Dear colleagues,
We are considering to add some student members to our curriculum committee (currently all faculty), but are not sure of its full implications. On the positive side, it ensures students feedback and advise on curriculum issues; on the down side, we are concerned that it may have unintended consequnes. I understand that Wharton does not have student members, but Kellogg and Duke do. I will appreciate comments/feedback on this issue, especially from those whose schools do have students members on curriculum committee. Thank you very much in advance.
Neng Liang, Associate Dean and EMBA Director, Professor of Management,
China Europe International Business School (CEIBS)
liangneng@ceibs.edu
8621-28905229; f: 8621-28905108.
-----Original Message-----
From: Management Education and Development Discussion 代表 Ben Arbaugh
Sent: 2009-5-26 (星期二) 22:31
To: MG-ED-DV@AOMLISTS.PACE.EDU
Subject: Re: Doctoral Dissertation: Andragogy vs. Pedagogy and the rigor-relevance debate
Alberto, the next issue (June 2009) of AMLE will feature an article by Robert Rubin and Erich Dierdorff that examines the entire population of U.S.-based AACSB International-accredited MBA programs on the degree of fit between most desired managerial competencies and the extent to which these programs address these competencies in their core curricula. A preliminary version of this article is now available for AOM members on the Academy of Management's "In Press" site. http://journals.aomonline.org/InPress/
Hope this is helpful, Ben
----- Original Message -----
From: Alberto Roldan <alroldan911@HOTMAIL.COM>
Date: Monday, May 25, 2009 8:45 am
Subject: Re: Doctoral Dissertation: Andragogy vs. Pedagogy and the rigor-relevance debate
To: MG-ED-DV@AOMLISTS.PACE.EDU
> Dr. Evans,
>
> Thank you very much for the reply! The issues you mentioned regarding
> culture, age distribution, etc., are things that will probably be
> recommended for future research within the study. This topic is
> of great
> interest to me and I would like to do a longitudinal study
> taking into
> consideration those variables. The dissertation is the building
> block for my
> work, sort of speak.
>
> Now, focusing on MBA programs have been done to death and it may be
> counter-productive! The literature argues for and against MBA
> programs and
> they seem to attract a very specific population who, may not
> necessarily are
> what society sees running businesses. Of course, some do and
> have received
> notieriety as in the Enron case and so on. Nonetheless, I want
> to focus on
> the majority--individuals persuing an undergraduate degree in
> order to
> either enter the workforce or be promoted.
>
> I believe that focusing on a particular learning style may open
> the doors to
> better prepared business graduates. I guess that is the premise
> of my
> dissertation, I want to find out if it does make a difference.
> One problem I
> see hapenning is that we give too much emphasis to content, but have
> forgotten about the art of teaching and learning altogether.
>
> How many business professors are really trained in teaqching
> methods? I
> believe that having a PhD does not prepares anyone to teach
> unless the PhD
> is in education. Thus, providing a model of how to teach to
> highly competent
> business professionals seems like a good idea in order to serve
> societybetter. Therefore, I believe that, for example, an
> optometrist should not be
> teaching business courses and telling business PhDs about
> business strategy
> due to the lack of formal education in such a matter. On the
> same token, a
> business professional should not tell the optometrist how to
> perform an eye
> exam. Let the experts handle what they know! Therefore, business
> professorswithout formal training in education should be given a
> model to follow. Due
> to the debates ensuing in the literature today, it is obvious
> that what we
> are currently doing may not be optimal.
>
> Dr. Evans, thank you immensly for the discussion! I know the issues
> discussed here run deep with people and some will argue for it,
> others will
> not! That is what makes this forum great!
>
> Kindest Regards,
>
> Alberto Roldan, MBA
>
>
>
>
>
>
> -----Original Message-----
> From: Management Education and Development Discussion
> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] On Behalf Of EVANS Daniel
> Sent: Saturday, May 23, 2009 3:24 AM
> To: MG-ED-DV@AOMLISTS.PACE.EDU
> Subject: Re: Doctoral Dissertation: Andragogy vs. Pedagogy and the
> rigor-relevance debate
>
> Wow. Sounds a "bit" courageous for a dissertation. To have
> anything relevant
> to say you'll probably be making so many assumptions that the
> message will
> be completely bland.
> How will you account for
> - culture
> - age distribution
> - past experience distribution of the class
> - Teacher experience,
> Etc.
>
> If you do go down this path, why not focus on MBA participants.
> There was
> some past work by Kolb that correlated high GMAT to high
> Conceptual based
> learning. If this is the case, how would you define a good MBA course.
>
> The danger of course is that you'll be making a recommendation that
> reinforces a learning style rather than helping them develop new
> skills to
> become more learning agile. How do you measure "success" of the
> recommendedformat? Test results - short term? Career impact -
> long term? Etc.
>
> If I recall, there was some macro level data in the BusinessWeek
> MBA surveys
> conducted over the last several years - % case study, % teamwork
> etc. Does
> the structure link to the rankings of MBA in some way?
>
>
> Daniel S. EVANS Ph.D.
> Chief Innovation Officer
> EMLYON Executive Education
>
>
>
> +33 4 78 33 79 63 (fixed)
> +33 6 78 41 42 59 (mobile)
> evans@em-lyon.com
>
> " I am always ready to learn although I do not always like to be
> taught" -
> Winston Churchill
>
>
> -----Message d'origine-----
> De : Management Education and Development Discussion
> [mailto:MG-ED-DV@AOMLISTS.PACE.EDU] De la part de Alberto Roldan
> Envoyé :vendredi 22 mai 2009 14:31 à : MG-ED-
> DV@AOMLISTS.PACE.EDU Objet : Doctoral
> Dissertation: Andragogy vs. Pedagogy and the rigor-relevance debate
>
> Greetings!
>
> I am interested in discussing course content (Rigor vs.
> Relevance), and
> classroom methodology (Andragogy vs. Pedagogy)in business
> schools. After an
> extensive literature review I believe that understanding how each
> content-methodology combination affect learning outcomes in management
> schools may lead to the creation of a model to follow in
> society's efforts
> to adequately prepare individuals to undertake managerial roles.
>
> I am examining whether there is a correlation between relevance
> focusedcourses and rigor focused courses with pedagogical
> instructional methods or
> andragogical instructional methods in management schools, and
> how it affects
> students learning behavior and final course grades.
>
> What is the sentiment you as a business professor or student
> have in
> relation to these topics? Can a content of say, 70% relevance
> and 30% rigor
> be better served using an andragogical methodology
> (collaborative learning)?
> What about a 20% rigor and 80% relevance content using a pedagogical
> methodology (lecturing)?
>
> At this time I am in the process of completing my dissertation
> on this
> topic. I would like to continue work relating to possibly
> finding a
> "formula" or "model" for the most appropriate content-
> methodology approach
> to management education--highly debated in the literature!
>
> Anyone with suggestions, comments, or interest in conducting a
> large scale
> study on the subject, contact me at alroldan911@htmail.com
>
> Best Regards,
>
> Albeto Roldan
>
> ----
> Ce message electronique et tous les fichiers attaches qu'il
> contient sont
> confidentiels et destines exclusivement à l'usage de la personne
> à laquelle
> ils sont adresses. Si vous avez re?u ce message par erreur,
> merci de le
> retourner à son metteur. Les idees et opinions presentees dans
> ce message
> sont celles de son auteur, et ne representent pas necessairement
> celles de
> l'institution ou entite affiliee dont l'auteur est l'employe. La
> publication, l'usage, la distribution, l'impression ou la copie non
> autorisee de ce message et des attachements qu'il contient sont
> strictementinterdits.
>
> This email and any files transmitted with it are confidential
> and intended
> solely for the use of the individual or entity to whom they are
> addressed.If you have received this email in error please return
> it to the sender. The
> ideas and views expressed in this email are solely those of its
> author, and
> do not necessarily represent the views of the institution or
> company of
> which the author is an employee. Unauthorized publication, use,
> distribution, printing or copying of this e-mail or any attached
> files is
> strictly forbidden.
J. B. (Ben) Arbaugh, Ph.D.
Editor, Academy of Management Learning & Education
College of Business
University of Wisconsin Oshkosh
e-mail: arbaugh@uwosh.edu Phone: (920) 424-7189
http://journals.aomonline.org/amle/
"What are you reading?"