Developing transferable management skills through Action Learning

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) in developing skills and competencies. Action learning, devised to address problem-solving in the workplace, offers a potential response to such criticism. This paper offers an insight into one university’s attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant skills and competencies. Results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The paper concludes that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies

The reflective learning continuum: reflecting on reflection

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research which considers reflection within the context of both the marketing and general business education literature. This paper describes the use of an instrument which can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection and intensive reflection and two conditions for reflection: instructor to student interaction and student to student interaction. Further we demonstrate the importance of reflective learning in predicting graduates’ perception of program quality. Although the focus was on assessment of MBA level curricula, the findings have great importance to marketing education and educators

Thinking strategically about assessment

Drawing upon the literature on strategy formulation in organisations, this paper argues for a focus on strategy as process. It relates this to the need to think strategically about assessment, a need engendered by resource pressures, developments in learning and the demands of external stakeholders. It is argued that in practice assessment strategies are often formed at the level of practice, but that this produces contradiction and confusion at higher levels. Such tensions cannot be managed away, but they can be reflected on and mitigated. The paper suggests a framework for the construction of assessment strategies at different levels of an institution. However, the main conclusion is that the process of constructing such strategies should be an opportunity for learning and reflection, rather than one of compliance

Small is beautiful? Emerging organizational strategies among Italian professionals

The traditional debate about professional groups has mainly focused on conflicts between professions and organizations, reinforcing dualisms and dichotomies. Few scholars have investigated the extent to which professionalism and organizations are intertwined while focusing on the case of professionals integrated into large organizations, and even less attention has been paid to emerging forms of organization among self-employed professionals. Taking as an example organizational trends among architects (liberal professionals) and management consultants (emerging professionals) in Italy, this article investigates how small, flexible, and (often) interprofessional organizations promoted by self-employed professionals are increasingly instrumental in overcoming market pressures and responding to emerging social needs in times of crisis and austerity.Le debat traditionnel à propos des groupes professionnels a principalement concerné les conflits entre professions et organisations, renforçant ainsi les dualisations et dichotomies entre ces deux groupes. Peu de chercheurs ont enquêté à quel point la profession et l'organisationnel sont interdependants lors de l'étude de l'integration de professionnels à de grandes organisations. En fait, moins d'attention a été portée aux formes organisationnelles émergentes entre les professionnels indépendants. En prenant exemple sur les architectes (professionnels libéraux) et les professionnels dans le conseil en management (professionnels émergents) qui travaillent en Italie, cet article analyse comment les organisations des professionnels indépendants, qui sont petites, flexibles et (souvent) interprofessionnelles, se transforment en outils pour faire face à la pression du marché et pour répondre aux besoins émergents en temps de crises et austérité

Organizational Mortality of Small Firms: The Effects of Entrepreneurial Age and Human Capital

This paper addresses the issue of internal determination of organizational outcomes. It is argued that in small and simply structured organizations a considerable proportion of the variance in organizational activities and outcomes is associated with individuals. In particular, the paper uses human capital theory to derive hypotheses about individual determinants of organizational mortality. These hypotheses are tested with event-history data of firm registrations and de-registrations in a West German region. The hypotheses are corroborated by the data, but the effects may nonetheless be due to processes linking individual characteristics with organizational performance other than those suggested by the human capital approach

Judging the impact of leadership-development activities on school practice

The nature and effectiveness of professional-development activities should be judged in a way that takes account of both the achievement of intended outcomes and the unintended consequences that may result. Our research project set out to create a robust approach that school staff members could use to assess the impact of professional-development programs on leadership and management practice without being constrained in this judgment by the stated aims of the program. In the process, we identified a number of factors and requirements relevant to a wider audience than that concerned with the development of leadership and management in England. Such an assessment has to rest upon a clear understanding of educational leadership,a clearly articulated model of practice, and a clear model of potential forms of impact. Such foundations, suitably adapted to the subject being addressed, are appropriate for assessing all teacher professional development

Project-Based Organizing and Strategic Management: A Long-Term Research Agenda on Temporary Organizational Forms

The last several years have witnessed a growing scholarly interest in project-based organizations. This interest mirrors the diffusion of this organizational form across a wide range of industries, well beyond those where organizations have been traditionally organized by projects. To date, however, research on project based organizations has not yet offered a systematic investigation of the interactions between project-based organizing and strategic management research. An examination of the existing literature indicates that some of the answers to key strategy questions remain incomplete, at times contradictory, and at best ambiguous. This volume moves the discussion to the next level by offering a comprehensive yet integrated view of cutting edge research on project-based organizing to shed light on some of these ambiguities and clarify the relationship between project-based organizing and strategic management. To accomplish this, the volume includes the contributions of several leading scholars who have been active researchers on this subject. The articles develop and extend key strategic aspects of project-based organizing, raise many new important questions, and identify fruitful areas for future research

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)