Teacher vs. Learner Responsibility in Management Education

A literature review suggested that behavioral changes occur more rapidly when the learner assumed responsibility. Natural learning, an approach to help learners assume responsibility, was compared with the traditional strategy in seven field experiments. It produced more than twice as many long-term behavioral changes. It was superior also for attitude change, but not for gains in knowledge.learning, universities, teachers, management, education

Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education

In today’s dynamic globalized business environment, management educators must develop pedagogies that support students to manage and lead in rapidly changing business contexts. An increasing number of institutions use experiential learning as a component of their curriculum to address this challenge. Initially, a response to industry criticism that graduates were unable effectively apply skills needed to be successful, experiential learning has become a baseline expectation in management education programs. Students increasingly expect opportunities to practice and demonstrate competency in the theories they learn in the classroom by applying them in real-world projects. However, expanding such opportunities for students is limited by a unique set of complex administrative challenges inherent in this approach. To expand opportunities for students, institutions must overcome scalability obstacles resulting from the customized nature of the offerings. Business challenges where student teams work with external partners provide a real world learning experience. But they also pose difficulty in applying a standardized approach to assurance of learning. Course content must be redeveloped each time the course is offered, as external projects must be sourced, leading to input and output variation. Advising, monitoring, and assessing students is resource intensive, because at many schools each team is assigned a different business challenge. This article offers a set of assurance of learning standards that institutions can apply to project-based experiential learning courses and posits that greater cross-departmental integration in sourcing projects and better use of technology can increase the efficacy and efficiency of the courses to address the scalability issue.Educatio

Rapid internationalization and long-term performance: The knowledge link

Drawing on the knowledge-based view and organizational learning theory, we develop and test a set of hypotheses to provide a first attempt at analyzing the effect of speed of internationalization on long-term performance. Using a panel-data sample of Spanish listed firms (1986-2010), we find that there is an inverted U-shaped relationship between speed of internationalization and long-term performance. We also find that whereas technological knowledge steepens this relationship, the diversity of prior international experience flattens it. Our results contribute to the existing IB literature on the performance of FDI, cross-country knowledge transferability, and nonsequential entry

Putting theory oriented evaluation into practice

Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to Simgame, a board game created for secondary school level business education in six European Union countries

Knowing differently in systemic intervention

© 2015 John Wiley & Sons, Ltd. This paper makes the case for extended ways of knowing in systemic intervention. It argues that the deployment of formal (even reflective) thinking and dialogue methods are inadequate, on their own, to the critical tasks of comprehending larger wholes and appreciating others' viewpoints. Theory and techniques need to go further and access other forms of knowing, held in experiential, practical or symbolic ways. This could offer a better basis to incorporate marginalized people and other phenomena that are affected by interventions but do not have a voice, such as ecosystems and future generations

Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17

Emotion-focused therapy

Emotion-focused therapy (EFT), also known as process-experiential therapy, integrates active therapeutic methods from gestalt and other humanistic therapies within the frame of a person-centred relationship (Elliott, Watson, Goldman & Greenberg, 2004). EFT updates person-centred and gestalt therapies by incorporating contemporary emotion theory and affective neuroscience, dialectical constructivism, and contemporary attachment theory. In this chapter, I review the current status of EFT, summarising its history, theory, practice, and outcome evidence

Research on humanistic-experiential psychotherapies

In this chapter we focus on research published since our previous reviews (Greenberg, Elliott & Lietaer, 1994; Elliott, Greenberg & Lietaer, 2004), which covered research published between 1978 and 2001, plus additional earlier research on humanistic-experiential psychotherapy (HEP) outcome that we have been able to track down. A key element of the chapter is a meta-analysis of nearly 200 HEP outcome studies (through 2008) and a survey of the use of the approach with different client groups. In addition, we offer a meta-synthesis of qualitative research on these therapies (cf. Timulak, 2007), and provide a narrative review of recent quantitative research on change processes in HEPs. We conclude by reviewing and integrating the literature reviewed and discuss policy implications

Factor Analysis of the Milwaukee Inventory for Subtypes of Trichotillomania-Adult Version

The Milwaukee Inventory for Subtypes of Trichotillomania-Adult Version (MIST-A; Flessner et al., 2008) measures the degree to which hair pulling in Trichotillomania (TTM) can be described as “automatic” (i.e., done without awareness and unrelated to affective states) and/or “focused” (i.e., done with awareness and to regulate affective states). Despite preliminary evidence in support of the psychometric properties of the MIST-A, emerging research suggests the original factor structure may not optimally capture TTM phenomenology. Using data from a treatment-seeking TTM sample, the current study examined the factor structure of the MIST-A via exploratory factor analysis. The resulting two factor solution suggested the MIST-A consists of a 5-item “awareness of pulling” factor that measures the degree to which pulling is done with awareness and an 8-item “internal-regulated pulling” factor that measures the degree to which pulling is done to regulate internal stimuli (e.g., emotions, cognitions, and urges). Correlational analyses provided preliminary evidence for the validity of these derived factors. Findings from this study challenge the notions of “automatic” and “focused” pulling styles and suggest that researchers should continue to explore TTM subtypes