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A Pluralist Conceptualization of Scholarly Impact in Management Education
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Author: Herman Aguinis, George Washington U.
Author: Ravi Ramani, Purdue U. Northwest
Author: Nawaf Alabduljader, Kuwait U.
Author: James R Bailey, George Washington U.
Author: Joowon Lee, George Washington U.
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Knowledge transfer is the primary conduit through which management professors communicate what is known about human and organizational dynamics. This process has been conceptualized by the construct of scholarly impact. However, scholarly impact is often conceptualized and measured as an internal exchange, exclusively within and between communities of researchers. We investigated external knowledge transfer to a critical management education constituency: Students. To do so, we used bibliometric methods to investigate scholarly impact in management education by examining which sources, articles, and authors are most frequently cited in 38 widely-used organizational behavior (OB), human resource management (HRM), strategic management (SM), and general management (GM) textbooks. By extracting all endnotes and references, we created a database including 7,445 unique sources (e.g., peer-reviewed journals, business periodicals), 33,719 unique articles and book chapters, and 32,981 unique authors. Examples of our findings include: (a) there is no clear relation between journals and authors cited most frequently in other journals and those most frequently cited in textbooks; (b) on average, 36 percent of the most cited sources in OB, HRM, SM, and GM textbooks are non-academic; and (c) fewer than 1% of the most cited articles in textbooks overlap across the different disciplines. Taken together, our results offer novel insights based on a more pluralistic and broader approach to evaluating knowledge transfer. Results have implications for the conceptualization and measurement of knowledge transfer and the design of academic performance management and reward systems, the science-practice divide, and choices regarding what knowledge academics create.
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Paper is No Longer Available Online: Please contact the author(s).
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The HRM Simulation Effectiveness in Teaching HRM
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Author: Nhung T. Hendy, Towson U.
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In this study, the effectiveness of a technology delivered instruction (TDI), the Human Resource Management simulation, was investigated using a within-subjects design. Sixty-nine upper level undergraduate management students in a mid-Atlantic university completed the Human Resource Competency measure twice, once at the beginning of the semester and again at the end of the semester. Their HR competency improved significantly at the end of the semester. In addition, the change in HR competency was positively related to both HRM simulation and HR exam performance. However, student reaction to the simulation or their post-training self- efficacy was not related to the HRM simulation performance. Female students performed significantly lower than did male students on the HRM simulation suggesting that females might be disadvantaged in the increasing popularity of TDI in higher education and industry human resource training and development. Discussion was offered in relation to competency-based teaching practices and future research.
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Paper is No Longer Available Online: Please contact the author(s).
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Leadership Development Beyond Developing Leaders:A Multi-Narrative Understanding of Effectiveness
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Author: Pisitta Vongswasdi, Rotterdam School of Management, Erasmus U.
Author: Hannes Leroy, Erasmus Research Institute of Management
Author: Johannes Claeys, IESEG School of Management
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MED Best Paper in Management Education Award sponsored by OBTS and the Journal of Management Education for the paper that offers the most significant contribution to management education.
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Leadership development has received criticism that there is insufficient evidence to justify its popularity and corresponding financial investment. This paper uses a qualitative method to explore the reasons underlying the apparent mismatch between investment and evidence in seven large organizations. Qualitative data reveals that the rationalizations of relevant stakeholders (ranging from senior executives, HR directors, to participants and trainers of leadership development program) manifest in various narratives (i.e., believer, cynic, pragmatist, and strategist) that help to sustain the lack of evidence-based practice in leadership development. These results indicate that practitioners use broader metrics of evidence to substantiate their leadership development activities than previous research has suggested. This additional perspective on evidence helps to understand how leadership development in organization goes beyond the training and developing of specific leaders but enhances the leadership capacity of the organization as a whole (e.g. through supporting strategic HR alignment, and supporting internal collaboration in organizations). We discuss how these results both confirm, challenge, and extend the current thinking around evidence-based management, specifically with regards to leadership development.
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Paper is No Longer Available Online: Please contact the author(s).
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Flipping Class: Why Student Expectations and Person-Situation Fit Matter
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Author: Gerard Beenen, California State U., Fullerton
Author: J.B. Arbaugh, U. of Wisconsin, Oshkosh
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Flipped classes that combine online and face to face instruction are an increasingly common form of instruction with potential benefits and drawbacks. To better understand the possible pluses and minuses of flipped classes, we applied psychological contract theory and a person-situation fit perspective to compare student experiences and effort for traditional and flipped versions of an undergraduate management course. We found when students’ psychological contract expectations of traditional instruction were violated by a flipped course, they were less satisfied with the course and less likely to intend to take a flipped course in the future. Despite these pitfalls, these students benefited by showing greater in-class effort than students in a traditional course. Consistent with a person-situation fit perspective, students with an autonomous motivational orientation were a better fit for a flipped course as evidenced by their stronger intentions to take such a course in the future, and this relationship was mediated by higher satisfaction with the flipped class. Autonomous motivation also predicted outside-of-class effort and self- regulated learning strategies. Our results suggest flipped classes may have the most benefits for autonomously motivated students who can self-select such courses. On the other hand, there may be pitfalls for students whose psychological contracts are violated due to unclear expectations or motivational profiles that are not well-suited for a flipped course. Overall, we propose the benefits of flipped classes outweigh the drawbacks if administrators and instructors clearly communicate expectations for such classes to students who can self-select or intentionally avoid them.
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Paper is No Longer Available Online: Please contact the author(s).
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