Narrative Leadership: Storying Leaders in the Executive Business School Classroom

2015 ◽  
Vol 3 (S1) ◽  
pp. S125-S150
Author(s):  
Anna Marie Trester
Keyword(s):  
Business School ◽  
School Classroom ◽  
Narrative Leadership

Utopian B-School Classroom Where Expectation Meets Reality

2021 ◽  
pp. 140-158
Author(s):  
Sonali Lakhera
Keyword(s):  
Business School ◽  
Business Schools ◽  
Individual Student ◽  
School Classroom ◽  
The Creation ◽  
Pedagogy And Curriculum ◽  
Conducive Environment

The supremacy of some business schools like Harvard and IIMs in the ranking ladder makes them desirable to the students as compared to the clusters down the ladder. The result is a greater number of admissions in the former category as compared to the latter. The question that arises is, What makes the top-ranking institutions a class apart? The answer is, the creation of the product that is a class apart. The chapter discusses various means including the pedagogy and curriculum to make the business school classroom a conducive environment to create an elite class of future managers and entrepreneurs. The main objectives of this study are to understand the differences in the students and the need for reinventing the pedagogy as to suit the needs of individual student thus converting the conventional classrooms into utopian classrooms for them. The chapter also explains the importance and attributes of a good curriculum in a business school.

Utopian B-School Classroom Where Expectation Meets Reality

2019 ◽  
pp. 189-207
Author(s):  
Sonali Lakhera
Keyword(s):  
Business School ◽  
Business Schools ◽  
Individual Student ◽  
School Classroom ◽  
The Creation ◽  
Pedagogy And Curriculum ◽  
Conducive Environment

The supremacy of some business schools like Harvard and IIMs in the ranking ladder makes them desirable to the students as compared to the clusters down the ladder. The result is a greater number of admissions in the former category as compared to the latter. The question that arises is, What makes the top-ranking institutions a class apart? The answer is, the creation of the product that is a class apart. The chapter discusses various means including the pedagogy and curriculum to make the business school classroom a conducive environment to create an elite class of future managers and entrepreneurs. The main objectives of this study are to understand the differences in the students and the need for reinventing the pedagogy as to suit the needs of individual student thus converting the conventional classrooms into utopian classrooms for them. The chapter also explains the importance and attributes of a good curriculum in a business school.

Teaching the un-teachable: storytelling and meditation in workplace spirituality courses

2014 ◽  
Vol 33 (3) ◽  
pp. 196-217 ◽  
Author(s):  
Joan Marques ◽  
Satinder Kumar Dhiman ◽  
Jerry Biberman
Keyword(s):  
Business School ◽  
Design Methodology ◽  
Management Education ◽  
Workplace Spirituality ◽  
Traditional Teaching ◽  
Classroom Setting ◽  
College Courses ◽  
Content Type ◽  
School Classroom ◽  
Practical Implications

Purpose – The purpose of this paper is to review the implementation of two strategies that are actually un-teachable yet highly effective in higher education: meditation and storytelling. Design/methodology/approach – Specifically focussing on workplace spirituality as a movement from corporate workers, and consequently, also a teaching topic in management education, the paper first indicates some problems faced in today's world, and relates these to the need for facilitating college courses in more compelling and comprehensive ways. Findings – Spirituality and spiritual concepts can involve emotional and other non-cognitive experiences which cannot be taught using traditional teaching approaches such as reading and lecture. Specific approaches, such as meditation and storytelling are useful for teaching spirituality and spiritual concepts in a business school classroom setting. These two strategies provide an opportunity for students to reflect on their experiences and to become more self-aware. Practical implications – Using the practical strategies discussed in this paper in management classes turns out to be a positive experience for both the course facilitators and the students. Originality/value – Reflecting on the overhaul attempts of management education in universities, even those with the prestige of Harvard and Stanford, the authors discuss some interesting strategies that can help management educators take their course experiences and the results attained to the next level.

Assessing the Use of Total Quality Management in the Business School Classroom

1996 ◽  
Vol 71 (6) ◽  
pp. 339-343 ◽  
Author(s):  
Kenneth E. Bass ◽  
Scott A. Dellana ◽  
Frederic J. Herbert
Keyword(s):  
Quality Management ◽  
Total Quality Management ◽  
Business School ◽  
Total Quality ◽  
School Classroom

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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