From: Marilyn Laiken [mailto:
mlaiken@oise.utoronto.ca]
Attached below is a call for papers for a special issue of the Journal of
Management Education on innovative uses of teams in higher education. We
would appreciate it if you could distribute the call widely to your
networks. Thank you!
Call for Papers for Special Issue
Journal of Management Education
Use of Teams in Management Education
Guest Editors: Dr. Thomas Kalliath, Australian National University
Dr. Marilyn Laiken, OISE, University of Toronto
In recent years there has been increasing use of teams in management
education. There are two good reasons for using teams in the management
classroom. First, management educators are discovering the power of teams
to galvanise member resources toward a team product, while simultaneously
harnessing superior learning that is deeper and more long-term. Indeed,
some types of learning are better accomplished through pedagogical designs
that elicit higher levels of member interaction and participation in
groups (e.g. transformative learning). The second reason originates in the
continuing demand from stakeholders of management education for graduates
equipped with team skills. The corporate environment has in recent years
shown a trend towards harnessing the potential of teams. Given that the
vast majority of students from universities move on to occupy positions in
organizations across sectors, university educators have responded to the
challenge by instituting courses on teamwork or including a teamwork
component in courses (e.g. a collaborative team project).
Over the years, JME has published a number of articles on issues
surrounding the management of collaborative team assignments that have
offered new insights into team/group work in a variety of contexts.
Similarly, a number of adult learning journals have made significant
contributions to extend our understanding of the pedagogical issues
surrounding student group work. However, there still remain a number of
unresolved and irksome issues surrounding the use of student teams that
continue to pose a challenge. Many educators continue to struggle to find
the best method of team assessment to reward individual and team
contributions fairly. We are still looking for pedagogical designs that
will help alleviate dysfunctional teamwork and motivate the highest levels
of individual contribution to the team effort. Are there innovative
pedagogical designs that can demonstrate long-term transfer of learning
beyond the management classroom? These are some examples of difficult
issues in team/group work that continue to pose a challenge to even astute
management scholars and educators. We invite contributions from management
scholars and scholars from other related disciplines (e.g. adult
education) to address these difficult questions and other unresolved
issues in the productive use student team/group work in management
education.
The Special Issue will focus on (1) where we have been:
Retrospective/summary pieces that critically recap the history of
different pedagogical issues related to teams (e.g. course design, peer
evaluation); (2) where we are now: state of the art practice pieces that
describe new pedagogical approaches related to student teams; (3) where we
should go next: commentaries on the future of teams in management
education, including unresolved issues, leading edge ideas, etc.
Contributions to the Special Issue will address leading edge innovations
that result in a high level of student engagement and superior learning.
Interested scholars/practitioners are invited to send original manuscripts
in the following categories:
1) Feature articles that develop/integrate/translate theory and practice
underlying the use of teams in management education (4000 to 5000 words)
2) Feature articles that outline original research relevant to where we
have been, where we are and where we should go next (4000 to 5000 words)
3) Practice articles that illustrate innovations to address difficult and
unresolved issues in the use of teams that result in superior learning
(2500 to 3000 words)
4) Creative, thought provoking essays (2500 to 3000 words)
Viable papers will successfully meet these criteria:
. Grounded in applied science (ie: draws data from practice grounded in
well-researched theoretical frameworks - original data or from existing
literature)
. Provides specific guidelines, principles and lessons learned that can
shape and guide innovations in use of teams in management education
. Documents and demonstrates innovative classroom practices or case
studies
. Stimulates ideas that other instructors can adapt or develop in their
context
. Will add value for the instructor/learner
In the selection for this Special Issue, priority will be given to those
papers that describe higher education contexts that are learner-centered,
effectively demonstrate a clear and concise message about student team
projects or course pedagogy, and are rigorous in logic and in the support
of ideas.
Submission Guidelines:
. Attach to an e-mail two electronic copies of your submission: one with a
title page containing author-identifying contact information, one without
the author-identifying title page. Each file should contain all figures,
tables, and fully double-spaced references. These two files should be
named AUTHOR and NO-AUTHOR, respectively. All submissions must be made in
a Word 6.0/95 -compatible file format.
. Manuscripts should be limited to word count as indicated above
(excluding references, tables, etc.), double-spaced pages of text.
. All citations, references, and other formatting issues should conform to
the Publication Manual of The American Psychological Association (most
recent edition).
. All submissions should include an abstract of approximately 75 words.
. Authors are to assume that the reader is a highly educated and
experienced practitioner and/or academic.
Reviewers will be responding to the following questions in their review of
papers:
1. Relevance of the paper to the focus of the Special Issue.
2. Does the material represent leading edge innovation?
3. Is the paper well connected with current theory and relevant
literature?
4. Is the methodology sound? Is the research design appropriate? (for
research-based papers)
5. Is the paper well written?
6. Does the paper make a significant contribution to the advancement of
knowledge in the use of teams in management education?
Your submission will be acknowledged electronically when reviewers are
assigned. Papers will be double blind peer reviewed. Contributors should
send their manuscripts electronically, no later than April 30, 2005 to:
Thomas Kalliath at [ mailto:
thomas.kalliath@anu.edu.au
]
thomas.kalliath@anu.edu.au. Please copy your submission to Marilyn Laiken
at [ mailto:
mlaiken@oise.utoronto.ca ]
mlaiken@oise.utoronto.ca
Thank you for your interest, we look forward to hearing from you.
------------------------------------------------------------------------
Dr. Thomas Kalliath
School of Business and Information Management
Hanna Neumann Building
Canberra, ACT 0200
Australia
T:61 2 6125 8104
http://ecocomm.anu.edu.au/people/info.asp?Surname=Kalliath&Firstname=Thomas
Marilyn Laiken, PhD
Department of Adult Education and
Counselling Psychology, OISE/UT
252 Bloor St. West, 7th floor
Toronto, Ontario, M5S 1V6
Tel: 416-923-6641, ext. 2349
Fax: 416-530-4317
E-mail:
mlaiken@oise.utoronto.ca