Core management courses bear a particularly challenging curricular as well as pedagogical burden insofar as they are typically the sole or primary vehicle for integrating management principles with larger university and school objectives. Compounding the challenge is that these very objectives are neither universally clear nor necessarily consistent. The article explores two complementary issues: First, what are the purposes of a university and of a business school? Second, and subsequently, how might a core management class contribute to collaboratively realizing them? To the former I delineate three thematic rubrics: cognitive (the intellectual purpose), affective (the holistic purpose), and conative (the practical purpose). To the latter I describe three corresponding principles for clarifying and facilitating their educational ends: (a) theoretical gist-based instruction, centered around the cognitive, which also crystalizes and enables; (b) amalgamated wisdom-based reflection, centered around the affective, which also facilitates and inspires; and (c) active coaching-based development, centered around the conative, which also circles back to reinforce and reinvigorate the above.
AdlerN. J.HarzingA. W. (2009). When knowledge wins: Transcending the sense and nonsense of academic rankings. Academy of Management Learning & Education, 8(1), 72-95.
2.
AndersonL. W.KrathwohlD. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Pearson.
3.
The Association to Advance Collegiate Schools of Business. (2013). 2013 Business accreditation standards: Eligibility procedures and accreditation standards for business accreditation. Retrieved from http://www.aacsb.edu/accreditation/standards/2013-business
BadenD.HiggsM. (2015). Challenging the percieved wisdom of management theories and practice. Academy of Management Learning & Education, 14, 539-555.
6.
BarberaF.BernhardF.NachtJ.McCannG. (2015). The relevance of whole-person learning approach to family business education: Concepts, evidence, and implications. Academy of Management Learning & Eduction, 14, 322-346.
7.
BennisW. G.O’TooleJ. (2005). How business schools lost their way. Harvard Business Review, 83(5), 96-104.
8.
BloomB. S.EngelhartM. D.FurstE. J.HillW. H.KrathwohlD. R. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook 1. Cognitive domain. New York, NY: David McKay.
9.
BrinerR.WalsheN. (2014). From passively received wisdom to actively constructed knowledge: Teaching systematic review skills as a foundation of evidence-based management. Academy of Management Learning & Education, 13, 415-432.
BrowningM. C. (2009, February). An analysis of values, mission, and vision statements within AACSB accredited schools of business. Paper presented at the annual conference of the ASBBS, Las Vegas, NV.
12.
ChristopherE.LaaschO.RobertsJ. (2016). New approaches to introduction to management courses. Journal of Management Education, 40, 223-225.
13.
ClinebellS.ClinebellJ. (2008). The tension in business education between academic rigor and real-world relevance: The role of executive professors. Academy of Management Learning & Education, 7(1), 99-107.
14.
CostiganR. D.BrinkK. E. (2015). Another perspective on MBA program alignment: An investigation of learning goals. Academy of Management Learning & Eduction, 14, 260-276.
15.
CummingsL. (1990). Reflections on management education and development: Drift or thrust into the 21st century? [Reviewed of the book Management education and development: Drift or thrust into the 21st century? by Lyman Porter and Lawrence McKibbin]. Academy of Management Review, 15, 694-696.
16.
DurantW. (2014). Fallen leaves. New York, NY: Simon & Schuster.
17.
ElderG. H. (1985). Life course dynamics: Trajectories and transitions. Ithaca, NY: Cornell University Press.
18.
EliotT. S. (1934). The rock. New York, NY: Harcourt Brace.
FeredayJ.Muir-CochraneE. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92.
21.
FisherR.UryW.PattonB. (2011). Getting to yes (3rd ed.). New York, NY: Penguin.
22.
FranklV. E. (2006). Man’s search for meaning. Boston, MA: Beacon Books.
GibbsG. R. (2007). Thematic coding and categorizing. Analyzing qualitative data. London, England: Sage.
25.
GioiaD. A.CorleyK. G.HamiltonA. L. (2012). Seeking qualitative rigor in inductive research: Notes on the Gioia Methodology. Organizational Research Methods, 16(1), 15-31.
26.
GlaserB. G.StraussA. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine.
27.
GoslingJ.MintzbergH. (2004). The education of practicing managers. MIT Sloan Management Review, 45(4), 19-23.
28.
HamalainenT. J. (2014). In search of coherence: Sketching a theory of sustainable well-being. In HamalainenT. J.MichalsonJ. (Eds.), Well-being and beyond (pp. 17-67). Cheltenham, England: Edward Elgar.
29.
HambrickD. C. (1994). Presidential address: What if the academy actually mattered?Academy of Management Review, 19(1), 11-16.
30.
HooverJ. D.GiambatistaR. C.SorensonR. L.BommerW. H. (2010). Assessing the effectiveness of whole person learning in pedagogy in skill aquisition. Academy of Management Learning & Eduction, 9, 192-203.
31.
JamesW. (1981). Pragmatism: A new name for some old ways of thinking. Indianapolis, IN: Hackett. (Original work published 1907)
32.
KesslerE. H. (2010). Management theory in action: Real-world lessons for walking the talk. New York, NY: Palgrave Macmillan.
33.
KesslerE. H. (2013). Encyclopedia of management theory. Thousand Oaks, CA: Sage.
34.
KesslerE. H. (2016). Being a true VIP: Managing importance in yourself and others. New York, NY: Palgrave Macmillan.
35.
KesslerE. H.BaileyJ. R. (2007). Handbook of organizational and managerial wisdom. Thousand Oaks, CA: Sage.
36.
KesslerE. H.BartunekJ. M. (2014). Designing management maps and apps: Insights for discovering and creating our management realities. Academy of Management Review, 39, 234-243.
37.
KingN. (1998). Using templates in the thematic analysis of text. In SymonG.CassellC. (Eds.), Qualitative methods and analysis in organizational research (pp. 98-117). London, England: Sage.
38.
KohlerT. (2016). On writing up qualitative research in management learning and education. Academy of Management Learning & Education, 15, 400-418.
39.
LockeE. A.LathamG. P. (2013). Goal setting theory. In KesslerE. H. (Ed.), Encyclopedia of management theory (pp. 315-318), Thousand Oaks, CA: Sage.
40.
LockeK. (2001). Grounded theory in management research. London, England: Sage.
41.
MeyerJ. H. F.LandR. (2005). Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 255-289.
42.
MilesM.HubermanA. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
43.
MintzbergH. (2004). Managers not MBAs. San Francisco, CA: Berrett Koehler.
PettigrewA. M.CornuelE.HommelU. (2014). The institutional development of business schools. Oxford, England: Oxford University Press.
46.
PfefferJ.SuttonR. I. (2000). The knowing-doing gap. Boston, MA: Harvard Business School Press.
47.
RahimM. A. (2004). Rahim organizational conflict inventory. Philadelphia, PA: Center for Advanced Studies in Management.
48.
RynesS. L.BartunekJ. M.DaftR. L. (2001). Across the great divide: Knowledge creation and transfer between practitioners and academics. Academy of Management Review, 44, 340-355.
49.
SartreJ. P. (1957). Existentialism and human emotions. New York, NY: Philosophical Library.
50.
SchillingJ. (2006). On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment, 22(1), 28-37.
51.
SchrageM. (2001, December10). But wait, there’s more. Fortune, p. 276.
SuddabyR.HardyC.HuyQ. N. (2011). Where are the new theories of organization?Academy of Management Review, 36, 236-246.
55.
ThomasH.LorangeP.ShethJ. (2013). The business school in the twenty-first century: Emergent challenges and new business models. Cambridge, England: Cambridge University Press.
56.
UngarettiT.ThompsonK. R.MillarA.PetersonT. O. (2015). Problem-based learning: Lessons from medical educatgion and challenges for management education. Academy of Management Learning & Eduction, 14, 173-186.
57.
Van DorenC. (1991). A history of knowledge. New York, NY: Ballantine.
58.
WeickK. E. (1979). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1-19.
WhitmoreJ. (2009). Coaching for performance: GROWing human potential and purpose: The principles and practice of coaching and leadership. Boston, MA: Nicholas Brealey.
61.
WrightA. L.GilmoreA. (2012). Threshold concepts and conceptions: Student learning in introductory management courses. Journal of Management Education, 36, 614-635.
