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Teaching and Learning in Doctoral Programs - JME Call for Abstracts

  • 1.  Teaching and Learning in Doctoral Programs - JME Call for Abstracts

    Posted 01-11-2019 17:05

    Call for Abstracts - Journal of Management Education Themed Issue

    "Teaching and Learning in Doctoral Programs"

    The co-editors are developing a themed JME issue for early 2020 publication on a topic rarely addressed in the SOTL literature: the nature of engaged teaching and learning in doctoral programs. In particular, we invite authors to inform JME readers about experiential practices in doctoral education as well as related themes concerning the nature, direction and future of doctoral education in management. As the leading management education journal devoted to experiential learning research and practice, our research coverage of engaged learning topics in doctoral education is an underdeveloped component of our domain. This Themed Issue will augment the existing SOTL management education literature by publishing articles that address doctoral-level issues specifically.

    JME's commitment is to engaged teaching and learning in management education. Our mission focuses attention on evidence of effectiveness in classroom and curricular initiatives as well as scholarly discussion of challenges and contemporary issues in teaching and learning at all levels of education. Prior efforts in JME have focused primarily on the preparation of future scholars for teaching (cf. Marx et al, 2016; Forray, 1996) and only rarely have authors addressed teaching and learning issues in management education at the doctoral level (cf. McCaskey, 1975; Powell, 1976). While JME remains committed to enhanced preparation for teaching in doctoral programs, and to the importance of the teaching mission in academe, we note that the literature is almost silent with respect to experiential learning methods at the doctoral level even as business education's main accreditors and teaching and learning consortia explicitly advocate for increasing experiential learning opportunities in undergraduate and MBA education (AACSB, 2013; AACSB Seminars, n.d.; Delaney, 2015; Gallup & Purdue University, 2015; Global Business School Network, 2018). Through this Themed Issue, we reaffirm our commitment to publishing articles that address major gaps in our knowledge about extant teaching and learning practices at the doctoral level.

    Through this themed issue, we seek to generate a more comprehensive understanding of issues and innovations related to experiential and engaged teaching practices within doctoral programs in management. Potential topics include (but are not limited to):

    1. First-person experiences with implementing changes in doctoral program curriculum or design toward more engaged practices;
    2. Empirical work that focuses on experiential practices in doctoral programs within particular contexts or across cultures;
    3. Theoretical or conceptual work that challenges any of the underlying assumptions of experiential doctoral education practices;
    4. Considerations of learning outcomes, internal institutional norms or policies, or other external factors that must be considered in engaged doctoral education;
    5. Ways to think innovatively about, or experiences with, various forms of experiential learning in doctoral programs;
    6. How doctoral programs have addressed assurance of learning prescriptives and pushes for documentation of "learning" by accreditation bodies or other institutional stakeholders;
    7. Elements that differentiate doctoral programs from other levels of teaching and learning;
    8. Different types of doctoral degrees in management and their similarities and/or differences in teaching and learning practices.

    Submission and paper development process

    Interested authors should prepare a 750 word (maximum) abstract detailing the topic they would like to explore, the most relevant literature within which the topic is grounded, and, most importantly, a brief discussion of the implications for teaching and learning if the paper is developed. Deadline for submission of abstracts is March 30, 2019. Jeanie M. Forray, Chris Quinn Trank and Kyle Brink, serving as the themed issue's action editorial team, will review all abstract submissions.

    Abstract submissions should be made via the JME manuscript system at https://mc.manuscriptcentral.com/jome . During submission, authors should select the special themed issue type "Teaching and Learning in Doctoral Programs" and will be asked to supply a cover letter, keywords, and brief abstract (200 words). Authors will be required to upload a title page with full author contact information and the main document of no more than 750 words for this initial submission. Authors of abstracts that the editors would like developed into full papers will be notified of this decision no later than April 30, 2019. Full papers should be between 3000 and 3500 words (maximum, exclusive of references) and submitted no later than July 30, 2019. All manuscripts invited for submission to the themed issue will be sent for blind peer review to members of JME's Editorial Review Board.

    Interested authors are invited to discuss potential topics with the editors prior to submission of abstracts. Queries may be sent to editor@mobts.org.

    References

    AACSB. (2013). Eligibility Procedures and Accreditation Standards for Business Accreditation. Retrieved from Tampa, FL: https://www.aacsb.edu/accreditation/standards/business

    AACSB Seminars. (n.d.). Art and Science of Teaching: Asia Seminar. Retrieved from https://www.aacsb.edu/events/seminars/art-and-science-of-teaching-asia

    Delaney, J. (2015). Dean's corner: Reaching Millennials and Gen Xers in the classroom.  Retrieved from https://www.aacsb.edu/blog/2015/june/reaching-millennials-and-gen-xers-in-the-classroom

    Forray, J. M. (1996). Doctoral education and the teaching mission: a dialogue with Jean Bartunek, Lee Burke, Craig Lundberg, Jane Giacobbe Miller, Pushkala Prasad, and Chris Roberts. Journal of Management Education, 20(1), 60-69. Marx, R. D., Garcia, J. E., Butterfield,

    Gallup & Purdue University. (2015). The Gallup--Purdue Index 2015 Report. Retrieved from http://www.gallup.com/services/185924/gallup-purdue-index-2015-report.aspx

    Global Business School Network. (2018). GBSN Experiential Learning Advisory Group. Retrieved from https://gbsn.org/taking-measure-experiential-learning/

    Marx, R. D., Garcia, J. E., Butterfield, D. A., Kappen, J. A., & Baldwin, T. T. (2016). Isn't it time we did something about the lack of teaching preparation in business doctoral programs?. Journal of Management Education, 40(5), 489-515.

    McCaskey, M. B. (1975). Training doctoral students in research. The Teaching of Organizational Behavior, 1(3), 25-32.

    Powell, G. N. (1976). Role clarification between faculty and doctoral students. The Teaching of Organizational Behavior, 2(3), 21-26.



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    Jeanie Forray
    Western New England University
    Springfield MA
    (413) 782-1702
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