The critical autobiography and the professional doctorate

These research findings emerged from a year-long series of workshops for professional doctorate candidates at Middlesex University. The workshops used autobiographies, biographies, novels, journalism, poetry and essays from the 18th to the 21st century to stimulate discussion and learning in relation to each candidate’s style, tastes and context support the development of writing skills appropriate to doctoral practice knowledge. Outcomes included bridging academic, reflective and professional writing; deepening critical thinking and expression and understanding and practising critical autobiography – all of which are core components of professional/practitioner based doctorates

Critical autobiography in the professional doctorate: improving students’ writing through the device of literature

This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically, and reflectively. This paper discusses the impact of a series of workshops designed to support students in resolving the challenges of writing clearly. In our workshops we encouraged the students to conceptualise their professional doctorate as a critical autobiography. In order to foster a critical autobiographical voice in our students, we explored a range of autobiographical texts for students to use as models for their own writing. In addition to offering a description of our teaching practice in these workshops, this paper explores the theoretical background that illuminates our pedagogical choices. Both theory and practice are posited side by side in our paper to uncover mutually illuminating connections in our discussion and evaluation of our attempts to improve students’ writing. We suggest that conceptualising the professional doctorate as critical autobiography is a valuable tool for professional practitioners who struggle to communicate the complexities of their practice confidently and lucidly

Perceptions Of Status Consumption And The Economy

This paper looks at the relationship between status consumption, economic perceptions, price consciousness, brand consciousness, and value consciousness.  Based on a convenience online sample of adults in the Southeast USA, most consumers are not motivated by status.  There was a significant negative relationship between the level of status consumption and levels of price consciousness and value consciousness. Additionally, there was a significant negative relationship between level of status consumption and the view that it is frivolous to buy status products in an economic downturn.  There was a significant positive relationship between status consumption and brand consciousness, indicating that those more motivated to consume for status are both more brand-name conscious and more likely to see a higher price as indicative of higher quality.  For managers of luxury brands in this economy, the results suggest that although the status market may be smaller, status consumers are brand conscious and not price conscious.  Consumers, however, may also feel that inexpensive products and discount stores can meet their status needs

Enhancing Classroom Communication With Interactive Technology: How Faculty Can Get Started

This paper proposes that Interactive Technology can help professors enhance communication in the classroom so there is increased attention, interest, preparation, and retention of class materials by the students. Interactive Technology (also called audience response systems) involves students using individual response pads (clickers) to respond to questions asked in class by the professor. The students’ responses are captured by a receiver and with the software available, professors can get instant feedback from their students to determine how well they understand the material presented. To get started using this technology, professors can either buy a system outright or utilize one in conjunction with their textbook. After attending a few training classes and working with their Information Technology people to install it in their classroom, a professor can start working with the system to enhance their interaction with students in class. This paper describes Interactive Technology in more detail and how to get started using it

Interactive Technology In The Classroom: An Exploratory Look At Its Use And Effectiveness

This paper proposes that Interactive Technology can help professors enhance communication, attitudes, and interest in the classroom.  This paper describes Interactive Technology, how professors can use it, and preliminary findings of its effectiveness.  These findings suggest that the use of Interactive Technology can enhance students’ attitudes.  Additionally, students surveyed, who had used Interactive Technology in a Consumer Behavior course agreed that its use made the course more interesting and attention getting, and they were satisfied with the course.  Preliminary findings, however, also suggest that Interactive Technology may not enhance attendance, course preparation, and retention.&nbsp

Suggestions For Successfully Establishing A University Selling Center

The authors describe the multiple benefits a university selling center offers to students, faculty members, administrators, and the general business community.  The seven essential steps in first establishing a university selling center are addressed:  find a champion, obtain the support of administration, find a white knight, establish a board of advisors, develop a mission, develop a facilities and technology plan, and develop the sales curriculum.  In discussing these steps, the authors present both their experiences and discuss the literature in these areas.  The authors also discuss what one should do after the selling center is established and future needs that a selling center might address

Using Classroom Response Technology To Create An Active Learning Environment In Marketing Classes

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure attendance, gauge comprehension and test students, we propose that classroom response systems can also be used to effectively create an active learning environment. Specifically we detail the use of classroom response systems to utilize active learning in large classes (i.e., more than 70 students) through describing five sample CRS exercises in Marketing courses: Sequential Elimination, Why Do You Think That?, Experiential Exercises, What Would You Do?, and Forced Choice. These exercises though, could be adapted for use in other business classes

Controlling chaos in the quantum regime using adaptive measurements

The continuous monitoring of a quantum system strongly influences the emergence of chaotic dynamics near the transition from the quantum regime to the classical regime. Here we present a feedback control scheme that uses adaptive measurement techniques to control the degree of chaos in the driven-damped quantum Duffing oscillator. This control relies purely on the measurement backaction on the system, making it a uniquely quantum control, and is only possible due to the sensitivity of chaos to measurement. We quantify the effectiveness of our control by numerically computing the quantum Lyapunov exponent over a wide range of parameters. We demonstrate that adaptive measurement techniques can control the onset of chaos in the system, pushing the quantum-classical boundary further into the quantum regime