| Moving Metaphors: Recipes For Teaching Management Via Experiential Exercises |
| | Gove, Steve | Arizona State U. | Steve.Gove@asu.edu | (602)-965-8813 |
| | Clark, Mark A. | Arizona State U. | mark.a.clark@asu.edu | (602)-727-6269 |
| | Boyd, Brian K. | Arizona State U. | briankboyd@asu.edu | (602)-965-4781 |
| | The use of experiential exercises such as ropes courses, team initiatives, and other mental and physical challenges is a common pedagogy for academic and corporate training. This paper presents an overview of the process and effects of such training and academic research into the area. Four experiential exercises are presented. Each provides a detailed listing of the materials, directions for use, and multiple metaphors for directly linking the exercise to management content areas. |
| | Keywords: Experiential; Education; Pedagogy |
| Enhancing Student Motivation Through Enriched Learning Environments: An Empirical Study |
| | Adler, Ralph W. | U. of Otago | radler@commerce.otago.ac.nz | 64-3-479-7677 |
| | Milne, Markus J. | U. of Otago | mmilne@commerce.otago.ac.nz | 64-3-479-8120 |
| | Stablein, Ralph | U. of Otago | rstablein@commerce.otago.ac.nz | 64-3-479-8131 |
| | The enhanced motivation and performance benefits associated with the use of
enriched work environments (i.e., high task identity, variety, and
significance; worker autonomy, and frequent performance feedback) have been
well established. The present study tests whether these benefits can also
be achieved in the classroom setting. Students enrolled in three final
year accounting courses were asked to report their level of motivation in
and their perceptions about the enrichment of each course. As
hypothesised, a positive and significant correlation was found between
student perceptions of enrichment and their reported motivation. A series
of stepwise regression equations, which included a variety of teaching
context and student level variables, are also reported. These regressions
offer further insight into the relationship between enriched learning
environments and motivation. |
| | Keywords: student motivation; learning context; classroom enrichment |
| Structuring assignments to enhance the value of site visits in management education |
| | Everett, André M. | U. of Otago | aeverett@commerce.otago.ac.nz | 64-3-479-7371 |
| | Wong, Yim-Yu | San Francisco State U. | yywong@sfsu.edu | (415) 338-2255 |
| | In a paper presented at the 1998 Academy of Management Meeting, the authors discussed
using site visits as part of the undergraduate and graduate business curriculum, focusing on
organizational aspects. This paper, as a continuation, offers detailed discussion of how student
assignments can be implemented to enhance the learning experience of site visits. The conceptual
foundations of experiential learning are described, then linked to specific assignment structures.
Examples of each category are provided. Distinctions between directed and exploratory learning
are described, and the importance of advance preparation by both instructor and students in
directed learning is emphasized. Various assignments are linked with different pedagogic goals,
providing a practical guide to faculty considering how to incorporate site visits into their course's
learning objectives. |
| | Keywords: site visits; business/education interaction; experiential learning |
| Personality Congruence, Values Congruence, and Classroom Environment Congruence: Predictors of Student Performance and Satisfaction in Management Education? |
| | Westerman, James W. | Western State College of Colorado | jwesterman@western.edu | 970-943-3163 |
| | Plante, David J | U. of Utah | dplante@western.edu | 970-943-2207 |
| | Tanner, George | Idaho State U. | gtanner@western.edu | 970-943-3165 |
| | The purpose of this study is to extend the research on person-environment
fit to examine its effectiveness in predicting student performance and
satisfaction in the management education field. Three person-environment
fit measures were used: (1) values congruence (the congruence between a
student's ideal value set and the existing value set in the classroom);
(2) personality congruence (the fit between a student's and his/her
professor's personality); and (3) classroom environment congruence (the
fit between a student's ideal classroom environment and their perceptions
of the existing environment). Data was collected from 171 students
representing three business instructors and five different sections of
management classes from state-funded educational institutions in the
Western U.S. The results indicated that student-professor personality
congruence was a significant predictor of student performance, and that
classroom environment congruence and values congruence were significant
predictors of student satisfaction. Results are discussed, and avenues
for future research are proposed. |
| | Keywords: personality; student; person-environment fit |