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Bacon, Donald R. – Journal of Management Education, 2005
Business schools often assign student group projects to enhance student learning of course content and to build teamwork skills. However, the characteristics of effective collaborative learning tasks, including group goals and individual accountability, are often not found in student group projects assigned in business classes. The current…
Descriptors: Teamwork, Cooperative Learning, Course Content, Group Activities
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Morris, J. Andrew; Urbanski, John; Fuller, Janice – Journal of Management Education, 2005
This article presents a series of experiential exercises designed to use visual arts and poetry in classroom settings to increase students' awareness and recognition of emotion--two key components of emotional intelligence. Drawing on the liberal arts in the manner described in the exercises provides the instructor with a context in which students…
Descriptors: Business Administration Education, Emotional Intelligence, Visual Arts, Business Administration
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Simpson, Ruth; Sturges, Jane; Woods, Adrian; Altman, Yochanan – Journal of Management Education, 2005
Against the background of an earlier study, this article presents the findings of a Canadian-based survey of career benefits from the MBA. Results indicate first that gender and age interact to influence perceptions of career outcomes and second that both men and women gain intrinsic benefits from the MBA. However, intrinsic benefits vary by…
Descriptors: Gender Differences, Age Differences, Foreign Countries, Masters Degrees
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Stephen, John; Parente, Diane H.; Brown, Randy C. – Journal of Management Education, 2002
In capstone business strategy courses, a large-scale simulation organized student teams into "corporations" that prepared functional and integrative deliverables. Data from 502 students supported the effectiveness of large-scale simulation in helping students recognize the importance of integrating functional knowledge and developing an…
Descriptors: Business Administration Education, Capstone Experiences, Higher Education, Integrated Activities
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Stapleton, Richard John; Murkison, Gene – Journal of Management Education, 2001
Data from 1,251 student evaluations of instructors were used to rank faculty; rank order changed when learning outcomes, study production, and grade expectations were considered. Students expected high grades from teachers rated highly; those assigning more homework rated lower. Weighting instructor excellence, study and learning production, and…
Descriptors: Assignments, Expectation, Faculty Evaluation, Grades (Scholastic)
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Magill, Sharon L.; Herden, Richard P. – Journal of Management Education, 1998
Describes the development of an outcomes document that specifies measurable objectives for knowledge, skills, and attitudes to be developed by management students. Discusses the use of student portfolios to assess attainment of these objectives. (SK)
Descriptors: Business Administration Education, Curriculum Development, Educational Objectives, Higher Education
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Schlee, Regina P. – Journal of Management Education, 2000
Interveiws with 154 business schools (41% with mentoring programs), 15 mentor program administrators, and 5 counselors, described program goals, student goals, mentor recruitment and training processes, and student and mentor satisfaction. Educational benefits were identified, but the absence of outcomes assessment made programs vulnerable to…
Descriptors: Business Education, College Students, Educational Objectives, Higher Education
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Bigelow, John D. – Journal of Management Education, 1999
Compares face-to-face and online communication. Considers the impact of moving an organizational behavior course online, citing potential benefits: acquisition of computer-related and inquiry skills, diversity learning, self-assessment, provision of interactive cases, and simulation of organizational dynamics. (SK)
Descriptors: Business Education, Group Dynamics, Higher Education, Learning Activities
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Arbaugh, J. B. – Journal of Management Education, 2000
Class discussions and student interaction were compared in a conventional class (n=33) and an Internet-based class using LearningSpace(R) software (n=29). No significant differences in learning or interaction quality were found. There was significantly more participation in the Internet course, particularly by women. (SK)
Descriptors: Business Administration Education, Conventional Instruction, Discussion (Teaching Technique), Higher Education
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