| A Boundary-Spanning Pedagogical Approach to Enviornmental Regulation and Management |
| | Byrd, Kimble A. | Rowan U. | byrd@rowan.edu | 609-256-4015 |
| | It has become increasingly clear that positive corporate environment performance cannot be adequately addressed through either the enunciation of environmental policies by top management or efforts of environmental staff specialists, but must be institutionalized by being incorporated into the fundamental responsibilities of line management. This requires increased environmental awareness and sophistication on the part of managers throughout the organization with development of new skills. Educating managers to prepare them for this essentiality necessitates attention to the ethical, economic, scientific, political, and legal aspects of environmental protection and to the tensions that pervade environmental initiatives such as cost-benefit analyses, the limits of environmental science and pollution control technology, and sustainable development. This paper is intended to describe the: nature and scope of the learning process; manner in which it was created and administered; role of the such pedagogical interaction, as an emerging curricular concept. It illustrates a process of multi-disciplinary instruction that allowed instructors representing diverse fields (law, science, business, ethics) to conceptualize, construct and resent a course curriculum with a coherent patter and a meaningful structure. A skillfully taught effectively administered tea teaching program, with a carefully ordered cooperatively conceive course of study, affords an unusual opportunity for the development of an educational environment fostering productive learning relationships. |
| | Keywords: Team-teaching; Cross-disciplinary; environmental |
| Where Faculty Stand on the Major Controversies in Collegiate Business Education |
| | Pearce, John A. | Villanova U. | jpearce@cf-faculty.vill.edu | (610) - 519-4332 |
| | This paper reports on the findings of a nationwide survey of business school faculty on their positions regarding three major controversies in collegiate business education. The responses of 263 professors – all members of the Management Education and Development Division of the Academy of Management -- are presented as inputs to decision makers for reforming business program learning environments, prioritizing the credentials of professors, and designing the collegiate curriculum. Specifically, the responding faculty desire a future where the classroom experience is dominated by a professor, augmented by computer-assisted technologies. They prefer that the professor's credentials highlight a doctoral degree rather than business experience. Finally, they favor knowledge-based education over a skills orientation as the most desirable foundation for a collegiate business curriculum.
The dominant message from the survey results is that faculty in collegiate schools of business embrace a wide range of initiatives in support of educational upgrading. Such progress will require costly reforms including some education and reeducation of faculty, staggering investments in obtaining and updating technology, and massive amounts of research to guide the redirection of curriculums. Several approaches to reducing these costs are proffered as well as the logic behind faculty-suggested expenditures.
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| | Keywords: collegiate; reform; education |
| Teaching Knowledge Management and Intellectual Capital Lessons: An Empirical Examination of the Tango Simulation |
| | Bontis, Nick | McMaster U. | nbontis@mcmaster.ca | (905)-525-9140 x23918 |
| | Girardi, John | Queensland U. of Technology | girardi@powerup.com.au | (905) 525-9140 x23918 |
| | An explosion of interest in the areas of knowledge management (KM) and intellectual capital (IC) has recently arisen (Stewart, 1997, Bontis, 1998; 1999). Coinciding with this developing interest, both academics and practitioners are now searching for ways to increase their appreciation and understanding of these concepts.
The Knowledge Management Receptivity Survey (KMRS) has been developed as a means for determining the level of understanding and commitment to knowledge management and intellectual capital initiatives. Thirty-three senior executives completed the KRMS before and after they participated in the Tango simulation in May and June of 1998. The Tango simulation provides an environment where participants learn to manage and value the intangible assets of their business in a controlled environment (Sveiby and Mellander, 1994).
Statistical examination contrasting pre-test and post-test responses to the KMRS validated this proposition that Tango participants would be more favourably disposed to IC after the simulation as compared to before. This was based on three clusters of items that tap into: i) the importance of human capital; ii) a recognition of the knowledge perspective, and iii) the importance of a CKO.
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| | Keywords: Tango simulation; intellectual capital; knowledge management |
| Benchmarking for Business Schools/Colleges: Implementing an Alternative, Partnership Approach |
| | Payne, Stephen L. | Georgia College and State U. | spayne@mail.gcsu.edu | 912-445-2370 |
| | Whitfield, J. Michael | Georgia College and State U. | mwhitfie@mail.gcsu.edu | (912) 445-2569 |
| | A brief overview of benchmarking approaches in higher education is presented prior to discussion of a particular benchmarking
partnership that has recently been launched and links five AACSB-accredited business schools in the state of Georgia. An alternative
to the more expensive benchmarking approach pioneered by the AACSB and Educational Benchmarking, Inc., the Georgia benchmarking
partnership may also offer a more flexible and adaptive model for cooperating business schools. A key characteristic of this approach
is its reliance on a facilitator who coordinates a selection process for particular benchmarks by faculty and administrators representing
partner institutions. The facilitator also coordinates gathering and reporting of benchmarks, best practices and ACT business student
satisfaction scores related to various business program and institutional practices. After an initial or pilot year involving five business
schools, this benchmarking partnership is expanding to additional schools and considering incremental changes that might respond
better to the needs of its existing and new partners. |
| | Keywords: benchmarking; partnership; quality improvement |
| Harnessing Instructors’ Tacit Knowledge in the Education Setting: A Response to the Emerging Emphasis on “Knowledge Management” |
| | Burke, Lisa A. | Louisiana State U. in Shreveport | burkela@juno.com | 318-797-5017 |
| | As a response to the growing emphasis on “knowledge management,” this conceptual paper reflects upon harnessing instructors’ tacit knowledge, and ultimately their intuition, in the educational setting. Included in the paper is a review and explication of relevant constructs (including tacit knowledge, implicit learning, and intuition) so that a definition for instructor intuition can be advanced. In addition, various types of instructional situations that are best suited for intuition are discussed, along with benefits and potential limitations. More important, practical suggestions are provided so instructors can capitalize on the advantages of using their intuition yet also minimize its disadvantages. In this way, the collection of knowledge, judgment, and experience resident within an educational setting can be more effectively leveraged. Finally, several research ideas are proposed so management scholars can investigate, in the thrust of future education research, additional avenues for adequately responding to the contemporary emphasis on knowledge management. |
| | Keywords: instructor intuition; knowledge management; tacit knowledge |