Mission-Centric Learning: Developing Students’ Workplace Readiness Skills

We discuss and evaluate the implementation of a mission-centric course project that is strategically tied to learning outcomes important to colleges of business. Specifically, to support our college’s mission, undergraduate students enrolled in a training and development class were tasked with applying course concepts to assess the need for, to design, and to deliver (to other business students) workplace readiness training. To aid other management educators interested in adopting similar strategically aligned and feedback-rich learning experiences, we outline and discuss relevant project planning, design, and facilitation issues, as well as present a summary of initial results derived from this project

Creating a Culture of Engagement in Business Schools

Business schools, in the face of various external pressures, are confronted with the daunting challenge of better engaging their constituents to achieve their learning mission. We call for engagement to play a unifying role in a business school’s culture. We incorporate relevant learning, marketing and change management concepts to first present conceptual tenets underlying our engagement model including co-creation of learning and students as works-in-progress. We then propose a plan for creating a culture of engagement in business schools to advance their learning mission, which broadly involves students, faculty, alumni, employers and administrators. The tactical plan is presented in four steps: assessment, redesign, implementation and evaluation of an engagement culture

Discerning citation patterns in dominant BME literature streams: lessons for BME scholars

Purpose: This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field. Design/methodology/approach: The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams. Findings: The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work. Research limitations/implications: Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream. Practical implications: Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications. Social implications: The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream. Originality/value: According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams

Chapter 8: Undergraduate HR programs in the U.S.: A contextual and content-based analysis

Given the importance of human resource management skills both in management education and business in general, an empirical review of undergraduate human resource (HR) curricula and programs is needed. In this study, the authors provide an investigative analysis of the content taught across HR programs in the U.S. and the context in which HR programs operate. Specifically, data across 179 undergraduate “SHRM-aligned” HR programs were collected and analyzed to identify common as well as unique content and contextual attributes at the university, business school, and program levels. Against the backdrop of the study\u27s findings, the authors step back and purposefully comment on how they believe HR education can best be moved forward. In total, this study seeks to inform stakeholders in HR education through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate management programs

Chapter 2: Undergraduate Programs in the U.S: A Contextual and Content-Based Analysis

Given the importance of human resource management skills both in management education and business in general, an empirical review of undergraduate human resource (HR) curricula and programs is needed. In this study, the authors provide an investigative analysis of the content taught across HR programs in the U.S. and the context in which HR programs operate. Specifically, data across 179 undergraduate “SHRM-aligned” HR programs were collected and analyzed to identify common as well as unique content and contextual attributes at the university, business school, and program levels. Against the backdrop of the study\u27s findings, the authors step back and purposefully comment on how they believe HR education can best be moved forward. In total, this study seeks to inform stakeholders in HR education through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate management programs

A Systematic Program Analysis of Undergraduate HR Education: The Pursuit of Quality and Innovation

Given the importance of human capital management skills in business education, undergraduate human resource (HR) curricula are in serious need of a systematic review. In this study, we describe the current state of HR education within U.S. undergraduate programs via an analysis of programmatic and institutional-level attributes. We also seek to highlight innovative program elements that we discovered via quantitative data analyses to aid future curriculum design changes in undergraduate HR programs. To achieve these goals, we collected data on 161 undergraduate HR programs and examined aspects of program structure, course/content coverage, and business school/university characteristics. Against the backdrop of our findings, we step back and purposefully comment on how we believe HR education can best be moved forward. In total, we seek to inform HR faculty, advisory boards, and program and school administrators through a clearer picture of the current and potential future states of HR curricula within U.S.-based undergraduate business programs