| Towards a Science of Stories: Implications for Management Education |
| | Down, Jonathan T. | Oregon State U. | down@bus.orst.edu | (541)-737-6061 |
| | King, Jonathan | Oregon State U. | king@bus.orst.edu | (541)-737-4601 |
| | In this article we present an argument for making greater use of stories in the classroom. We begin by noting the central significance of stories in fields as diverse as artificial intelligence, moral philosophy, social science research, and futures studies. We then propose six value adding functions of stories followed by three examples we use in our classes - a business story, a non-business story and an old non-business story. We then offer a set of propositions which predict different learning outcomes as a function of exposure to stories. We conclude by raising several questions and issues as motivation for discussion and further research. |
| | Keywords: Management Education; Stories; Epistemology |
| Yes And... : Introducing Improvisational Theatre Techniques to the Management Classroom |
| | Moshavi, Dan | San Jose State U. | moshavi_d@cob.sjsu.edu | (408) 924-3553 |
| | Improvisational theatre techniques can enhance student interest in management-related topics by providing
instructors with a structure for creating cases in "real time," eliciting student participation, and encouraging risk-taking.
This paper makes both theoretical and practical contributions to the management education literature. First, I draw from
the existing body of work on improvisation found in organization theory and create a framework for improvisation's
use in the management classroom. Second, I provide examples of specific exercises that can be used in a variety of
management education and development contexts. |
| | Keywords: Management Education; Improvisation |
| Understanding the Use of Feature Films in Classroom Learning |
| | Mathews, Charles S. | Florida Gulf Coast U. | chuckm@fgcu.edu | [(941)-590-7385] |
| | Fornaciari, Charles J. | Florida Gulf Coast U. | cfornaci@fgcu.edu | (941) 590-7384 |
| | Movies are often able to affect our emotional responses, perceptions of events, and personal lives over long periods of time. Increasingly, feature films are being used as pedagogical tools in college classrooms. This paper builds theory concerning effective use of feature films in the classroom by going beyond the anecdotal evidence (primarily based upon Social Learning Theory) that is typically presented in the literature to justify classroom film use. It draws upon recent theoretical advances in universalistic self-theory and cognitive experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions feature films can be effectively used in the classroom. It then applies contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. This paper also looks at the age and cultural background of students as primary considerations for the selection and use of feature films in the classroom. |
| | Keywords: Cognition; Information Processing; Feature Films |