Impact and University Business Training Courses Delivered to the Marginalized: A Systematic Review

Dodd, Tracey; Graves, Chris; Hentzen, Janin Karoli

doi:10.5465/amle.2021.0244

Cited by 9 publications

(3 citation statements)

References 71 publications

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“…We evaluate this tension in the hybrid model in our consideration of the effectiveness of learning outcomes through the theory of planned behavior (Dodd et al, 2022) and formulate two hypotheses. First, we argue that physical presence affects learning outcomes negatively when the learning outcome is individual, independent, and based on abstract knowledge.…”

Section: Discussionmentioning

confidence: 99%

Tension between Digital Distance and Physical Presence in Hybrid Teaching: Evidence from Two Natural Experiments During the COVID-19 Pandemic in a French Business School

Zunino,

Castellaneta,

Dibiaggio

2024

mgmt

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The advent of digitization has promised learning paradigms based on digital communication and virtual reality at the expense of physical presence. During the COVID-19 health emergency, the tension between digital distance and physical presence evolved from competing alternatives to a more nuanced coexistence. Several organizations resorted to hybrid arrangements; hybrid teaching is a notable example. In this paper, we draw from the theory of planned behavior to theorize the effect of physical presence on learning outcomes in the context of hybrid teaching. We differentiate between individual and team learning outcomes. We predict that physical presence induces competition and has a negative effect on individual learning outcomes. For team learning outcomes, we predict that physical presence induces cooperation and has a positive impact. We exploit two natural experiments in a French business school during the fall semester of 2020. The school’s administration allocated students to subgroups randomly for fairness reasons. This context offered a natural within-subjects experiment, where every student was randomly assigned to either in-person or online lectures. Students had up to 4.9% lower likelihood of correctly answering exam questions for lectures they followed in person rather than online. However, in group-work assignments, teams with one more student following in person tended to see a 3.6% increase in their team evaluation. Digital distance, therefore, constitutes a barrier to learning in a hybrid setting only when tasks are evaluated on a team basis.

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Section: Discussionmentioning

confidence: 99%

Tension between Digital Distance and Physical Presence in Hybrid Teaching: Evidence from Two Natural Experiments During the COVID-19 Pandemic in a French Business School

Zunino,

Castellaneta,

Dibiaggio

2024

mgmt

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“…Rather, it is a repetitive endeavor that must occur throughout diverse management education contexts, encounters and in the HEIs in which it is practised. We recognize the challenge this presents, but models of management education that elicit the sustained collaboration and commitment of diverse stakeholders from marginalized groups, including LGBTQ* staff and students, is essential and a "form of good practice" in that respect (Dodd, Graves, & Hentzen, 2022).…”

Section: Discussionmentioning

confidence: 99%

Conceptualizing and Disrupting Heteronormativity as Performative in Management Education: Speech Acts and LGBTQ* Injurious Language

Rumens

Lewis

2023

AMLE

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A slowly expanding literature has examined the problem of heteronormativity in management education. Scholars converge on the view that heteronormativity is constituted in and through management education, reproducing heteronormative binaristic notions of sexuality and gender in management curricula, teaching activities, academic scholarship and business schools. This research has demonstrated the negative outcomes for lesbian, gay, bisexual, trans and queer* (LGBTQ*) people, but questions remain about how heteronormativity is constituted as normative in management education. Addressing this, our essay demonstrates how heteronormativity is performatively constituted as normative through language, and what management educators can do to disrupt it. Analytically, Judith Butler's theory of performativity, which emphasizes the constitutive power of language and repetition of speech acts, is pivotal to conceptualizing heteronormativity as performative. This essay interrogates the performative effects of LGBTQ* injurious speech acts, lamented by scholars as ubiquitous and harmful, showing how they constitute and sustain heteronormativity as normative in management education. Remedying this, our proposal derives insight from Butler's ideas about reworking the power of injurious speech to inform management educators how they can disrupt the performativity of heteronormativity. In essence, this essay contributes novel theoretical ideas about conceptualizing and disrupting the performativity of heteronormativity in management education.

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“…A belief in public and democratic business schools means educating citizens to be the leaders and professionals who can not only perform the functions of business, but also that have a broader social and political understanding of the role of business and management in creating a better and more equal society on a global level. It also means engaging in meaningful research that contributes to addressing the world’s “grand challenges” of climate change, energy, health and the delivery of social care (Currie, 2023), inequality and marginalization (Dodd et al, 2022). Connell proposes that “basic to any future beyond the dog-eat-dog market is the principle that universities meet collective needs” (p. 189).…”

Section: Hope Is Not Deadmentioning

confidence: 99%

The good business school

Rhodes,

Pullen

2023

Organization

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As Organization celebrates its 30th Anniversary, this paper asks: what might it mean to be a good business school? The paper reviews research published in this journal to assess the current state of business schools, revealing a somewhat dismal picture of institutions beholden to instrumental managerialism, top-down hierarchical control, obsession with metrics, and narrow and elitist research agendas. This state of affairs is re-assessed though Raewyn Connell’s idea of The Good University. Through this analysis, we are able to identify the good business school as one serves society by educating citizens and creating knowledge that leads to shared prosperity, social equality and human flourishing.

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Impact and University Business Training Courses Delivered to the Marginalized: A Systematic Review

Cited by 9 publications

References 71 publications

Tension between Digital Distance and Physical Presence in Hybrid Teaching: Evidence from Two Natural Experiments During the COVID-19 Pandemic in a French Business School

Tension between Digital Distance and Physical Presence in Hybrid Teaching: Evidence from Two Natural Experiments During the COVID-19 Pandemic in a French Business School

Conceptualizing and Disrupting Heteronormativity as Performative in Management Education: Speech Acts and LGBTQ* Injurious Language

The good business school

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