“What’s Going On?” Developing Reflexivity in the Management Classroom: From Surface to Deep Learning and Everything in Between

Dyer, Suzette; Hurd, Fiona

doi:10.5465/amle.2014.0104

Cited by 56 publications

(32 citation statements)

References 47 publications

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“…Our analysis followed well-established procedures for inductively building theory from qualitative data (Corbin & Strauss, 2008;Denzin & Lincoln, 2000), along with guidelines for coding and working with student reflection data as suggested by other authors (Dyer & Hurd, 2016). To improve the trustworthiness and interpretive rigor of the data analysis process (Denzin, 1989), the coding process was led by the first two authors and proceeded in two stages.…”

Section: Discussionmentioning

confidence: 99%

“…Second, prior empirical studies in management education have shown that students' written reflections completed as part of course assessment have 'interpretive validity' (Maxwell, 1992) as meaningful accounts of student learning, which makes them suitable for use as 'research instruments' for investigating differences in student understanding (Carson & Fisher, 2006;Dyer & Hurd, 2016;Lovelace et al, 2016). Prior research also shows that students vary in the depth of reflection, as displayed in writing tasks (Dyer & Hurd, 2016;Dyment & O'Connell, 2011). Since our research purpose relies on exploring differences in student understanding of EBMgt, variations in the depth of students' written reflections are theoretically salient.…”

Section: Research Instrument and Limitationsmentioning

confidence: 99%

“…As outlined in the methods section, this data offered the important advantage of capturing student understanding of EBMgt at the point in time when they actually applied evidence-based practice. We carefully followed recommendations in the literature for reducing the social desirability bias that potentially arises with student data generated for assessment purposes (Varner & Peck, 2003;Dyer & Hurd, 2016).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Student Understandings of Evidence-Based Management: Ways of Doing and Being

Wright

Irving

Hibbert

et al. 2018

AMLE

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This paper advances the literature on Evidence Based Management (EBMgt) by exploring how students understand EBMgt. We conduct a qualitative inductive study of undergraduate students who were introduced to EBMgt and applied evidence-based processes as part of an introductory management course. Our findings identify four qualitatively different student understandings of EBMgt: (1) EBMgt as an unrealistic way of doing management; (2) EBMgt as a way of doing management in particular situations; (3) EBMgt as a generally useful way of doing management; and (4) EBMgt as an ideal way of being a manager. We find that variations in student understanding are based upon perceptions of the utility of evidencebased processes, the stance taken towards scientific evidence as a form of knowledge, and the focus of reflection about the practice of EBMgt. By opening up insight into the how undergraduate students understand and make sense of EBMgt as ways of doing and being, we contribute to the theoretical literature on EBMgt and to the practice of EBMgt teaching and learning and offer new paths for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Research Instrument and Limitationsmentioning

confidence: 99%

Section: Limitations and Future Researchmentioning

confidence: 99%

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Student Understandings of Evidence-Based Management: Ways of Doing and Being

Wright

Irving

Hibbert

et al. 2018

AMLE

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“…Data analysis was guided by our research question as well as guidelines for working with student reflection texts suggested by other authors (Dyer & Hurd, 2016). We began by using the literature on threshold concepts as a sensitizing framework (Corbin & Strauss, 2008).…”

Section: Methodsmentioning

confidence: 99%

Threshold concept learning: Emotions and liminal space transitions

Irving¹,

Wright

Hibbert

2019

Management Learning

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This article explores how learners transition through the liminal space when they engage with and master threshold concepts. We investigate this question through a qualitative study of undergraduate students as they grapple with the threshold concept of Evidence-based Management as a disciplinary way of thinking and practising. Our findings elaborate threshold concept learning as a cumulative process of learner engagement with the troublesome, integrative-and-bounded, irreversible, and transformative elements of a threshold concept. Through this elaboration, we show how transitions through liminal spaces in threshold concept learning play out as an interrelated cognitive and affective process. We identify key transition points and mechanisms related to doubt, high-activation negative emotions, regret, and emotional resolution that trigger entry into, progression through or getting stuck within, and exit from a liminal space when a learner engages with and masters a threshold concept. Our research therefore contributes processual insight into liminality in threshold concept learning by opening up the transitions and emotions that play out for learners in the liminal space. We also contribute to wider debates about student engagement with disciplinary ways of thinking and practising in management.

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“…For our members, in common with the authors of the Journal of Management Education, the sites of inquiry are varied, ranging anything from the traditional classroom and lecture theatre (cf. Durant, Carlon andDowns 2016, Dyer andHurd 2016), to organizational setting where researcher-practitioner working spaces generate insights through action-oriented, collaborative research (cf. Scaratti 2017, Radaelli et al 2014).…”

Section: Management Education In Turbulent Times Introductionmentioning

confidence: 99%

Management Education in Turbulent Times

Anderson¹,

Mason²,

Hibbert³

et al. 2017

Journal of Management Education

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We face a period of considerable economic turbulence and political uncertainty: political movements are producing extreme candidates who are nevertheless popular; international alliances and trading blocs are beginning to fracture; instability and civil war in the Middle East seems insoluble; and the growth engines of developing economies have begun to show signs of stuttering. Our key question is simple: As educators, what should we be doing, and helping future managers learn how to do, to deal with turbulent times? Addressing these issues requires an openness to nontraditional approaches, and for that reason this Call is deliberately broad. There may be many approaches that are useful for addressing these challenges in management education. We highlight three (among many others) here. Using Management Theories to Characterize and Understand the Nature of Turbulence Recent research approaches to characterizing and addressing turbulence include work that is focused on industry turbulence and contingency theory (Karim, Carroll, & Long, 2016); environmental uncertainty and responses to it, based on resource dependency (Bogers, Boyd, & Hollensen, 2015); and exploration of how inter-and intra-organizational networks provide resilience and a basis for organizational innovation in crisis circumstances (Lundberg, Andresen, & Törnroos, 2016). There are opportunities for taking up these kinds of recent research in the classroom as part of conventional management education classes. Developing New Curricula, Content, and Educational Processes to Fit the Changing Times Management educators have already given some thought to the content and processes, in and out of the classroom, that are appropriate for changing times. Interesting recent examples include reexamination of the case method 682208J MEXXX10.

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“What’s Going On?” Developing Reflexivity in the Management Classroom: From Surface to Deep Learning and Everything in Between

Cited by 56 publications

References 47 publications

Student Understandings of Evidence-Based Management: Ways of Doing and Being

Student Understandings of Evidence-Based Management: Ways of Doing and Being

Threshold concept learning: Emotions and liminal space transitions

Management Education in Turbulent Times

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