneurship educational program, we find that without a “personal agency mind-set—namely, the set of assumptions, belief systems, and self-regulation capabilities through which individuals intentionally exercise influence (i.e., act) as opposed to residing as a discrete entity (i.e., acted upon)—prisoners were unable to make sense of the past or orient themselves towa...
TL;DR: In this article, the authors integrate institutional and business bubble perspectives to build a theoretical explanation for the growth and subsequent decline of the business school sector in Dubai during the period 2002-2012.
Abstract: In this essay, we integrate institutional and business bubble perspectives to build a theoretical explanation for the growth and subsequent decline of the business school sector in Dubai during the period 2002–2012. The motivation for our research-based essay stems from the question: “How is it possible that the world’s top business schools simultaneously judged the market so badly and collectively invested in activities that, in retrospect, were far from economically rational and more closely resembled euphoria and mania?” Furthermore, we ask: “Why did business school leaders decide to enter the overcrowded Dubai market in particular, precipitating its boom-and-bust cycle? Our novel integration of institutional logics and bubble literatures produces a detailed theoretical understanding of why business school bubbles have emerged in the past and may emerge again in the future. From a practical perspective, we also indicate that business schools are not immune to business cycles or to bubbles and bursts. Business schools can even create their own bubbles and bursts.
TL;DR: In this article, a longitudinal, participant observer study of a collaborative setting concerned with interdisciplinary research, the authors developed an understanding of the interpretive dynamics of learning in collaborative contexts and developed insights on the outcomes associated with two interpretive modes of engagement - instrumental collaborative exchange and curiosity-driven dialogue.
Abstract: Collaboration is increasingly used to solve complex management, research and societal problems, but it presents particular learning challenges. The existing literature has developed theories of how practice learning occurs within bounded communities, typically through assimilation into an agreed set of meanings, skilled practices and legitimated judgements (or taste). But less is known about the interpretive nature of learning during collaborations that cross community, organization or disciplinary boundaries. Through a longitudinal, participant observer study of a collaborative setting concerned with interdisciplinary research, we develop an understanding of the interpretive dynamics of learning in collaborative contexts. From these findings we develop insights on the outcomes associated with two interpretive modes of engagement - instrumental collaborative exchange and curiosity-driven dialogue - enacted through three learning practices: exploring limitations; developing connections; and developing shared interpretive horizons. We conclude that the consequences for learning can vary with the interpretive approach and articulate the implications for interpretation theory and management education that arise from this.