Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography

Billsberry, Jon; Ambrosini, Véronique; Garrido-Lopez, Mariano; Stiles, David R.

doi:10.5465/amle.2017.0401

Cited by 14 publications

(14 citation statements)

References 88 publications

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“…Defining the essential nature to management is based on the assumption we are taught at management education (Billsberry et al, 2019). Our study of business students' associations of management is built on the interpretive view that knowledge and understanding of the student are vital (Billsberry et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Students' associations reveal that when they enter business education, first-year students at their first management lecture perceive management in its richness, however mainly in the corporate setting, that is why it is important to widen their horizons that understanding of management changes through time and in different cultural contexts. We found it useful for us as teachers as well as students to surface their associations about their implicit management theories and think about how their parents or their important others (e.g., media) bias their thoughts of management (Billsberry et al, 2019). Billsberry et al (2019) take a non-essentialistic approach to management education and regard the nature of management as unknown and unknowable in contrast to classic management education approach, which is manager centric.…”

Section: Themes: People and Organizationmentioning

confidence: 99%

“…We found it useful for us as teachers as well as students to surface their associations about their implicit management theories and think about how their parents or their important others (e.g., media) bias their thoughts of management (Billsberry et al, 2019). Billsberry et al (2019) take a non-essentialistic approach to management education and regard the nature of management as unknown and unknowable in contrast to classic management education approach, which is manager centric.…”

Section: Themes: People and Organizationmentioning

confidence: 99%

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Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences

et al. 2021

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Educators are emphasizing the need for developing students through arts and literature. Our case illustration demonstrates that business students are motivated to develop their personality through cultural artifacts and different theories. The article has two purposes: the first is to present management education, which emphasizes the importance of valuing culture and students’ implicit management theories, while the second is to suggest recommendations for integrating cultural content into management education, which we present through the managerial challenge of preserving Australian Slovenian cultural homes. The article presents a qualitative study on management perception of 106 business students who are embedded in contemporary culture and innovative cultural management education practices at the University of Ljubljana. The possibility and benefits of converting the complete curriculum of cultural management education emerge from this research. We hope that this article will enlighten educators and researchers to conduct further studies on cultural management education and multiple intelligences development.

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Section: Discussionmentioning

confidence: 99%

Section: Themes: People and Organizationmentioning

confidence: 99%

Section: Themes: People and Organizationmentioning

confidence: 99%

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Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences

et al. 2021

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“…Since it was needed to obtain rich data and focused-information on what Reggio Emilia-inspired educators experienced during the pandemic, the current study opted to utilize one of the qualitative research methods, namely phenomenography. As stated by Coldeway's (1986) Quadrants Billsberry, Ambrosini, Garrido-Lopez, andStiles (2019), phenomenography is about understanding how participants make sense of particular phenomena. Since the research method of phenomenography aimed to find out what is in people's minds, it helped the researcher in the current study understand Reggio Emilia-inspired educators' view of difficulties experienced in the distance and face-to-face education during the pandemic.…”

Section: Methodsmentioning

confidence: 99%

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

İnan

2020

PEDAGOGICAL RES

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The current study aimed to examine the perceptions and experiences of Reggio Emilia-inspired early childhood educators in Turkey regarding the difficulties they experienced in the New Normal. The study utilized the method of phenomenography. Data collection included an online questionnaire consisting of open-ended questions and demographic information questions. Data analysis included both the content analysis and the thematic analysis. The study involved 226 Reggio Emilia-inspired educators from different schools in Turkey. The findings showed that many of the participants were not aware of different ways to do distance education and adhered to online education only. Most of those educators, who adhered to online education, complained about difficulties and negative experiences related to online education and they thought that online/distance education is suitable for children aged 6 and up but not for younger ones. Only a few of them agreed that online education was effective in supporting children's development and learning. On the other hand, all of them agreed that face-to-face education was effective during the pandemic. The findings of the current research also showed that some educators received both parents' support and others' support (e.g., own relatives, managers, colleagues) but some of them received no support at all during the pandemic.

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“…No que diz respeito à primeira questão, o ensino superior dos cursos de Administração, típico espaço da aprendizagem de adultos sobre conceitos voltados à resolução de questões práticas do mundo, tem sido criticado com mais intensidade nas duas últimas duas décadas (MOURA, 2014;GUEDES;ANDRADE;NICOLINI, 2015;CANOPF et al, 2018). No cenário internacional, algumas discussões recentes têm tentado trazer novos horizontes ao ensino de Administração (BILLSBERRY, et al, 2018). Mas é impossível ignorar a contundência das críticas feitas por Mintzberg (2006), para quem a educação de administradores simplesmente "distorce o exercício de gestão", e que os Masters in Business Administration são particularmente problemáticos porque estão voltados ao que chama de sujeitos inadequados para este aprendizado: basicamente, jovens sem qualquer experiência prática.…”

Section: Introductionunclassified

Práticas Andragógicas Criativas no Ensino Superior de Administração: efetividade à aprendizagem ou “mise en scène”?

Neto

Moura²

2019

G.O

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Neste estudo de caso analisa-se o efeito das abordagens andragógicas criativas aplicadas na disciplina de didática de ensino superior do curso de pós-graduação de Administração de uma Instituição de Ensino Superior brasileira. Nas entrevistas semiestruturadas com dez alunos aplicou-se a análise pragmática da linguagem como procedimento metodológico, considerando-se quatro temas: relação professor e aluno; razões da aprendizagem; experiência do aluno e orientação para a aprendizagem. Os resultados demonstraram que as abordagens andragógicas contribuem para a aprendizagem dos alunos e desenvolvem a criatividade, o senso crítico, a reflexão, a flexibilidade, a abertura ao novo, a responsabilidade e o relacionamento interpessoal. Como consequência, a criatividade usada de forma criteriosa e com foco na aprendizagem sedimenta a assimilação do conteúdo. A revisão das práticas docentes nas universidades deve ser, acima de tudo e mais do que nunca, um caminhar em direção à efetividade da aprendizagem ou-ela sim!-corre o risco de praticar meramente algum tipo de mise en scène.

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Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography

Cited by 14 publications

References 88 publications

Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences

Cultivating Management Education Based on the Awareness of Students’ Multiple Intelligences

Challenges of Distance/Online and Face-to-Face Education in the New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey

Práticas Andragógicas Criativas no Ensino Superior de Administração: efetividade à aprendizagem ou “mise en scène”?

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