Learning Across Functional Silos

Watkins, Todd A.; Ochs, John; Boothe, Berrisford W.; Beam, Heather

doi:10.1007/978-94-017-1388-7_10

Cited by 4 publications

(5 citation statements)

References 4 publications

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“…. Here a phrase often used is "functional silos" (Watkins et al, 1998), which effectively captures the idea of academic disciplines being hermetically sealed off from outside influences, including other disciplines. In such a setting, cross-fertilisation and inter-or cross-disciplinarity are conspicuous by their absence.…”

Section: Curriculum Typesmentioning

confidence: 99%

“…They have also offered prescriptions for addressing what they see as a lack of integration, such as capstone courses (e.g. corporate strategy) (Watkins et al, 1998;Perotti et al, 1998), group projects, case studies and problem-based learning (Stinson and Milter, 1996;Macfarlane and Ottewill, 2001). Having undertaken an extensive review of curriculum initiatives in American business education, Hamilton et al (2000, p. 123) reached the conclusion that there are no "ideal approaches, only tradeoffs", in enabling students to see management holistically rather than as a series of discrete activities.…”

Section: Introductionmentioning

confidence: 99%

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Integration and the hidden curriculum in business education

Ottewill

McKenzie

Leah

2005

Education + Training

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Purpose -The principal aim of this paper is to present the case for securing greater affinity between the formal curriculum and the hidden curriculum with respect to integration in business education. Design/methodology/approach -Consideration is given to the concept of the hidden curriculum, as manifested in the compartmentalised nature of academia and the need for this to be offset by business educators. A number of principles for configuring the hidden curriculum in ways that support the goal of integration are suggested. Findings -Some of the literature on the hidden curriculum emphasises the need for consistency in the learning culture so that students' understanding of what their course is seeking to achieve is underpinned by the structures and processes that play an important part in shaping their learning experience. Practical implications -If integration is the goal of business education then attention should be given to creating a learning environment in which its virtues are clearly demonstrated and the vices of compartmentalisation are eschewed. Originality/value -The paper complements the very limited literature on the hidden curriculum in higher education, in general, and business education, in particular.

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Section: Curriculum Typesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integration and the hidden curriculum in business education

Ottewill

McKenzie

Leah

2005

Education + Training

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“…Many schools are addressing the lack of integration in various ways, including two common endeavors: business/ education collaboration efforts ("Corporate Interest" 1995; "Survey Finds Corporate/College Alliances" 1998) and undergraduate (Perottie et al 1998;Watkins et al 1998), MBA ("MBA Program" 1995), and Ph.D. curriculum revisions ("Remaking Doctoral Education" 1996). A closer examination of integration follows.…”

Section: Why Integrative Programs?mentioning

confidence: 99%

The Role of Marketing in an Integrative Business Curriculum

Barber¹,

Borin²,

Cerf³

et al. 2001

Journal of Marketing Education

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In recent years, many business schools have developed integrative programs in response to a number of internal and external factors. Although the exact nature of these programs varies, a significant common element is a desire to impart to students appreciation, knowledge, and skills for cross-functional business situations. This article focuses on marketing’s key role. With its rich history on drawing from and contributing to other academic disciplines, marketing is in a powerful position to serve an important role in guiding and binding together other areas in an integrated program. The article provides guidance and background to marketing academicians, which allows them to add integrated components to existing classes and/or programs or begin the design of an integrated program.

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“…In business and management there was a parallel flood with remarkably similar emphases (e.g. Stinson, 1990;Foster and Gilbert, 1991;Usher et al, 1991, Wagenheim, 1992, Wagner, 1992, Kimber, 1996, Watkins et al, 1998. Indeed, the literature on the value of multidisciplinary collaborative project-based curricula dates back at least 35 years (Fletcher and Przirembel, 1971).…”

Section: Introductionmentioning

confidence: 99%

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

Watkins

Russo

Ochs

2008

Journal of Small Business and Enterprise Development

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Purpose -The purpose of this paper is to evaluate Lehigh University's demonstration program integrating technology entrepreneurship courses with state and federal employment and economic development agencies. The article aims to detail program goals, activities, resources and structure. Design/methodology/approach -The demonstration involved three stages over 30-months in the context of Lehigh's Integrated Product Development Program. IPD engages students and faculty from business, engineering and design arts. Multidisciplinary student teams worked with unemployed clients with entrepreneurial new product ideas. The authors report results of several surveys and lessons learned from a comprehensive assessment process. Findings -One year after participating, compared to a control group of non-participants, clients with student teams had made statistically significantly more progress in launching businesses and generated more economic activity. Family support and market knowledge were the strongest predictors of entrepreneurial progress. Research limitations/implications -Sample size is small and follow-up timeframe only one year post-participation. Larger controlled studies over longer periods would be valuable. Practical implications -Findings suggest both students and unemployed early-phase entrepreneurs gain from such academic collaboration. Resources were substantial in the context of curriculum. Partnerships with economic development agencies were instrumental. Originality/value -Despite a large literature on the value of multidisciplinary and project-based experiential learning, there is little empirical evidence about the extent of commercial benefits to client companies, particularly early phase entrants. Specifically lacking is evidence on the utility to start-up entrepreneurs of working with student teams. This paper begins to fill that assessment gap.

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Learning Across Functional Silos

Cited by 4 publications

References 4 publications

Integration and the hidden curriculum in business education

Integration and the hidden curriculum in business education

The Role of Marketing in an Integrative Business Curriculum

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

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