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This article, based on the author's teaching experiences and relevant research on gender, explores the implications of women's ways of knowing for the organizational behavior classroom. The article traces historical, cultural, and developmental roots for the feelings of self-doubt, novelty, terror, and alienation that often accompany women into the management classroom. The article explores the implications for teaching organizational behavior effectively and suggests ways for creating a more equitable and successful classroom learning environment for women and men.

T he scholarship of management education is in transition. The diverse interests and passions of the more than 70 educators who gathered at a recent symposium 1 to explore new directions for the field and to forge strategies and alliances for bringing the vision to fruition attest to its health and vitality. After slowly gaining traction and legitimacy within the academy over the past 35 years, the scholarship of teaching and learning in the management sciences is anchored and alive-and at a time when its contributions are most needed. Management education is at a crossroad, shaken at its core by the economic, environmental, technological, and social transformations that are changing the work world and the way the world works. Management education scholars have a unique opportunity to shape and frame the larger dialogue about the purpose of management education in light of these shifts, about the appropriate forms and content of management schools and programs for a new generation of learners in a technology-rich environment, and about how best to educate and train organizational citizens and leaders for a rapidly changing global world. The capacity to deliver on these aspirations, however, requires a different way to think about the role and responsibilities of the field; deeper appreciation for its possibilities; and more intentional, rigorous, and interdisciplinary approaches to the work. Bottom-line, the time is right to chart a new course for the scholarship of management teaching and learning. There is much important work to be done. Historically, the field has largely meant public sharing of pedagogical activities, practices, and exercises that facilitate knowledge transfer from Guest Editorial

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