CHI TIẾT NGHIÊN CỨU …
Tiêu đề
From Disillusion to the Development of Professional Judgment: Experience of the Implementation Process of a Human Complexity Course
Tác giả
Albert M.-N.; Michaud N.
Năm xuất bản
2016
Source title
SAGE Open
Số trích dẫn
3
DOI
10.1177/2158244016684372
Liên kết
Tóm tắt
Using an autobiographical method, this study exposes the knowledge created from an experience concerning the implementation process of a human complexity course. We analyze the pedagogical strategies and explain the facts noticed in the narrative. We also present the generic knowledge that results from this experience. As this is a real-life experience, the reader can learn from the errors committed by a professor who experimented with various strategies. Furthermore, this experience is transferable to other contexts of management education. It is an example of applying humanities to business practices. This study makes it possible to improve how professional judgment is taught in a context of liberal learning. © 2016, © The Author(s) 2016.
Từ khóa
development management; education; general management; higher education; management; management education; social sciences; students
Tài liệu tham khảo
Albert M.N., Couture M.M., To explore new avenues: Experiential testimonio research, Management Decision, 52, pp. 777-812, (2014); Argyris C., Knowledge for action: A guide to overcoming barriers to organizational change, (1993); Avenier M.J., Shaping a constructivist view of organizational design science, Organization Studies, 31, pp. 1229-1255, (2010); Avenier M.J., Cajaiba A.P., The dialogical model: Developing academic knowledge for and from practice, European Management Review, 9, pp. 199-212, (2012); Avenier M.J., Thomas C., Finding one’s way around various methods and guidelines for doing rigorous qualitative research: A comparison of four epistemological frameworks, Systèmes d’Information et Management, 20, pp. 61-98, (2015); Barr R.B., Tagg J., A new paradigm for undergraduate education, Change, 27, pp. 12-25, (1995); Bauman Z., Legislators and interpreters, (1987); Bedard D., Viau R., Le profil d’apprentissage des étudiantes et étudiants de l’Université de Sherbrooke, (2001); Behar-Horenstein L.S., Niu L., Teaching critical thinking skills in higher education: A review of the literature, Journal of College Teaching & Learning, 8, pp. 25-41, (2011); Biggs J., Tang C., Teaching for quality learning at university, (2007); Boje D.M., Tyler J.A., Story and narrative noticing: Workaholism auto ethnographies, Journal of Business Ethics, 8, pp. 173-194, (2008); Bolton D., Galloway C., The holistic dilemma: Helping management students deal with risk, The International Journal of Management Education, 12, pp. 55-67, (2014); Burbach M.E., Matkin G.S., Fritz S.M., Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study, College Student Journal, 38, pp. 482-493, (2004); Carlson G.N., Pelletier F.J., The generic book, (1995); Clegg S.R., Hardy C., Nord W.R., Handbook of organization studies, (1996); Coe C.D., Scaffolded writing as a tool for critical thinking: Teaching beginning students how to write arguments, Teaching Philosophy, 34, pp. 33-50, (2011); Colby A., Ehrlich T., Sullivan B., Dolle J., Rethinking undergraduate business education: Liberal learning for the profession, (2011); Dewey J., Interest and effort in education, (1913); Dewey J., Education and experience, (1938); Ellis C., Adams T., Bochner A., Autoethnography: An overview, Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 12, (2011); Ellis C., Bochner A., Autoethnography, personal narrative, reflexivity: Researcher as subject, Collecting and interpreting qualitative materials, pp. 199-258, (2003); Ennis R.H., A concept of critical thinking, Harvard Educational Review, 32, pp. 81-111, (1962); Facione P.A., Facione N.C., Giancarlo C.A.F., Ferguson N., Le Jugement professionnel et la disposition à la pensée critique, Enseigner et Comprendre: Le Développement d’une Pensée Critique, pp. 307-326, (1999); Feldman A., Validity and quality in self-study, Educational Researcher, 32, pp. 26-28, (2003); Goffman E., Interaction ritual: Essays on face-to-face behavior, (1967); Golby M., Parrott A., Educational research and educational practice, (1999); Golding C., Educating for critical thinking: Thought-encouraging questions in a community of inquiry, Higher Education Research & Development, 30, pp. 357-370, (2011); Gould S.J., Unpacking the many faces of introspective consciousness: A metacognitive-poststructuralist exercise, Handbook of qualitative research methods in marketing, pp. 186-197, (2006); Gould S.J., The emergence of consumer introspection theory (CIT): Introduction to a JBR special issue, Journal of Business Research, 65, pp. 453-460, (2012); Greenawalt M.B., The internal auditor and the critical thinking process: A closer look, Managerial Auditing Journal, 12, pp. 80-86, (1997); Grint K., The sociology of work, (1998); Guve B.G., Aesthetics of financial judgments: On risk capitalists’ confidence, Aesthetic leadership: Managing fields of flow in art and business, pp. 128-140, (2007); Hackley C., Auto-ethnographic consumer research and creative non-fiction: Exploring connections and contrasts from a literary perspective, Qualitative Market Research: An International Journal, 10, pp. 1352-2752, (2007); Harrison J.K., Akinc H., Lessons in leadership from the arts and literature: A liberal arts approach to management education through fifth discipline learning, Journal of Management Education, 24, pp. 391-413, (2000); Haynes K., Linking narrative and identity construction: Using autobiography in accounting research, Critical Perspectives on Accounting, 17, pp. 399-418, (2006); Haynes K., Tensions in (re)presenting the self in reflexive autoethnographical research, Qualitative Research in Organizations and Management: An International Journal, 6, pp. 134-149, (2011); Henry M., Barbarism, (2012); Holbrook M., Consumer research: Introspective essays on the study of consumption, (1995); Holton E.F., Swanson R.A., Naquin S.S., Andragogy in practice: Clarifying the andragogical model of adult learning, Performance Improvement Quarterly, 14, pp. 118-143, (2001); James W., The principles of psychology, 1, (1890); Jarzabkowski P., Kaplan S., Strategy tools-in-use: A framework for understanding “technologies of rationality” in practice, Strategic Management Journal, 36, pp. 537-558, (2015); Kenny N., Course design through constructive alignment, (2012); King J.B., A case for the humanities perspective, Journal of Management Education, 9, pp. 13-30, (1984); Klebba J.M., Hamilton J.G., Structured case analysis: Developing critical thinking skills in a marketing case course, Journal of Marketing Education, 29, pp. 132-139, (2007); Knechel W.R., Behavioral research in auditing and its impact on audit education, Issues in Accounting Education, 15, pp. 695-712, (2000); Knowles M.S., Holton E.F., Swanson R.A., Holton E., The adult learner: The definitive classic in adult education and human resource development, (1998); Kolb A.Y., Kolb D.A., Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning & Education, 4, pp. 193-212, (2005); Kolb A.Y., Kolb D.A., The learning way meta-cognitive aspects of experiential learning, Simulation & Gaming, 40, pp. 297-327, (2009); Korzybski A., Science and sanity, (1994); Le Moigne J.L., On theorizing the complexity of economic systems, The Journal of Socio-Economics, 24, pp. 477-499, (1995); Levinas E., Humanisme de l’autre homme, (1972); Lewis M.W., Dehler G.E., Learning through paradox: A pedagogical strategy for exploring contradictions and complexity, Journal of Management Education, 24, pp. 708-725, (2000); March J.G., Rationality, foolishness, and adaptive intelligence, Strategic Management Journal, 27, pp. 201-214, (2006); McEwen B.C., Teaching critical thinking skills in business education, Journal of Education for Business, 70, pp. 99-103, (1994); Morgan G., Images of organization, (1986); Morin E., Le paradigme perdu: la nature humaine, (1973); Morin E., La Méthode 5. L’humanité de l’humanité. L’identité humaine, (2001); Munchinsky P.M., Emotions in the workplace: The neglect of organizational behavior, Journal of Organizational Behavior, 21, pp. 801-805, (2000); Nilson L.B., Teaching at its best, (2010); Phillips F., Heiser L., A field experiment examining the effects of accounting equation emphasis and transaction scope on students learning to journalize, Issues in Accounting Education, 26, pp. 681-699, (2011); Prasada S., Acquiring generic knowledge, Trends in Cognitive Sciences, 4, pp. 66-72, (2000); Pregent R., Bernard H., Kozanitis A., Enseigner à l’université dans une approche-programme, (2009); Quinn C., Burbach M.E., Matkin G.S., Flores K., Critical thinking for natural resource, agricultural, and environmental ethics education, Journal of Natural Resources & Life Sciences Education, 38, pp. 221-227, (2009); Redding D.A., The development of critical thinking among students in baccalaureate nursing education, Holistic Nursing Practice, 15, pp. 57-64, (2001); Rehn A., Culinary judgment, aesthetic, refinement and badmouthing as innovation management: The business sense of Antony Careme, Aesthetic leadership: Managing fields of flow in art and business, pp. 128-140, (2007); Reiman A.J., Johnson L.E., Promoting teacher professional judgment, Journal of Research in Education, 13, pp. 4-14, (2003); Rhodes C., Ethics, alterity and the rationality of leadership justice, Human Relations, 65, pp. 1311-1331, (2012); Rod M., Subjective, personal introspection in action-oriented research, Qualitative Research in Organizations and Management: An International Journal, 6, pp. 6-25, (2011); Santos M.V., Garcia T., Managers’ opinions: Reality or fiction: A narrative approach, Management Decision, 44, pp. 752-770, (2006); Sanzo K.L., Myran S., Clayton J.K., Building bridges between knowledge and practice, Journal of Educational Administration, 49, pp. 292-312, (2011); Schmidt R., Volbers J., Siting praxeology: The methodological significance of “public” in theories of social practices, Journal for the Theory of Social Behaviour, 41, pp. 419-440, (2011); Schon D.A., The reflective practitioner, (1993); Shaw G., Locke K., Using fiction to develop managerial judgment, Journal of Management Education, 17, pp. 349-359, (1993); Simon H.A., Models of man: Social and rational, (1957); Simon H.A., From substantive to procedural rationality, 25 years of economic theory, pp. 65-86, (1976); Spee J.C., Fraiberg A., Topics, texts, and critical approaches integrating dimensions of liberal learning in an undergraduate management course, Journal of Management Education, 39, pp. 56-80, (2015); Stanovich K., Rationality and the reflective mind, (2011); Statler M., Developing wisdom in a business school? Critical reflections on pedagogical practice, Management Learning, 45, pp. 397-417, (2014); Statler M., de Monthoux P.G., Humanities and arts in management education: The emerging Carnegie paradigm, Journal of Management Education, 39, pp. 3-15, (2015); Sunder S., Adverse effects of uniform written reporting standards on accounting practice, education, and research, Journal of Accounting and Public Policy, 29, pp. 99-114, (2010); Svinicki M., McKeachie W.J., McKeachie’s teaching tips, (2011); Thayer-Bacon B.J., The nurturing of a relational epistemology, Educational Theory, 47, pp. 239-260, (1997); Thayer-Bacon B.J., Transforming and redescribing critical thinking: Constructive thinking, Studies in Philosophy and Education, 17, pp. 123-148, (1998); Thomas T., Developing first year students’ critical thinking skills, Asian Social Science, 7, pp. 26-35, (2011); Todres L., Being with that: The relevance of embodied understanding for practice, Qualitative Health Research, 18, pp. 1566-1573, (2008); Tsoukas H., Do we really understand tacit knowledge?, Complex knowledge. Studies in organizational epistemology, pp. 107-126, (2005); Tsoukas H., Knudsen C., Introduction: The need for meta-theoretical reflection in organization theory, The Oxford handbook of organization theory, pp. 1-36, (2003); Van Lawick H., Goodall J., Killers innocent, (1971); Viau R., Le profil d’apprentissage des étudiantes et étudiants de l’École de technologie supérieure de Montréal, (2006); Von Glasersfeld E., The radical constructivist view of science, Foundations of Science, 6, pp. 31-43, (2001); Weber M., Economy and society: An outline of interpretive sociology, (1978); Yildirim B., Sukran O., Seher Sarikaya K., The critical thinking teaching methods in nursing students, International Journal of Business and Social Science, 2, pp. 174-182, (2011); Young M., Warren D.L., Encouraging the development of critical thinking skills in the introductory accounting courses using the challenge problem approach, Issues in Accounting Education, 26, pp. 859-881, (2011)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus